Handbook for Educating Students with Disabilities
Implications and Strategies
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Beschreibung
This Handbook focuses on the implications and strategies for educating students with disabilities. Covering diverse populations from an academic, behavioral, and international standpoint, it is a comprehensive resource spanning elementary to high school. In the first section, the Handbook delves into students with learning disabilities, autism, and emotional/behavioral disorders. The second section deals with students that have intellectual disabilities or extensive support needs. The third section concentrates on students with sensory disabilities. The fourth section addresses disabled youth and ways of knowing how to inform strategies in special education. The fifth and final section explores how teachers, parents, and related personnel impact special education and services for these students. Extensive in its coverage of different disability areas, the content is both informative and innovative, offering invaluable insights. The Handbook draws from a mix of national and international perspectives, making it an indispensable guide for anyone engaged in the critical area of special education.
Provides innovative insights into the field of special education Synthesizes national and global perspectives for a holistic view Explores disabilities from an academic and behavioral perspective
Autor*in
Jeffrey P. Bakken
Themen in »Handbook for Educating Students with Disabilities«
Special education Students with learning disabilities Students with LD, autism, and/or EBD Students with intellectual disabilities Students with extensive support needs Students with sensory disabilities Disabled youth’s cultural ways of knowing Special education and services for students with disabilities Strategies for students with learning disabilities Strategies for students with emotional disorders Strategies for students with behavioral disorders Teaching students with disabilities Multicultural aspects of teaching students with disabilities Working with students with disabilities Speech language pathologists’ role