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Methods and Strategies for Teaching Students with High Incidence Disabilities

Methods and Strategies for Teaching Students with High Incidence Disabilities

Joseph Boyle, David Scanlon
Methods and Strategies for Teaching Students with High Incidence Disabilities
Edition
2
Pub Date
2018-01-01
Copyright Year
2019
ISBN10
1337566144
ISBN13
9781337566148
Publisher
Wadsworth Publishing
Page Count
576
Dimensions
8.50 in
10.88 in
0.69 in
Binding Format
Soft Cover
Units Per Carton
14.00
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$120.76
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Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Content in each chapter is correlated with updated CEC standards.
  • Content in each chapter is correlated with updated CEC standards.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

Joseph Boyle

Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

David Scanlon

David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

  • 1. Providing Special Education to Students with High Incidence Disabilities.
  • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
  • 3. Working with Families and Transition.
  • 4. Learning Theories: Past and Present.
  • 5. Oral Language: Strategies and Techniques.
  • 6. Early Reading: Strategies and Techniques.
  • 7. Later Reading: Strategies and Techniques.
  • 8. Written Language: Strategies and Techniques.
  • 9. Math: Strategies and Techniques.
  • 10 Teaching in the Content Areas: Strategies and Techniques.
  • 11. Organization and Study Skills: Strategies and Techniques.
  • 12. Technology and Teaching.
Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Content in each chapter is correlated with updated CEC standards.
  • Content in each chapter is correlated with updated CEC standards.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

Joseph Boyle

Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

David Scanlon

David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

  • 1. Providing Special Education to Students with High Incidence Disabilities.
  • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
  • 3. Working with Families and Transition.
  • 4. Learning Theories: Past and Present.
  • 5. Oral Language: Strategies and Techniques.
  • 6. Early Reading: Strategies and Techniques.
  • 7. Later Reading: Strategies and Techniques.
  • 8. Written Language: Strategies and Techniques.
  • 9. Math: Strategies and Techniques.
  • 10 Teaching in the Content Areas: Strategies and Techniques.
  • 11. Organization and Study Skills: Strategies and Techniques.
  • 12. Technology and Teaching.
Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Content in each chapter is correlated with updated CEC standards.
  • Content in each chapter is correlated with updated CEC standards.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

Joseph Boyle

Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

David Scanlon

David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

  • 1. Providing Special Education to Students with High Incidence Disabilities.
  • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
  • 3. Working with Families and Transition.
  • 4. Learning Theories: Past and Present.
  • 5. Oral Language: Strategies and Techniques.
  • 6. Early Reading: Strategies and Techniques.
  • 7. Later Reading: Strategies and Techniques.
  • 8. Written Language: Strategies and Techniques.
  • 9. Math: Strategies and Techniques.
  • 10 Teaching in the Content Areas: Strategies and Techniques.
  • 11. Organization and Study Skills: Strategies and Techniques.
  • 12. Technology and Teaching.
Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • Research has been extensively updated to ensure that this edition reflects current theory and practice.
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
  • Content in each chapter is correlated with updated CEC standards.
  • Content in each chapter is correlated with updated CEC standards.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Two case studies, along with case questions in each chapter, distinguish this text's approach.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Methods and Strategies Spotlight boxes highlight key teaching techniques.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Tips for Generalization boxes highlight special topics that apply to all learners.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
  • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

Joseph Boyle

Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

David Scanlon

David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

  • 1. Providing Special Education to Students with High Incidence Disabilities.
  • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
  • 3. Working with Families and Transition.
  • 4. Learning Theories: Past and Present.
  • 5. Oral Language: Strategies and Techniques.
  • 6. Early Reading: Strategies and Techniques.
  • 7. Later Reading: Strategies and Techniques.
  • 8. Written Language: Strategies and Techniques.
  • 9. Math: Strategies and Techniques.
  • 10 Teaching in the Content Areas: Strategies and Techniques.
  • 11. Organization and Study Skills: Strategies and Techniques.
  • 12. Technology and Teaching.
  • Product Description
  • Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Content in each chapter is correlated with updated CEC standards.
    • Content in each chapter is correlated with updated CEC standards.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

