{"product_id":"more-language-arts-math-and-science-for-students-with-severe-disabilities-paperback","title":"More Language Arts, Math, and Science for Students with Severe Disabilities - Paperback","description":"\u003cdiv\u003e\u003cp style=\"text-align: right;\"\u003e\u003ca href=\"https:\/\/reportcopyrightinfringement.com\/\" target=\"_blank\" rel=\"nofollow\"\u003e\u003cb\u003eReport copyright infringement\u003c\/b\u003e\u003c\/a\u003e\u003c\/p\u003e\u003c\/div\u003e\u003cp\u003eby \u003cb\u003eDiane Browder-Boswell\u003c\/b\u003e (Editor), \u003cb\u003eFred Spooner\u003c\/b\u003e (Editor), \u003cb\u003eMartin Agran\u003c\/b\u003e (Foreword by)\u003c\/p\u003e\u003cp\u003eAccess the NEW ONLINE COMPANION MATERIALS now! \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eHow can today's educators teach academic content to students with moderate and severe developmental disabilities--while helping all students meet Common Core State Standards? This text has answers for K-12 teachers, straight from 37 experts in special and general education. A followup to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure \u003cb\u003emore inclusion, more advanced academic content, \u003c\/b\u003eand \u003cb\u003emore meaningful learning \u003c\/b\u003efor their students. Teachers will have the cutting-edge research and recommended practices they need to identify and deliver grade-aligned instructional content--leading to more opportunities and better quality of life for students with severe disabilities.\u003c\/p\u003e\u003cbr\u003e\u003cb\u003ePREPARE TEACHERS TO \u003c\/b\u003e\u003cul\u003e\n\u003cli\u003e skillfully adapt lessons in language arts, math, and science for students with disabilities \u003c\/li\u003e\n\u003cli\u003e align instruction with Common Core State Standards \u003c\/li\u003e\n\u003cli\u003e select target skills and goals \u003c\/li\u003e\n\u003cli\u003e differentiate instruction using appropriate supports and assistive technologies \u003c\/li\u003e\n\u003cli\u003e balance academic goals and functional skills \u003c\/li\u003e\n\u003cli\u003e make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching \u003c\/li\u003e\n\u003cli\u003e maintain high expectations for student achievement \u003c\/li\u003e\n\u003cli\u003e promote generalization by embedding instruction into ongoing classroom activities \u003c\/li\u003e\n\u003cli\u003e assess students' progress and make adjustments to instruction \u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cb\u003ePRACTICAL MATERIALS: \u003c\/b\u003e Detailed vignettes based on the authors' real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning.\u003ch3\u003eAuthor Biography\u003c\/h3\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eDiane M. Browder, Ph.D., is Snyder Distinguished Professor and doctoral coordinator of Special Education at the University of North Carolina at Charlotte. Dr. Browder has more than 2 decades of experience with research and writing on assessment and instruction of students with severe disabilities. Recently, she has focused on alternate assessment and linking assessment and instruction to the general curriculum. She is Principal Investigator for an Institute of Education Sciences--funded center with a focus on teaching students with moderate and severe disabilities to read. She is a partner in the National Center on Alternate Assessment and Principal Investigator for Office of Special Education Programs--funded projects on access to the general curriculum.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003eDr. Spooner is Professor of Special Education, Coordinator of the Adapted Curriculum (Severe Disabilities) Program, and Principal Investigator on a personnel preparation project involving distance delivery technologies at the University of North Carolina at Charlotte. Dr. Spooner has more than 2 decades of experience with research and writing instructional practices for students with severe disabilities. He is co-editor for Teacher Education and Special Education and serves as an associate editor for Research and Practice for Persons with Severe Disabilities. He was a co-editor for TEACHING Exceptional Children and an associate editor for Teacher Education and Special Education. Recently, he has focused on alternate assessment and linking assessment and instruction to the general curriculum and serves as a Senior Research Associate for an Institute of Education Sciences--funded center with a focus on teaching students with moderate and severe disabilities to read.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMartin Agran, Ph.D., \u003c\/b\u003e is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks\/Cole, 1997).\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eLynn Ahlgrim-Delzell, Ph.D., \u003c\/b\u003e Dr. Ahlgrim-Delzell's research interests include literacy instruction and assessment and research methods for low-incidence populations. She has over 30 years of experience working with individuals with severe disability in various capacities.