Moderate and Severe Disabilities A Foundational Appoach

ISBN-10: 0131408100
ISBN-13: 9780131408104
Edition: 2007
Authors: Belva C. Collins
List price: $152.60 Buy it from $51.09
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Description: This bbok provides a foundation for students, teachers, families, and service providers who work with persons with moderate and severe disabilities. The book reviews classic articles that provide a foundation for best practices, describes the  More...

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Book details

List price: $152.60
Copyright year: 2007
Publisher: Prentice Hall PTR
Publication date: 3/22/2006
Binding: Hardcover
Pages: 576
Size: 8.50" wide x 10.75" long x 1.25" tall
Weight: 2.288
Language: English

This bbok provides a foundation for students, teachers, families, and service providers who work with persons with moderate and severe disabilities. The book reviews classic articles that provide a foundation for best practices, describes the evolution of practices over time, and demonstrates how best practices are built on a strong research base. Activities and performance-based assessments throughout the text allow the reader to demonstrate understanding of key concepts, appropriate programming, and issues that affect the lives of persons with moderate and severe disabilities. Topics covered in the book include inclusive practices in the school and community, curricular and functional assessment, the relationship of functional skills to general education core content, systematic instruction, longitudinal transition, self-determination, and basic human rights.

Building a Foundation in Moderate and Severe Disabilities
Defining the Term: Moderate and Severe Disabilities
Objectives
Labeling Persons with Disabilities
Past Terminology
Present Terminology
Person-First Language
Defining the Terminology Used in the Field of Disabilities
Classifying Persons with Disabilities
Classification by IQ Scores
Classification by Supports
Classification by State Certification
Demographics of Persons with Disabilities
Moderate and Severe Disabilities
Describing Persons with Moderate and Severe Disabilities
Trends and Current Issues
Conclusion
Questions for Review
Performance-Based Assessment
References
Working with Persons with Significant Cognitive Disabilities: Educational Issues and Challenges
Objectives
Historical Issues in the Education of Persons with Significant Cognitive Disabilities
Issues in the Educability Debate
Progress in Educating Persons with Significant Cognitive Disabilities
Research on Significant Cognitive Disabilities Prior to 1991
Research on Significant Cognitive Disabilities Since 1991
Summary of Recent Research in the Most Severe Disabilities
Teaching Students with Significant Cognitive Disabilities
Conclusion
Questions for Review
Performance-Based Assessment
References
Working with Families of Children with Moderate to Severe Disabilities: Sources of Family Stress and Interventions
Objectives
Stressors Affecting Families of Children with Moderate and Severe Disabilities
Stressors Occurring Across the Life Cycle
Stressors Occurring at Specific Points in the Life Cycle
Manifestations of Stress in Families of Children with Disabilities
Coping Strategies in Families of Children with Disabilities
Family Factors That Influence the Ability to Cope
Resources That Enhance the Ability to Cope
Professionals and Family Stress
Empowerment of Families to Cope
Summary
What Families of Children with Disabilities Want
What Parents of Children with Disabilities Want
What Siblings of Children with Disabilities Want
How to Involve Families of Children with Disabilities
Conclusion
Questions for Review
Performance-Based Assessment
References
Providing an Appropriate Education for Students with Moderate and Severe Disabilities: A Foundation
Objectives
Criterion of Ultimate Functioning
Longitudinal Programming
Least Restrictive Environment
Group Instruction
Zero Degree of Inference
Early Intervention
Distributed Trial Format
Generalization Strategies
Transdisciplinary Approach
Summary of the Criterion of Ultimate Functioning
Educational Synthesizer
Summary of the Educational Synthesizer
The Criterion of Least Dangerous Assumption
Integration with Peers without Disabilities
Heterogeneous Grouping
Natural Materials and Settings
Natural Cues and Consequences
Instructional Arrangements
Zero Degree of Inference
Age-Appropriate Curriculum
Data-Based Decision Making
Parents
Summary of the Criterion of Least Dangerous Assumption
Shifts in Practices for Students with Moderate and Severe Disabilities
What to Teach
Where to Teach
How to Teach
Future Research
Documenting That Students with Moderate and Severe Disabilities Receive an Appropriate Education
Conclusion
Questions for Review
Performance-Based Assessment
References
Creating Appropriate Programming for Persons with Moderate and Severe Disabilities
Identifying Functional and Age-Appropriate Skills: A Curriculum for Students with Moderate and Severe Disabilities
Objectives
Defining a Functional Approach
Identifying a Functional Curriculum
Compiling Data to Plan a Functional Curriculum
Summarizing Information and Prioritizing Skills
Writing an IEP with a Focus on Functional Skills
Identifying Adaptations in a Functional Skill Approach
Meshing a Functional Curriculum with the Core Content of a General Education Curriculum
School Approaches