    Joseph Boyle

    Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

    David Scanlon

    David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

    • 1. Providing Special Education to Students with High Incidence Disabilities.
    • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
    • 3. Working with Families and Transition.
    • 4. Learning Theories: Past and Present.
    • 5. Oral Language: Strategies and Techniques.
    • 6. Early Reading: Strategies and Techniques.
    • 7. Later Reading: Strategies and Techniques.
    • 8. Written Language: Strategies and Techniques.
    • 9. Math: Strategies and Techniques.
    • 10 Teaching in the Content Areas: Strategies and Techniques.
    • 11. Organization and Study Skills: Strategies and Techniques.
    • 12. Technology and Teaching.
  • Features
  • Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Content in each chapter is correlated with updated CEC standards.
    • Content in each chapter is correlated with updated CEC standards.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

    Joseph Boyle

    Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

    David Scanlon

    David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

    • 1. Providing Special Education to Students with High Incidence Disabilities.
    • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
    • 3. Working with Families and Transition.
    • 4. Learning Theories: Past and Present.
    • 5. Oral Language: Strategies and Techniques.
    • 6. Early Reading: Strategies and Techniques.
    • 7. Later Reading: Strategies and Techniques.
    • 8. Written Language: Strategies and Techniques.
    • 9. Math: Strategies and Techniques.
    • 10 Teaching in the Content Areas: Strategies and Techniques.
    • 11. Organization and Study Skills: Strategies and Techniques.
    • 12. Technology and Teaching.
  • About the Author
  • Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Content in each chapter is correlated with updated CEC standards.
    • Content in each chapter is correlated with updated CEC standards.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

    Joseph Boyle

    Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

    David Scanlon

    David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

    • 1. Providing Special Education to Students with High Incidence Disabilities.
    • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
    • 3. Working with Families and Transition.
    • 4. Learning Theories: Past and Present.
    • 5. Oral Language: Strategies and Techniques.
    • 6. Early Reading: Strategies and Techniques.
    • 7. Later Reading: Strategies and Techniques.
    • 8. Written Language: Strategies and Techniques.
    • 9. Math: Strategies and Techniques.
    • 10 Teaching in the Content Areas: Strategies and Techniques.
    • 11. Organization and Study Skills: Strategies and Techniques.
    • 12. Technology and Teaching.
  • Table of Contents
  • Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • A vibrant full-color design makes reading easier and helps highlight what's important for the student.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • Research has been extensively updated to ensure that this edition reflects current theory and practice.
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • The previous edition's Chapter 12 ("Transitions") and Chapter 14 ("Working with Families") have been consolidated and appear earlier as Chapter 3, "Working with Families and Transition."
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, provide a framework for students as they read, helping them to locate key content and understand expected outcomes.
    • Content in each chapter is correlated with updated CEC standards.
    • Content in each chapter is correlated with updated CEC standards.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Two case studies, along with case questions in each chapter, distinguish this text's approach.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Methods and Strategies Spotlight boxes highlight key teaching techniques.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Tips for Generalization boxes highlight special topics that apply to all learners.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.
    • Superior pedagogy and embedded learning tools help reading comprehension, including Think Back to the Case Boxes features with reflective questions, Application Activities, Teacher Resources, and more.

    Joseph Boyle

    Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.

    David Scanlon

    David Scanlon (Ph.D., Special Education and Rehabilitation, University of Arizona) is an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses to undergraduate and doctoral students, including introductory special education, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. Dr. Scanlon is a former high school and community college special education teacher. He has also worked as an assistant research scientist at the University of Kansas Center for Research on Learning (CRL), where he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, Dr. Scanlon served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. Today, he continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly 50 research publications and book chapters.

    • 1. Providing Special Education to Students with High Incidence Disabilities.
    • 2. Effective Instructional Practices in Inclusive and Co-Taught Classrooms: Planning, Teaching and Monitoring Instruction.
    • 3. Working with Families and Transition.
    • 4. Learning Theories: Past and Present.
    • 5. Oral Language: Strategies and Techniques.
    • 6. Early Reading: Strategies and Techniques.
    • 7. Later Reading: Strategies and Techniques.
    • 8. Written Language: Strategies and Techniques.
    • 9. Math: Strategies and Techniques.
    • 10 Teaching in the Content Areas: Strategies and Techniques.
    • 11. Organization and Study Skills: Strategies and Techniques.
    • 12. Technology and Teaching.
 
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