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eStephanie Al Otaiba, Ph.D., \u003c\/b\u003e is a professor of teaching and learning at Southern Methodist University. A former special education teacher, her research focuses on early literacy interventions for students with or at-risk for disabilities, Response to Intervention (RTI), and teacher training. She is the author or coauthor of more than 130 articles and chapters. Dr. Al Otaiba is serves on the executive board of the International Dyslexia Association and is the Editor of the \u003ci\u003eJournal of Learning Disabilities\u003c\/i\u003e..\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJill Allor, Ed.D., \u003c\/b\u003e conducts research in early literacy instruction for students with and without disabilities. She is an author of curricular materials for both general and special educators. She has published numerous research articles and chapters.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eKeri S. Bethune, Ph.D., BCBA-D, \u003c\/b\u003e Dr. Bethune's research focuses on applied behavior analysis, single-subject research design, teacher education (including coaching), and general curriculum access for students with severe disabilities and autism.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eHeidi B. Carlone, Ph.D., \u003c\/b\u003e studies the culture of science learning settings to better understand how science can be accessible for all learners.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMonica Delano, Ph.D., \u003c\/b\u003eteaches in the program in moderate and severe disabilities as well as the program in autism and applied behavior analysis. Her research focuses on literacy interventions for students with autism spectrum disorders.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJennifer C. Fischer-Mueller, Ed.D., \u003c\/b\u003e taught science in several New Hampshire schools including Souhegan High School, Hollis\/Brookline High School, and Spaulding Junior High School. She received a variety of honors including the Tandy Technology Excellence in Science Teaching Award and was named CitiBank National Faculty.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eClaudia Flowers, Ph.D., \u003c\/b\u003e Dr. Flowers's research has focused on assessment and transition issues for students with disabilities. She is a partner with the federally funded National Centers and State Collaborative 28-state consortium that is developing a new alternate assessment for students with significant cognitive disabilities and Co-principal Investigator for the IES-funded Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJessica Folsom, Ph.D., \u003c\/b\u003e is a former classroom teacher of adolescents with significant cognitive disabilities. She received her Ph.D. in special education with a focus in educational research.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eEllen Forte, Ph.D., \u003c\/b\u003e holds several leadership positions on large-scale, federally funded research and assistance initiatives, including directing the validity evaluation component of the National Centers and State Collaborative 28-state consortium that is developing a new alternate assessment for students with significant cognitive disabilities. She serves as the chief policy advisor to the National Deaf Education Center at Gallaudet University on its implementation of standards, assessments, and accountability mechanisms, and serves as the chief standards and assessment policy advisor to the current National Evaluation of Titles I and II.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJ. Mathew Jameson, Ph.D., \u003c\/b\u003e Dr. Jameson's primary research interests include instructional strategies and inclusive educational procedures for students with significant cognitive disabilities. He has authored and coauthored articles focused on the provision of a free and appropriate public education, instructional strategies used to support students in inclusive settings, and evaluations of distance education and teacher preparation programs.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBree A. Jimenez, Ph.D., \u003c\/b\u003e studies general curriculum access and assessment for students with moderate and severe intellectual disabilities. Specifically, she investigates math and science instruction aligned to grade-level standards.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eCheryl M. Jorgensen, Ph.D., \u003c\/b\u003e is an inclusive education consultant in private practice after being a project director with the Institute on Disability at the University of New Hampshire (UNH) and an assistant research professor in UNH's Education Department from 1985 to 2011. She is a co-founder of the National Center on Inclusive Education. Jorgensen has authored several books (including \u003ci\u003eThe Inclusion Facilitatorâ (TM)s Guide\u003c\/i\u003e and \u003ci\u003eThe Beyond Access Model\u003c\/i\u003e) and research articles; presents at state, national, and international conferences; and provides student-specific consultation throughout the United States.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eVictoria Knight, Ph.D., \u003c\/b\u003eDr. Knight's research has focused on general curriculum access for students with significant disabilities and autism and evaluating and disseminating evidence-based practices. She is the author of book chapters and peer-reviewed publications on these topics. