1st Edition

Handbook of Research-Based Practices for Educating Students with Intellectual Disability

Edited By Karrie A. Shogren Copyright 2017
    524 Pages 27 B/W Illustrations
    by Routledge

    524 Pages 27 B/W Illustrations
    by Routledge

    The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overview of research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches and philosophies, the book emphasizes practices that have been shown to be effective through multiple methodologies, so as to help readers select interventions based on the evidence of their effectiveness.

    Section I: Understanding Intellectual Disability

    Chapter 1 Historical Understandings of Intellectual Disability and the Emergence of Special Education

    Michael L. Wehmeyer, J. David Smith

    Chapter 2 Reframing Educational Supports for Students with Intellectual Disability Through Strengths-Based Approaches

    Karrie A. Shogren, Michael L. Wehmeyer, Robert L. Schalock, James R. Thompson

    Chapter 3 Supports and Support Needs in Strengths-Based Models of Intellectual Disability

    James R. Thompson, Karrie A. Shogren, Michael L. Wehmeyer

    Chapter 4 Implications of Strengths-Based Models of Disability for the Education of Students with Intellectual Disability

    Michael L. Wehmeyer, Karrie A. Shogren

    Section II: Eligibility, Assessment, and Educational Planning

    Chapter 5 Measuring Intellectual Functioning and Adaptive Behavior in Determining Intellectual Disability

    Marc J. Tassé, Margaret H. Mehling

    Chapter 6 Measuring Support Needs and Supports Planning

    James R. Thompson, Carolyn Hughes, Virginia Walker, Stephanie DeSpain

    Chapter 7 Alternate Assessment

    Meagan Karvonen, Shawnee Wakeman, Neal Kingston

    Chapter 8 Individualized Education Programs to Promote Access to the General Education Curriculum for Students with Intellectual Disability

    Michael L. Wehmeyer, Suk-Hyang Lee

    Chapter 9 Planning for Other Educational Needs and Community-Based Instruction

    David W. Test, Fred Spooner, Debra Holzberg, Colleen Robertson, Luann Ley Davis

    Chapter 10 Transition Planning

    James E. Martin, Amber E. McConnell

    Chapter 11 Person-Centered and Student-Directed Planning

    Karrie A. Shogren, Michael L. Wehmeyer, James R. Thompson

    Section III: Schoolwide and Classroomwide Academic and Behavioral Supports

    Chapter 12 Multi-Tiered Systems of Supports

    Karrie A. Shogren, Michael L. Wehmeyer, Kathleen Lynne Lane, Carol Quirk

    Chapter 13 Positive Behavior Supports for Students with Intellectual Disability

    Glen Dunlap, Donald Jackson, Ashley Greenwald

    Chapter 14 The Role of Technology in Implementing Universal Design for Learning

    Loui Lord Nelson, Mindy Johnson

    Chapter 15 Supporting the Social Lives of Students with Intellectual Disability

    Elizabeth E. Biggs, Erik W. Carter

    Chapter 16 Self-Determination and Goal Attainment

    Karrie A. Shogren, Michael L. Wehmeyer

    Chapter 17 Educating Students in Inclusive Classrooms

    Jennifer Kurth, Susan Marks, Jody Bartz

    Chapter 18 Research-based Practices for Fostering Trusting Partnerships with Families in Educating Students with Intellectual Disability

    Kathleen Kyzar, Shana J. Haines, Ann P. Turnbull, Jean Ann Summers

    Chapter 19 Teaching Reading and Literacy Skills to Students with Intellectual Disability

    Susan R. Copeland, Elizabeth B. Keefe

    Chapter 20 Teaching Mathematics and Science to Students with Intellectual Disability

    Alicia Saunders, Diane Browder, Jenny Root

    Section IV: Education across the Lifespan

    Chapter 21 Early Intervention and Early Childhood Education

    Michaelene M. Ostrosky, Rosa Milagros Santos, Hasan Y. Zaghlawan

    Chapter 22 High Quality Educational Programs for Students with Intellectual Disability in Elementary School

    Kendra Williams-Diehm, Susan B. Palmer

    Chapter 23 High Quality Educational Programs for Students with Intellectual Disability in Middle and Junior High School

    Colleen A. Thoma, Kimberly Wolowiec Fisher, Sarah Hall, LaRon A. Scott, Irina Cain, Andrew Wojcik, Brittany Sterret

    Chapter 24 High Quality Educational Programs for Students with Intellectual Disability in High School

    Mary E. Morningstar, Jennifer Kurth, Michael L. Wehmeyer, Karrie A. Shogren

    Chapter 25 Transition to Employment

    Paul Wehman, Lauren Avellone, Valerie Brooke, Pam Hinterlong, Katherine Inge, Stephanie Lau, Jennifer McDonough, Grant Revell, Carol Schall

    Chapter 26 Postsecondary Education for Students with Intellectual Disability

    Meg Grigal, Maria Paiewonsky, Debra Hart

    About the Editors

    About the Contributors

    Index

    Biography

    Michael L. Wehmeyer is the Ross and Mariana Beach Distinguished Professor of Special Education and Director and Senior Scientist at the Beach Center on Disability, University of Kansas, USA. He is a past president of the American Association on Intellectual and Developmental Disabilities and founding co-editor of the AAIDD journal Inclusion.

    Karrie A. Shogren is Professor of Special Education and Senior Scientist and Director of the Kansas University Center on Developmental Disabilities, University of Kansas, USA. She is founding co-editor of the AAIDD journal, Inclusion, and co-editor of the journal, Remedial and Special Education.