This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities.  The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.

Table of Contents:
PART I   INITIAL CONSIDERATIONS   Chapter 1  Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential Defining Severe Disabilities Intellectual Disability Categories and Syndromes Characteristics of Persons with Severe Disabilities Potential for Success by Persons with Severe Disabilities Chapter 2  Philosophy and Best Practices for Educating Students with Severe Disabilities A Philosophy of Services Contemporary Best Practices for Students with Severe Disabilities The Bases of Best Practices The Meaning of Special Education Chapter 3  Collaboration Among Professionals and Paraeducators The Meaning of Collaboration Chapter 4  Parents, Families, and Cultural Issues Promoting Family Involvement The Meaning of Collaboration Establishing Partnerships with the Family Providing Culturally Competent Education and Support Providing Support to Parents The Role of Teachers When Collaborating with Parents Providing Culturally Competent Instruction PART II   PREPARING TO TEACH   Chapter 5  Planning Instructional Programs for Students with Severe Disabilities Planning for Students with Severe Disabilities Chapter 6  Conducting Assessments to Determine Instructional Needs Approaches to Assessment  PART III  GENERAL INSTRUCTIONAL PROCEDURES   Chapter 7  Teaching Students to Acquire New Skills Elements of Effective Instruction Good General Teaching Practices How Behaviors and Skills are Learned Instructional Tactics for Teaching New Skills to Students with Severe Disabilities Chapter 8  Teaching Skills for Generalization and Maintenance The Importance of Generalization and Maintenance Strategies That Have Been Used to Achieve Skill Generalization Applying Generalization Strategies Teaching Skill Maintenance Writing Instructional Programs to Include Generalization Instruction and to Promote Maintenace Chapter 9  Evaluating Student Progress The Importance of Evaluating Student Progress Alternate Assessment Requirements for Students with Severe Disabilities Portfolio Assessment Procedures Continuous Direct Assessment Chapter 10  Creating Inclusive Educational Environments Teaching in Inclusive Environments The Importance of School Inclusion Benefits of Inclusion The Inclusive Education Model Facilitating School Acceptance: Structures for Successful Inclusion Making Inclusion Work: Essential Supports Peer Supports Colllaborative Teaming Meaningful Instructional Arrangements The Changing Role of the Special Educator PART 4  SPECIFIC INSTRUCTIONAL AND MANAGEMENT PROCEDURES   Chapter 11  Teaching Communication Skills The Instruction of Communication Skills Communication Skill Development Assessment Issues Augmentative and Alternative Communication Instructional Strategies Generalization Issues Chapter 12  Providing Behavioral Supports to Improve Challenging Behavior Addressing Challenging Behavior Defining Problem Behavior A Functional Approach Conducting a Functional Assessment Behavior Support Plan Development Chapter 13  Managing Sensory and Motor Systems Addressing Sensory and Motor Challenges The Sensory Systems The Motor System Positioning and Handling Instructional Programming Sensory Impairments Chapter 14  Providing Support for Health and Medical Needs Supporting Students with Health-Care Needs Therapeutic Management Nutrition and Feeding Special Concerns Infectious Disease Chapter 15  Teaching Personal Care Skills The Importance of Personal Care General Considerations Eating, Self-Feeding, and Other Mealtime Skills Learning to Use the Toilet Learning to Dress Learning Personal Hygiene and Grooming Skills Chapter 16  Teaching Leisure and Recreational Skills The Importance of Recreation Skills Recreation Skill Instruction Recreation as a Related Service Community Recreation Opportunities Developing Friendships Chapter 17  Teaching Academic Skills Issues Related to Academic Instruction and Accessing the General Curriculum Facilitating Access and Participation in the General Curriculum Teaching Literacy Skills Teaching Math Skills Teaching Science Skills Chapter 18  Teaching Community and Domestic Skills Why Teach Community and Domestic Skills? General Procedures Related to Teaching Community and Domestic Skills Community Settings and Activities Domestic Skills and Activities Issues Related to Community-Based Instruction Chapter 19  Using Technology to Enhance Teaching and Learning Assistive Technology Devices and Services Assistive Technology Devices for Students with Severe Disabilities Considerations for Identifying Appropriate Assistive Technology Devices and Services Use of AT Devices in Family and Cultural Contexts Funding of AT Devices and Services Effectiveness of AT Devices and Services Limitations of AT Devices and Services and Needed Directions Chapter 20  Meeting the Needs of Young Children Special Education Programs and the Law Teaching Young Children Family-Centered Approach The Intervention Context Assessment in Early Intervention Instructional Programs for Young Children Inclusion and Young Children Transition Issues Chapter 21  Transition Planning and Adult Issues The Importance of Transition Planning Self-Determination Natural Supports Postschool Outcomes Transition Services Developing the Transition Individualized Education Plan Teaching the Secondary Student