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAngel Lee, M.Ed., \u003c\/b\u003e works with the National Center and State Collaborative on a General Supervision Enhancement Grant focusing on the development of curriculum and instruction aligned to the Common Core State Standards for students with significant disabilities. She is coauthor of three literacy curricula developed for students with significant disabilities: \u003ci\u003eThe Early Literacy Skills Builder, Pathways to Literacy, \u003c\/i\u003e and \u003ci\u003eTeaching to Standards: English Language Arts.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eYa-yu Lo, Ph.D., \u003c\/b\u003e Dr. Lo's research focuses include applied behavior analysis, social skill instruction, effective academic and behavioral interventions, urban students with culturally and linguistically diverse backgrounds, functional behavioral assessment, and positive behavior support. She is a co-principal investigator of an IES grant, The solutions project: Teaching students with moderate\/severe intellectual disability to solve mathematical problems (2013-2016).\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJohn McDonnell, Ph.D., \u003c\/b\u003e Dr. McDonnell's research focuses on curriculum and instruction, inclusive education, and transition programs for students with intellectual and developmental disabilities. He has published extensively in these areas and has been actively involved in the development of innovative school programs for more than 25 years. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBethany R. McKissick, Ph.D., \u003c\/b\u003e Dr. McKissick's research focuses on providing general curriculum access for students with disabilities. Additional research interests include evidence-based practices for teaching students with disabilities, students with severe challenging behaviors, inclusive education, and students with autism spectrum disorders. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003ePamela J. Mims, Ph.D., \u003c\/b\u003e Dr. Mims received her Ph.D. in special education in 2009 from the University of North Carolina at Charlotte. Her research interests include systematic instruction strategies and access to the general curriculum for students with significant disabilities. She has published multiple journal articles and book chapters and presents her work nationally. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMaryann Mraz, Ph.D., \u003c\/b\u003e earned her Ph.D. from Kent State University and her M.Ed. and B.A. from John Carroll University. She has served as a board member of the Association of Literacy Educators and Researchers (ALER) and is the author of more than 60 books, articles, and chapters on literacy education. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMiriam Ortiz, Ph.D., \u003c\/b\u003ereceived her doctorate in education and human development from Southern Methodist University (SMU) in 2017 with a focus on special education and Response to Intervention. Prior to completing her doctorate, Dr. Ortiz worked in Tallahassee, Florida, as a Kâ \"12 teacher for students with severe behavioral and emotional disabilities. She has worked closely with the researchers at SMU and across the country to improve the reading skills and achievement of struggling students and students with disabilities. Dr. Ortiz currently works as a clinical assistant professor at SMU in the Department of Teaching and Learning teaching courses in the Early Literacy Scholars Program, the Special Education Program, and the Doctoral Program. Dr. Ortiz is also the executive director for the Division for Learning Disabilities (TeachingLD.org) of the Council for Exceptional Children.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRobert Pennington, Ph.D., \u003c\/b\u003e is a Board Certified Behavior Analyst and has more than 20 years of experience working with students with intellectual disabilities and autism spectrum disorders. His research interests are writing and communication, computerassisted instruction, and the application behavior analytic instructional procedures. \u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDrew Polly, Ph.D., \u003c\/b\u003e Dr. Polly's research interests include examining the best way to support teachers' use of standards-based mathematics pedagogies and digital technologies in their classroom.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eShamby Polychronis, Ph.D., \u003c\/b\u003ehas experience teaching students with low-incidence disabilities in post-high school programs with an emphasis on community-based programs. Her scholarly interests include inclusive education, individual rights for people with disabilities, family support services, and collaborative partnerships between general and special educators.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eHolly Prud'homme, M.Ed., \u003c\/b\u003e From 2002â \"2006, Ms. Prud'homme participated in an Office of Special Education Programs-funded model demonstration project that developed the Beyond Access Model, an instructional planning process that supports valued membership, full participation, reciprocal social relationships, and learning of the general education curriculum in the general education classroom for students with the most significant disabilities. Ms. Prud'homme is featured in filmmaker Dan Habib's film Who Cares About Kelsey? that explores inclusive education for students with autism and emotional\/behavioral disabilities.