Teaching Students with Mild and Moderate Disabilities: Research-Based Practices (with MyEducationLab), 2/E by Libby G Cohen and Loraine J. Spenciner	List Price: $102.00
For Methods and Curriculum courses for Students with Mild to Moderate Disabilities. Today’s teachers need to be skilled and avid connoisseurs of evidence-based practices in the classroom. Libby Cohen and Loraine J. Spenciner have once again produced a current, comprehensive, practical text for teaching students with mild to moderate disabilities or those with learning or behavior problems. With an interactive format and enthusiastic writing style, Teaching Students with Mild and Moderate Disabilities: Research-Based Practices, Second Edition provides prospective teachers of learners with mild to moderate disabilities a full complement of very practical, yet research-based practices and strategies suitable for Kindergarten through 12th grade classrooms. The authors emphasize the need to consistently assess, plan, organize, implement, and evaluate instruction based on knowledge of the learner, intended learner outcomes, and the curriculum. Diversity and assessment are thoroughly integrated throughout the comprehensive coverage of both traditional and contemporary approaches to teaching. Considerable attention is given to classroom integration of both educational and assistive technologies. In addition, separate chapters focusing on the curriculum areas (teaching reading, written and spoken communication, mathematics, science and social studies, social skills, and transition) include discussion of national performance standards as well as strategies for helping learners with disabilities access the general education curriculum.  The text’s content flows nicely as several “strands” are woven throughout to solidify the content for readers. These strands include: 1.) Linking research to practice  2.) Cultural and linguistic perspectives  3.) Linking assessment and instruction and  4.) “In Practice” which examines classroom practices in more depth and apply new knowledge. Instructors and students alike will appreciate the depth of new content and material added throughout for a complete and thorough revision. Some of these new updates include: comprehensive coverage of traditional and contemporary methods; new information on response to intervention, the National Instructional Materials Accessibility Standard (NIMAS), and print and internet resources; expanded discussion on the topics of universal design, ADHD, autism spectrum disorders, assistive technology devices and services and the Carl D. Perkins Career and Technical Education ACT; revised procedures for identifying students with learning disabilities; updated case studies and application; and new chapter content related to explicit instruction, differentiated instruction and considering diversity and cultural and linguistic perspectives in relation to teaching methods. Separate chapters on key non-academic, yet functional topics: developing/enhancing social skills, promoting positive behavior, study/learning skills, and transition.  This addresses the need for teachers of learners with disabilities to go beyond a strictly academic curriculum by providing numerous strategies for helping learners increase their skill level in these critical areas.   Two chapters on the categories (Chapter 2 and Chapter 3) give future teachers an overview of the students they will encounter in their own classrooms. Two categorical chapters on the characteristics of mild/moderate disabilities cover the basics of LD, AD/HD, Mild MR, Autism and Sensory Disorders. “Considering Diversity” boxes in every chapter encourage prospective teachers to reflect on their personal attitudes and beliefs while introducing readers to the make-up of today's typical classroom population. “Using Technology” boxes in every chapter illustrate real life uses of technology as teaching tools demonstrating how technological support can go a long way toward giving students with disabilities full access to the general education curriculum. “Research to Practice” boxes throughout the text highlight current research on key topics, ensuring students the benefit of the most current thinking in the field. Coverage of assessment in every chapter, including strategies that can be used to assess competencies in state and national learning standards, links assessment directly to all aspects of instruction.  This demonstrates for students that assessment is an ongoing, integral aspect of all teaching, both for informing instruction and for demonstrating competence. Technology coverage in every chapter, including discussion of ways to integrate assistive technology into the curriculum, examines assistive technology in contemporary classrooms.  This helps future teachers understand what specialized devices can and cannot do, and how they can enhance the learning experience for their users. Chapter Objectives at the beginning of each chapter focus students' attention on key content while familiarizing them with the "message" of the chapter.   