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Tables of Contents for Including Students With Severe Disabilities
Chapter/Section Title
Page #
Page Count
Preface
xi
PART ONE Essential Issues in Inclusive Education
1
204
Students with Severe Disabilities
3
14
Craig H. Kennedy
Characteristics of Students with Severe Disabilities
6
2
Causes of Severe Disabilities
8
3
Supporting Students' Abilities and Needs
11
3
Conclusion
14
1
References
14
3
Collaborative Teams
17
16
Eva Horn
Barbara Thompson
Chelie Nelson
What Is Collaboration?
17
9
Recommendations for Implementation
26
4
Conclusion
30
1
References
30
3
Access to the General Education Curriculum
33
21
Diane L. Ryndak
Felix Billingsley
What Is ``Access to the General Education Curriculum''?
34
3
Why Is Access to the General Education Curriculum Important?
37
3
How Do We Identify What to Teach?
40
2
How Does an Educational Team Provide Access to the General Education Curriculum?
42
3
How Do Educational Teams Assess Performance?
45
5
Conclusion
50
1
References
50
4
Systematic Instruction
54
24
James W. Halle
Janis Chadsey
Suzanne Lee
Adelle Renzaglia
Elements of Systematic Instruction
54
4
A-B-Cs as a Fundamental Approach to Insturction
58
13
Assessing the Effects of Systematic Instruction
71
5
Conclusion
76
1
References
76
2
Families
78
22
Amy L. Childre
What Are Families?
78
1
Why Are Families Important to the Educational Process?
79
1
What Processes Are Involved in Understanding Families?
80
6
How Do You Implement Practices That Support Families and Inclusive Practices?
86
10
How Do You Access the Effectiveness of Your Practices with Families?
96
1
Conclusion
96
1
References
97
3
Social Relationships
100
20
Craig H. Kennedy
What Are Social Relationships?
100
2
Why Are Social Relationships Important?
102
2
What Processes Are Involved in Social Relationships?
104
4
Facilitating Social Relationships
108
8
Conclusions
116
1
References
116
2
Appendix 6.1: Types of Measures for Assessing Social Relationships
118
2
Communication
120
21
Ann N. Garfinkle
Ann P. Kaiser
What Is Communication?
121
1
Why Is Teaching Communication Important?
121
3
Teaching Communications Skills
124
13
Conclusion
137
1
References
137
4
Positive Behavior Supports
141
23
Robert E. O'Neill
Whose Problem Is It Anyway?
142
1
How Prevalent Are Severe Problem Behaviors?
142
1
Current Definitions and Features of Positive Behavioral Support
143
3
Functional Assessments and Comprehensive Positive Behavioral Support
146
11
Future Directions in Behavioral Support in Educational Settings
157
1
Conclusion
158
1
References
158
6
Sensory and Motor Needs
164
21
Sally Roberts
Who Are Students with Multiple Disabilities?
165
1
Overview of the Characteristics of Sensory and Motor Disabilities
166
1
What Processes Are Involved in Providing an Education to Students with Sensory and Motor Needs?
167
2
Implementing Systematic Programming in Inclusive Settings with Students with Multiple Disabilities
169
7
Orientation and Mobility for Students with Multiple Disabilities Including Visual Impairment
176
5
Conclusion
181
1
References
182
3
Directing Paraprofessional Work
185
20
Michael F. Giangreco
Mary Beth Doyle
Why Is It Important to Learn about Directing the Work of Paraprofessionals?
186
1
Directing the Work of Paraprofessionals
187
13
Finding Paraprofessional Resources Online
200
2
Conclusion
202
1
References
202
3
PART TWO Inclusive Education at Different Ages
205
106
Preschool
207
15
Eva Horn
Barbara Thompson
Susan Palmer
Ronda Jenson
Vicki Turbiville
Contexts for Preschool Inclusion
210
2
Preparing and Supporting Adults to Work and Play Together Well
212
2
Access and Progress in the General Curriculum
214
4
Facilitating Family-Centered Inclusion
218
1
Conclusion
219
1
References
219
3
Elementary School
222
24
Christine Salisbury
Toni Strieker
Focusing Points
223
1
Elementary Context: Classroom Activities and Structures
224
4
Inclusive Classroom Structures and Practices
228
8
Strategies to Support Sara's Learning and Achievement
236
5
Strategies to Support a Sense of Belonging
241
2
Conclusion
243
1
References
243
3
Middle School
246
13
Douglas Fisher
Nancy Frey
Craig H. Kennedy
Welcome to Roosevelt Middle School
247
3
Achievement
250
4
Belonging
254
1
Collaboration
255
3
Conclusion
258
1
References
258
1
High School
259
23
Michael Wehmeyer
Wayne Sailor
Martin Luther King, Jr., High School
260
2
Excellent High Schools for All Students
262
1
Strategies for Including All Students in High-Quality High Schools
262
5
Inclusive, Collaborative High Schools for Students with Severe Disabilities
267
12
Conclusion
279
1
References
279
3
Transition to Adulthood
282
29
Mary Morningstar
Dana L. Lattin
Redefining Adulthood
282
4
Preparing for the Transition to Supported Adulthood for Youth with Severe Disabilities
286
17
Conclusion
303
2
References
305
6
Author Index
311
8
Subject Index
319