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDavid K. Pugalee, Ph.D., \u003cb\u003e has done extensive research on the role of language in teaching and learning of mathematics. He has published extensively in this area as well as articles and books on mathematics and technology and mathematics and special education.\u003c\/b\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRachel Quenemoen, M.S., \u003c\/b\u003e conducts research and consultation\/technical assistance on educational change processes to ensure that students with disabilities are included in and benefit from reform efforts. She has written numerous articles, chapters, research briefs, and presentations on improving outcomes for students with disabilities, including coauthoring a book on alternate assessment. She has worked for 35 years as an educational sociologist and currently serves on the assessment and accountability technical advisory committees for Idaho, Partnership for Assessment of Readiness for College and Careers, Puerto Rico, South Dakota, and Washington, DC.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eTimothy Riesen, Ph.D., \u003c\/b\u003e Dr. Riesen's research interests include transition to employment and inclusion of individuals with moderate to severe disabilities in education, employment, and community environments.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eAlicia F. Saunders, Ph.D., \u003c\/b\u003e Dr. Saunders is the project coordinator for the Solutions Project, an IES grant, developing a mathematics word problem-solving curriculum for students with severe disabilities. She has helped design and conduct research in the area of general curriculum access, specifically in science, English language arts, and mathematics. Additionally, she has published multiple peer-reviewed journal articles, developed and conducted professional development webinars on aligning instruction to the Common Core State Standards, and is a coauthor of Early Numeracy, a mathematics curriculum for students with severe disabilities.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJulie L. Thompson, Ph.D., \u003c\/b\u003e Prior to pursuing a Ph.D. in special education, Dr. Thompson taught students with autism spectrum disorder (ASD) for 6 years. Her current research focuses on teaching academics to students with ASD, direct instruction, and applied behavior analysis. She is a National Board Certified teacher in severe and multiple disabilities and a Board Certified Behavior Analyst.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eJean Vintinner, Ph.D., \u003c\/b\u003e Dr. Vintinner is a former high school English and reading teacher whose academic interests include adolescent literacy, content area reading, and motivating struggling readers.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eShawnee Y. Wakeman, Ph.D., \u003c\/b\u003e Dr. Wakeman's research interest includes the relationship of the principal to the education of students with disabilities, access to the general curriculum and how it is enacted for students with significant cognitive disabilities, alignment of the educational system and the policy implications of those alignment issues, and alternate assessment. Dr. Wakeman is currently involved in several federally funded projects and publications related to alternate assessment and curriculum alignment.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRyan Walker, Ph.D., \u003c\/b\u003e Dr. Walker has established an active research agenda investigating the teaching of science process skills, the relationship between art and science instruction, and the importance of authentic science experience for teachers.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eLeah Wood, Ph.D., \u003c\/b\u003e Ms. Wood is a third-year doctoral candidate pursuing a Ph.D. in special education. Prior to returning to school full-time, Ms. Wood taught students with moderate to severe intellectual disability for 6 years. She is the lead graduate research assistant for the GoTalk Phonics IES grant, and coauthor of the GoTalk Phonics Curriculum, which is in development.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e Charles L. Wood, Ph.D., \u003c\/b\u003e Dr. Wood's research focuses on instructional design, computer-assisted instruction, explicit instruction, and applied behavior analysis. \u003c\/p\u003e\u003cbr\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eNumber of Pages:\u003c\/strong\u003e 328\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eDimensions:\u003c\/strong\u003e 0.66 x 10.04 x 7 IN\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eIllustrated:\u003c\/strong\u003e Yes\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003ePublication Date:\u003c\/strong\u003e February 19, 2014\u003c\/div\u003e\n            ","brand":"BooksCloud","offers":[{"title":"Default Title","offer_id":47453918560477,"sku":"9781598573176","price":90.81,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0811\/9867\/8237\/files\/x7IQyBAFB-9781598573176.webp?v=1771568231","url":"https:\/\/handfulofbooks.com\/products\/more-language-arts-math-and-science-for-students-with-severe-disabilities-paperback","provider":"Handful of Books","version":"1.0","type":"link"}