Conclusion
Questions for Review
Performance-Based Assessment
References
Teaching Students with Moderate and Severe Disabilities: Systematic Instruction
Objectives
Systematic Instruction
Discrete and Chained Tasks
Massed, Spaced, and Distributed Trials
Attentional Cues
Prompts
Consequences
Shaping
Specific Prompting Strategies
Antecedent-Prompting Procedures
Response-Prompting Procedures
Summary
Strengthening Systematic Instruction
Increasing Efficiency
Facilitating Inclusion
Increasing Appropriate Behavior
Data-Based Instruction
Conclusion
Questions for Review
Performance-Based Assessment
References
Teaching Students with Moderate and Severe Disabilities in School Settings: Inclusion and Collaboration
Objectives
Evolution of Terminology and Placement Settings
Terminology
Placement Settings
The Law and Inclusion
Benefits of Inclusion
Benefits Reported in Surveys and Interviews
Benefits Reported from Observational Data
Benefits Reported from Longitudinal Studies
Challenging Aspects of Inclusion
Challenging Aspects Identified Through Surveys and Interviews
Challenging Aspects Identified Through Interviews
Challenging Aspects Identified Through Observations
Challenging Aspects Identified Through Longitudinal Studies
Facilitating Successful Inclusion of Students with Moderate and Severe Disabilities
Factors That Have Been Identified in Successful Inclusion
Strategies That May Be Helpful in Implementing Inclusion
Conclusion
Questions for Review
Performance-Based Assessment
References
Teaching Students with Moderate and Severe Disabilities in Community Settings: Community-Based Instruction
Objectives
Community-Based Instruction
Guidelines for the Delivery of Community-Based Instruction
Implementation of Community-Based Instruction
Working with Community Sites
Examples of Community-Based Instruction from the Professional Literature
Summary
Community-Referenced Simulated Instruction
Guidelines for the Delivery of Instruction in Simulations
Examples of Simulations from the Professional Literature
Summary
Comparison of Community-Based Instruction and Simulation
Integrating Community-Based Instruction
Integrating Related Services with Community-Based Instruction
Integrating Inclusive Activities with Community-Based Instruction
Conclusion
Questions for Review
Performance-Based Assessment
References
Working with Students with Medical Needs: Health and Vitality
Objectives
Defining the Terms
Addressing Health Care Needs Through the IEP and the ITP
Planning for the Educational Program
Planning for Transition
Legal Issues in Providing School Health Care Services
Issues in Training Personnel
Issues in the Ability of Health Care Professionals to Work with Persons with Mental Disabilities
Issues in the Ability of Educational Personnel to Work with Persons with Health Care Needs
Strategies for Working with Health Care Needs and Persons with Moderate and Severe Disabilities
Strategies for Working with Students with Medical Needs
Conclusion
Questions for Review
Performance-Based Assessment
References
Supporting Students with the Most Challenging Behaviors: Functional Assessment and Behavioral Intervention
Objectives
Types of Challenging Behaviors
Aggressive and Disruptive Behavior
Noncompliant Behavior
Self-injurious Behavior
Stereotypic Behavior
Social Withdrawal
Functional Behavioral Assessment
Examples of Functional Assessments
Comprehensive Behavioral Intervention
Hierarchy of Behavioral Interventions
Issues in Selecting Behavioral Interventions
Conclusion
Questions for Review
Performance-Based Assessment
References
Planning for the Life Span: Longitudinal Transition
Objectives
Legal and Historical Foundations of Transition
Family Issues Associated with Transition
Challenges and Solutions for Successful Transitioning
Challenges to Successful Transition
Factors That Facilitate Successful Transition
Summary
Longitudinal Programming and Transitioning
Early Transition
School Transitions
Postsecondary Transitions
Conclusion
Questions for Review
Performance-Based Assessment
References
Entering Adulthood: Options for Work and Community Living
Objectives
Employment Options for Adults with Moderate and Severe Disabilities
Employment Options
Employment Preferences
Employment Skills and Instruction
Employment Support
Summary
Residential Options for Adults with Moderate and Severe Disabilities
Institutions
Group Homes
Supported Living
Summary
Community Involvement
Conclusion
Questions for Review
Performance-Based Assessment
References
Identifying Issues That Affect the Lives of Persons with Moderate and Severe Disabilities
Dealing with Difficult Issues: A Sampling of Basic Human Rights
Objectives
The Right to Sexual Fulfillment
Historical Foundation
Sex Education
Sexual Support
Summary
The Right to Personal Safety
Persons with Disabilities as Victims
Persons with Disabilities as Offenders
Summary
The Right to Life
Historical Issues Affecting the Right to Life
Current Issues Affecting the Right to Life
Summary
Conclusion
Questions for Review
Performance-Based Assessment
References
Facilitating the Future: Self-Determination
Objective
Self-Determination and the Educational Process
Self-Determination and IEPs
Self-Determination and Instruction
Self-Determination and Transition
Choices and Preferences
Conclusion
Questions for Review
Performance-Based Assessment
References
Glossary
Name Index
Subject Index

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