Part I    Foundations for Teaching   Chapter 1    Preparing to Teach Students with Mild and Moderate Disabilities PREPARING TO TEACH FEDERAL LEGISLATION AND THE EDUCATION OF STUDENTS WITH DISABILITIES THE SPECIAL EDUCATION PROCESS ENVIRONMENTS WHERE SPECIAL EDUCATION TEACERS WORK   Chapter 2    Understanding Students with Learning Disabilities, Attention Deficit Hyperactivity Disorders, and Other Health Impairments DISABILITY AND THE EFFECTS ON LEARNING AND BEHAVIOR STUDENTS WITH LEARNING DISABILITIES STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STUDENTS WITH OTHER HEALTH IMPAIRMENTS   Chapter 3    Understanding Students with Emotional Disturbance, Mental Retardation, and Autism Spectrum Disorders Objectives STUDENTS WITH EMOTIONAL DISTURBANCE STUDENTS WITH MENTAL RETARDATION STUDENTS WITH AUTISM SPECTRUM DISORDERS UNDERSTANDING STUDENTS WITH DISABILITIES   Chapter 4    Partnering with Educators, Professionals, Paraprofessionals, Parents, and Other Family Members SKILLS AND KNOWLEDGE FOR EFFECTIVE PARTNERSHIPS  WORKING WITH EDUCATORS AND OTHER PROFESSIONALS WORKING WITH PARAPROFESSINALS WORKING WITH PARENTS AND OTHER FAMILY MEMBERS WORKING WITH COMMUNITY PARTNERS   Part II        How Teachers Teach   Chapter 5    Linking Assessment and Instruction CONTEMPORARY VIEWS OF ASSESSMENT AND INSTRUCTION ASSESSMENT FOR PLANNING AND MONITORING INSTRUCTION EVALUATING ACHIEVEMENT STATE AND FEDERAL MANDATES PROFESSIONAL STANDARDS AND ETHICAL CONSIDERATIONS   Chapter 6        Planning and Organizing Instruction CLASSROOM ENVIRONMENTS      INDIVIDUALIZING INSTRUCTION PLANNING AND ORGANIZING INSTRUCTION PROFESSIONAL STANDARDS FOR SPECIAL EDUCATORS   Chapter 7        Methods for Teaching and  Learning HOW STUDENTS LEARN METHODS THAT SUPPORT TEACHING AND LEARNING EMERGING CONCEPTS   Chapter 8        Effective Strategies for Teaching  (Libby Cohen with Tan Liang See) STRATEGIES THAT SUPPORT LEARNING SOCIAL RELATIONSHIPS THAT MAINTAIN AND FACILITATE LEARNING USING TECHNOLOGY FOR COLLABORATION AND LEARNING CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES TEACHERS AS PROFESSIONALS   Chapter 9        Developing and Enhancing Social Skills ASSESSING SOCIAL SKILLS PLANNING AND IMPLEMENTING INSTRUCTION RESEARCH-BASED INTERVENTION PROGRAMS CREATING SAFE CLASSROOMS   Chapter 10        Promoting Positive Behavior UNDERSTANDING PROBLEM AND CHALLENGING BEHAVIORS ASSESSING PROBLEM AND CHALLENGING BEHAVIORS PLANNING AND IMPLEMENTING INSTRUCTION STRENGTHENING SCHOOL AND COMMUNITY CAPACITY   Chapter 11        Learning and Study Skills LINKING ASSESSMENT WITH INSTRUCTION SUPPORTING STUDENTS’ LEARNING AND STUDY SKILLS TAKING NOTES SKILLS THAT SUPPORT STUDENTS' READING COMPREHENSION TEST-TAKING STRATEGIES INSTRUCTIONAL STRATEGIES FOR DEEPENING UNDERSTANDING AND ENHANCING MEMORY HOMEWORK USING TECHNOLOGY TO SUPPORT LEARNING AND STUDY SKILLS CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES   Part III        Curriculum Areas   Chapter 12        Literacy THE IMPORTANCE OF BEING LITERATE READING DISABILITIES INSTRUCTIONAL STRATEGIES SPECIALIZED STRATEGIES AND APPROACHES USING TECHNOLOGY TO SUPPORT READING STRATEGIES FOR INVOLVING FAMILIES IN CHILDREN’S READING CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES   Chapter 13        Written and Spoken Communication WRITTEN COMMUNICATION WRITING DISABILITIES LINKING ASSESSMENT WITH INSTRUCTION INSTRUCTIONAL STRATEGIES TEACHING SPELLING SPOKEN LANGUAGE AND OTHER FORMS OF COMMUNICATION CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES   Chapter 14        Mathematics LEARNING DIFFICULTIES IN MATHEMATICS LINKING ASSESSMENT WITH INSTRUCTION INSTRUCTIONAL STRATEGIES FUNCTIONAL MATHEMATICS CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES USING TECHNOLOGY: MATHEMATICS TEACHING RESOURCES   Chapter 15        Science and Social Studies SCIENCE AND SOCIAL STUDIES: EDUCATING ALL STUDENTS FOR THE FUTURE IMPORTANCE OF SCIENCE EDUCATION LINKING ASSESSMENT WITH INSTRUCTION INSTRUCTIONAL STRATEGIES CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES THE IMPORTANCE OF SOCIAL STUDIES LINKING ASSESSMENT WITH INSTRUCTION INSTRUCTIONAL STRATEGIES USING TECHNOLOGY CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES   Part IV        Promoting Independence   Chapter 16        Transition TRANSITION PROCESS LINKING ASSESSMENT WITH INSTRUCTION TYPES OF TRANSITION ACTIVITIES TRANSITION SERVICES SELF-DETERMINATION, SELF-ADVOCACY, AND PERSON-CENTERED PLANNING USING TECHNOLOGY CAREER DEVELOPMENT CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES   Special Features   Research to Practice   Instructional Consultation Teams and Referral to Special Education Services Large-Scale and High-Stakes Assessment Co-Teaching in Inclusive Classrooms Teaching Methods and Specific Content Focus Teaching Social Skills to Children with Autism Spectrum Disorders Teaching Social Skills to Students with Learning Disabilities and Behavior Problems The Bullying Prevention Program Dropout Prevention   Thinking About Technological Literacy  What Does the Research Say About Tracking Students in Mathematics? Role Models and Mentors Mnemonics Thinking About Youth with Disabilities   Cultural and Linguistic Perspectives A Wealth of Classroom Experiences and Expectations English Language Learners and Learning Disabilities Cultural Identity Community Partnerships Using Appropriate Assessment Practices     Physical, Social, and Learning Environments Research-Based Teaching Methods and Latino Students Familiarity, Dissonance, or Disability? Creating Culturally Relevant Educational Experiences     Meet Raasfa World of Science Four Approaches Modified Paired Storytelling Strategy Reaching Out to Latinos
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