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Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners

By R. A. McWilliam, Bryan G. Cook, Melody G. Tankersley, CEC G. Division of Research

Published by Pearson

Published Date: Jun 1, 2012

Description

Research-Based Strategies for Improving Outcomes for Targeted Groups of Learners, 1e is an authoritative collection of the best techniques known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings regarding special populations in a single source. Written by leading authorities, chapters offer a consistent format that includes definition of strategy, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections show how to improve outcomes for a variety of special populations from early childhood, to students with high incidence disabilities, to students with autism spectrum disorders.

Table of Contents

  1. Introduction to Research-based Practices in Special Education (Bryan G. Cook, & Melody Tankersley)
  2. Research-based Practices in Early Childhood Special Education (Mary Jo Noonan & Patricia Sheehey)
  3. Teaching Students with High Incidence Disabilities (Tom Scruggs & Margo Mastropieri)
  4. Teaching Individuals with Severe Intellectual Disability: Effective Instructional Practices (Susan R. Copeland & Kay Osborn)
  5. Effective Reading Interventions for English Language Learners (Kathleen King, Alfredo Artiles, & Amanda Sullivan)
  6. Teaching Students with Language Disorders (Laura Justice, Sandra Gillam, & Anita McGinty)
  7. Teaching Students with Autism Spectrum Disorders (Rose Iovannone)
  8. Effective Practices for Promoting Literacy with Individuals who have Physical Disabilities (Mari Beth Coleman & Kathryn Wolff Heller)
  9. Teaching Students who have Sensory Disabilities (Deborah Chen, Rachel Friedman Narr, & Diane P. Wormsley)
  10. Teaching for Transition to Adulthood (David W. Test, Kelly R. Kelley, & Dawn A. Rowe)

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