Educating students with severe disabilities: foundational concepts and practices
Fostering family-professional partnerships
Conducting and using student assessment
Selecting teaching strategies and arranging educational environments
Measuring student behavior and learning
Designing and implementing instruction for inclusive classes
Designing and implementing individualized positive behavior support
Understanding special health care procedures
Addressing motor disabilities
Teaching self-care skills
Supporting peer relationships
Teaching communication skills
Building skills for home and community
Transitioning from school to employment
The promise of adulthood.
1. Foundational concepts and practices for educating students with severe disabilities / Micheal F. Giangreco
2. Fostering family-professional partnership / Ann P. Turnbull and Rud Turnbull
3. Meaningful assessment / Fredda Brown, Martha E. Snell and Donna Lehr
4. Designing and implementing instructional programs / Martha E. Snell and Fredda Brown
5. Measurement, analysis, and evaluation / Fredda Brown and Martha E. Snell
6. Positive behaviour support for individuals with severe disabilities / Robert H. Horner, Richard W. Albin, Anne W. Todd and Jeffrey Sprague
7. Special health care procedures / Jene P. Rues, J. Carolyn Graff, Marilyn Mulligan Ault and Jennifer Holvoet
8. Addressing motor disabilities / Philippa H. Campbell
9. Teaching self-care skills / Leslie J. Farlow and Martha E. Snell
10. Peer relationships / Ilene S. Schwartz, Debbie Staub, Charles A. Peck and Chrysan Gallucci
11. Nonsymbolic communication / Ellin Siegel and Amy Wetherby
12. Teaching functional communication skills / Ann P. Kaiser and Joan C. Grim
13. General curriculum access / Diane M. Browder, Lynn Ahlgrim-Delzell, Ginevra Courtade-Little and Martha E. Snell
14. Home and community / Linda M. Bambara, Diane M. Browder and Freya Koger
15. Vocational preparation and transition / Katherine J. Inge and M. Sherril Moon
16. promise of adulthood / Philip M. Ferguson and Dianne L. Ferguson.
