This book is based on practical experience from both the editors and the authors, as well as updated research and information on best teaching practices, evidence-based practices, high-leverage practices and current literature. It addresses a breadth of topics related to special education such as forms of pedagogy, culturally responsive practices, class management, accommodations and other critical areas. Each chapter is presented in a practical and easy-to-access format for busy, working professionals. The book is designed as a useful introductory text for practitioners and professionals who do not have a lot of experience with special education but could also be useful to more experienced teachers as a reference for practical applications in the field. What Really Works for Special Education Students is based on practical experience from both editors and the authors (all of whom are teacher educators and well known in the field), as well as updated research & information on best teaching practices, evidence-based practices, high-leverage practices, and current literature. It addresses a breadth of topics related to Special Education, from content areas (e.g., literacy, math), disability areas (e.g., deaf, learning disabilities, ELL), pedagogical areas (e.g., use of technology, culturally responsive practices, class management, accommodations), and other critical areas (e.g., legal issues, home to school collaboration). Each chapter is presented in a practical and easy-to-access format for busy, working professionals. The book is designed so that it is useful as a "101" reference for practitioners and professionals who have no experience with special education and are working with students with disabilities for the first time, while at the same time, the very nature of its practical application will ensure that faculty who have been teaching for years will want this book as a reference to help improve their current practice. What Really Works for Special Education Students is based on practical experience from both editors and the authors (all of whom are teacher educators and well known in the field), as well as updated research & information on best teaching practices, evidence-based practices, high-leverage practices, and current literature. It addresses a breadth of topics related to Special Education, from content areas (e.g., literacy, math), disability areas (e.g., deaf, learning disabilities, ELL), pedagogical areas (e.g., use of technology, culturally responsive practices, class management, accommodations), and other critical areas (e.g., legal issues, home to school collaboration). Each chapter is presented in a practical and easy-to-access format for busy, working professionals. The book is designed so that it is useful as a "101" reference for practitioners and professionals who have no experience with special education and are working with students with disabilities for the first time, while at the same time, the very nature of its practical application will ensure that faculty who have been teaching for years will want this book as a reference to help improve their current practice.
Wendy W. Murawski, Ph.D., MBA, MEd, EdS, is the Executive Director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge (CSUN), where she is also a Full Professor in the Department of Special Education and the Director of SIMPACT Immersive Learning. Dr. Murawski is the national Past President of the Teacher Education Division (TED) of CEC and an internationally known speaker and author, presenting in Europe, Asia, Africa, and North America. Her research focuses on co-teaching and inclusive practices nationally and internationally. She has published extensively around inclusive education, co-teaching, collaboration, and Universal Design for Learning, to include 18 books and numerous chapters, blogs, and peer-reviewed articles. She is the CEO of 2TeachO Global (www.2TeachLLC.com), an educational consulting company dedicated to promoting inclusive education around the world. In her personal life, Wendy enjoys traveling with her husband, learning languages, reading, drinking merlot, seeing movies, going to Book Club, visiting her college-bound son Kiernan, and pretending she is going to work out. Kathy Lynn Scott, PhD, is the Center Administrative Analyst for the Center for Teaching and Learning at California State University, Northridge. Kathy was trained as an old school darkroom photographer, but she fell in love with all things to do with education. After conducting research on art education and adult education in England and coordinating research on learning disabilities in New Jersey, Kathy jumped from coast to coast, finding a new home with the CTL where she gets to do a little bit of everything related to education. When not acting as the "glue" for the CTL (as Wendy calls her), she's happiest just relaxing at home, learning to cook new dishes, watching Jeopardy!, and shouting out the (not always correct) answers.
Foreword - Ann Turnbull About the Editors About the Contributors Introduction Section I. What Really Works With Content Chapter 1. Getting Past "I Hate Math!" - Sarah A. Nagro, Margaret P. Weiss, and Jaime True Daley Chapter 2. Creating a Cadre of Capable Readers - Leila Ansari Ricci Chapter 3. When Writing Isn't Easy or Fun: Techniques for Struggling Writers - Katie M. Miller and Sally A. Spencer Chapter 4. Instructional Strategies and UDL: Making Content Accessible - Ruby L. Owiny, Anne Brawand, and Janet Josephson Chapter 5. Leveling the Playing Field With Technology - Barbara Serianni, Ela Kaye Eley, and LaToya Cannon Section II. What Really Works With Instruction Chapter 6. Culturally Responsive Teaching to Support All Learners - Jacqueline Rodriguez and Stacey E. Hardin Chapter 7. Thanks for the Memories: Brain-Based Learning at Its Best - Horacio Sanchez Chapter 8. Positive Behavior Intervention and Supports in the Inclusive Classroom - Jennifer D. Walker and Brittany L. Hott Chapter 9. Beyond Just "Playing Nicely": Collaboration and Co-Teaching - Amy Kramer and Wendy W. Murawski Chapter 10. Progress Monitoring: Your Classroom Itinerary - Kyena E. Cornelius and Kimberly M. Johnson-Harris Section III. What Really Works With Special Populations Chapter 11. Addressing the "Invisible Disability": Supporting Students With Learning Disabilities - Janet Josephson, Anne Brawand, and Ruby L. Owiny Chapter 12. Search for the Miracle Cure: Working With Students With Emotional and Behavioral Disorders - Brittany L. Hott, Jennifer D. Walker, Audrey Robinson, and Lesli Raymond Chapter 13. Addressing the Autism Spectrum Disorder "Epidemic" in Education - Claire E. Hughes and Lynnette M. Henderson Chapter 14. Teaching Students With Moderate-to-Severe Disabilities: You've Got This! - Dawn W. Fraser Chapter 15. English Language Learners With Disabilities: Best Practices - Brenda L. Barrio, Pamela K. Peak, and Wendy W. Murawski Chapter 16. Inclusion as the Context for Early Childhood Special Education - Zhen Chai and Rebecca Lieberman-Betz Chapter 17. Focusing on Strengths: Twice-Exceptional Students - Claire E. Hughes Section IV. What Really Works Beyond the Classroom Chapter 18. It's the Law! Legal Issues in Special Education - Christine A. Hayashi Chapter 19. The Importance of Partnerships: School-to-Home Collaboration - Bethany M. McConnell and Wendy W. Murawski Index
