Text features and benefits include:
To help them more fully understand and master content about evidence-based practices, users of the text can easily link to online IRIS instructional modules in each chapter. As developers of the IRIS Center’s instructional resources, the author-team is uniquely qualified and has a depth of experience in producing content that engages today’s digital native students.
UPDATED: Scaffolded learning builds on facts, concepts, and stories introduced earlier in the text, helping students make connections across content rather than inaccurately viewing each chapter’s topic as an isolated disability. Information gradually builds across chapters in many areas: accommodations, early intervention, school years, transition, and technology.
UPDATED: To help students focus on the important issues in each chapter, the authors divide the content of each chapter into four major sections with a chapter opener preceding and chapter summary concluding each chapter. Each of the four sections begins with two learning outcome statements. (Throughout the text at the beginning of each section in every chapter).
UPDATED: To engage students in learning the concepts, each chapter’s opening section presents a real-life vignette that showcases the successful lives of adults with disabilities or provides insight into the challenges faced by individuals or their family members. (Throughout the text at the beginning of each opening section in every chapter).
NEW: To help students understand what accommodations are and how they are implemented, concise tables lay out accommodations that are used by students with disabilities (either with 504 plans or IEPs) and organize them by their type: presentation, setting, response, and scheduling/timing. (Every disability-specific chapter includes a table in the Accommodations section).
UPDATED: Students are able to quickly see the relationships of important information and visualize the prevalence of each disability in relation to others through illustrative diagrams, charts, photographs, boxes, and other visuals. For examples, see: Figure 4.4.1 (Section 504 Flowchart); Figure 4.11.3 (Changes in SE Participation); Figure 7.9.1 (Steps to Successful Post-secondary Transition); any of the Challenges/Solutions graphics in the disability-specific chapters; and Box 5.3.1 (Cultural and Linguistic Considerations: Language Difference vs. Speech or Language Disorder).
NEW: To make Multi-tiered Systems of Support (MTSS) processes easier to understand, applied examples of Response to Intervention and MTSS are introduced early in Chapter 2 and revisited in Chapters 6 and 10.
Instructors get help aligning their courses with teacher credential standards with the CEC standards at the end of each chapter.
UPDATED: Chapter 1 sets the stage for examination and discussions of social justice, bias, and discrimination experienced by people with disabilities in the past and the issues that linger today.
NEW: Accommodations, Early Intervention, and Transition sections help students gain a better perspective on the educational, social, and family issues associated with each disability, including early warning signs, early intervention service options, and current practices in transition planning. Students also learn about common accommodations that can be used to enhance education for these students.
NEW: Students have hands-on opportunities to explore the documentation, rights, and guarantees provided for students with disabilities through links to a sample 504 plan, IFSP forms, a sample IEP for an eight-year-old student with a learning disability, and a blank IEP template form. (See Chapter 4.)
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