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Strategies for Teaching Learners with Special Needs (9th Edition), by Edward A. Polloway, James R. Patton, Loretta Serna
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Revised to incorporate important new information about No Child Left Behind and the 2004 re-authorization of IDEA, this classic work in the field of teaching methodology for students with special needs continues to be the most comprehensive textbook available for students with mild/high incidence disabilities (i.e., learning disabilities, mild retardation/intellectual disabilities, emotional and behavioral disorders, and students experiencing learning problems in the general education classroom). The focus of the book is on effective instructional strategies for students being served in diverse educational settings, with a primary emphasis on those being taught in inclusive educational environments.� In Part I, the text provides basic information on curriculum development and instruction while in Part II, an in-depth discussion of key curricular areas is provided. For�educators teaching learning disabled students.
- Sales Rank: #553769 in Books
- Published on: 2007-07-27
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .70" w x 8.20" l, 1.88 pounds
- Binding: Paperback
- 544 pages
From the Publisher
The goal of this book is to present proven approaches to both curriculum development and general teaching methods which, when used in tandem, will foster educational success in students with special needs. Although retaining many principles, practices and instructional strategies that have been field tested and proven successful through five previous editions, the Sixth Edition has been significantly revised to reflect many contemporary themes in education.
From the Back Cover
This comprehensive book is non-categorical in focus, viewing instructional methods and all curricular content areas in the special education field. A valuable tool for teaching students in resource and self-contained classrooms, this book is a current presentation of instructional challenges involving students with special needs. Contemporary themes include inclusion, collaboration, cooperative teaching, strategy training, the importance of phonological awareness, holistic perspectives, home-school collaboration, ethical issues in the education profession, transition, and educational outcomes. Expanded coverage on new research discusses phonological awareness as a basis for successful reading, transition planning and life skills instruction, collaboration with professionals and paraeducators, and effective strategies throughout the curriculum. A second chapter on reading significantly increases the attention given to issues in reading instruction, the phonological basis for successful reading and students with special needs, and the promotion of effective comprehensive instructional strategies. Practical chapters emphasize teaching study skills, developing social skills and self-determination, teaching the creative arts, and teaching science and social studies—in addition to the core academic areas of reading, writing, math, and spoken language. For educators teaching learning disabled students.
Excerpt. � Reprinted by permission. All rights reserved.
Preface
With this new edition, we have endeavored to retain the positive features of earlier editions while incorporating new information within the profession. In writing the seventh edition of this text, we have been committed to changes that reflect the realities of education at the turn of the century. Thus the text includes increased attention to many contemporary themes in education, including inclusion, collaboration, cooperative teaching, strategy training, the importance of phonological awareness, holistic perspectives, home-school collaboration, ethical issues in the education profession, transition, and positive educational outcomes.
The title, Strategies for Teaching Learners with Special Needs, reflects the generic focus consistent with the previous editions of the text. This scope reflects our belief that appropriate teaching methods are rarely category-specific but instead represent good teaching strategies that benefit many learners. As the title of the book acknowledges, methods that are effective for students with various disabilities as well as those at risk are best selected from the broad domain of effective instructional practices and then matched to individual needs.
While this text is designed for the realities of programs for learners with diverse exceptional needs, we are also committed to the belief that all learners with disabilities need a comprehensive curriculum. Therefore, the discussion of curricular design, the clarifications within content chapters, and the further attention to transitional and career concerns emphasize that differences among subgroups of students with special needs must be reflected in differentiated programming.
This edition is a major revision of previous editions, but, like its predecessors, it reflects our commitment to equipping educators with appropriate and practical methods for teaching. Our assumption is that learning can be considered a direct result of the quality of instruction. Effective education must be based on a systematic program that has been organized and structured to maximize the progress of individual students. The goal of the book is thus to present proven approaches that will foster educational success.
As we have tried to integrate the old and the new, we continue to be inspired by the memory of Ruth Ann Payne and James E. Smith, Jr., close friends and coauthors of the first two editions of the text. Those who were fortunate enough to count themselves among their friends know that they lost a significant piece of themselves when Ruth Ann and Smitty died. We hope that through the successive revisions of this text we have continued to communicate their commitment to effective education for students with special needs.
ACKNOWLEDGMENTS
Along with the text revisions comes the need to acknowledge the support of colleagues. The work of Jim Payne, our lifelong mentor, on the first four editions of the text was critical in shaping the focus and content of the book. Chapters written by Ginger Blalock, Jane Nowacek, John Hoover, and Glenn Buck represent major contributions to this edition. We also acknowledge the support of Ann Davis, our editor, and of Pat Grogg, her assistant. Additionally, we thank Phyllis Lane and Karen Canfield for their important contributions to the development of this seventh edition, and Kathy Fad, Joy Kataoka, and Robin Lock for prior contributions to the special features that accompany the text.
Special thanks go also to the reviewers of this edition: Greg Conderman, University of Wisconsin–Eau Claire; Zoe Locklear, University of North Carolina at Pembroke; Cynthia M. Okolo, University of Delaware; Chris Ormsbee, University of Oklahoma; and Roberta Strosnider, Hood College.
E.A.P.
J.R.P.
L.S.
Most helpful customer reviews
7 of 7 people found the following review helpful.
Could use older edition
By maxcee
This 8th edition could easily be replaced with the 7th edition for a lot less money. The chapters contain basically the same information AND the 7th edition comes with a cd with strategies and the 8th edition does not have any extras. This is a paperback book and for the money, you would be better off saving it and getting the 7th edition.
0 of 0 people found the following review helpful.
THE Book on SPED Practices
By Christina Robinson
This is the definitive book on strategies, including behavior interventions, for teaching Special Education students. It's very detailed and at times very dull, but you can't get better information, especially not in a single text.
0 of 0 people found the following review helpful.
Special Needs Book
By mary wilkinson
I ordered this book for a class I was taking. It has a great deal of useful information, but the text is very difficult to read without falling asleep. It reads like a textbook - exactly what it is!
See all 7 customer reviews...
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