Summary: For undergraduate and graduate curriculum methods courses in Physical, Health and/or for Multiple Disabilities, Disabilities courses or Severe Disabilities courses. Edition/Copyright: 5TH 05
Advocating "low tech" solutions to "high tech" problems, this unique text provides special educators and others with information, knowledge, and strategies for creating meaningful educational experiences for significantly challenged learners. This comprehensive text describe ...show mores the implications of physical, health, and/or multiple disabilities. It illustrates ways to facilitate student participation in major life activities at home, in school, and within community environments. It addresses curriculum modifications and instructional strategies related both to core academic curriculum, and to the specialized curriculum areas critical for these students. It also emphasizes physical access to the general curriculum, adaptations, and instructional strategies to help ensure students with disabilities the chance to reach their physical and muliple highest potential.
- NEW - A completely new four-part structure--Part 1) explains a variety of disabilities, Part 2) addresses options and the impact of various technologies, Part 3) examines specialized curricula, and Part 4) assists teachers life-long how to implement content curriculum.
- Offers readers a concise, targeted, yet comprehensive presentation--organizes information in self-contained units that can be taught in any order, to suit any course goals.
- NEW - Focus on the Net features at the end of every chapter--Providing current Web/Internet addresses relevant to chapter content.
- Encourage readers to use technology and the Web to keep abreast of current issues and developments in the field--are ideal for assignment, discussion topics and for self-study.
- A strong emphasis throughout on collaboration among teachers, service professionals and families.
- Introduces the currently-advocated model of collaborative service delivery--defines similarities and differences among such professionals as teachers, social workers, counselors, therapists, and others when working in the range of classroom (self-contained to inclusive) and home settings.
- Information on appropriate software and functional academic skills--In every chapter in Part Four.
- Helps readers understand the potential of computers to bolster accessibility of school curriculum--offers guidelines for using computer technology to add meaning to content area studies.
- A full chapter on augmentative and alternative communications (AAC)--Chapter 8.
- Explores their potential to enhance both symbolic and non-symbolic communication--helps future teachers understand the limitations of devices and techniques in this area.
- A model for planning and designing courses of study for students with disabilities--In the chapter on curricular options.
- Familiarizes readers with the theory on which text coverage is based--gives them a structure on which to "hang" current and future knowledge.
- Summary and Conclusion and References features--In every chapter.
- Organize chapter content for easy review--create opportunities for students to gauge their understanding of chapter content and explore additional sources of information.
- Questions for Discussion in every chapter--Many using a case-study approach.
- Provide opportunities for students to assess their understanding--serve as springboards for research papers, assignments, and individual study.
Publisher: Merrill Education/Prentice Hall
Other Editions of Teaching Individuals With Physical or Multiple Disabilities: