Methods and Strategies for Teaching Students with High Incidence Disabilities - Boyle, Joseph; Scanlon, David
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Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally,…mehr

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Produktbeschreibung
Students in special education methods courses often become overwhelmed by the numerous methods and insufficient practice opportunities to apply techniques in actual teaching situations. That won't happen with METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH HIGH INCIDENCE DISABILITIES: A CASE-BASED APPROACH. The book's focused approach presents just five to seven techniques in detail in each chapter. You'll see methods in action in case studies, and practice effective teaching methods and techniques through application activities. You'll also find information to help you address culturally, economically, linguistically, and ethnically diverse learners, among others.
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Autorenporträt
Joseph R. Boyle (Ph.D., Special Education, University of Kansas) is an associate professor of special education at Temple University in Philadelphia, Pennsylvania. He has taught or currently teaches students in undergraduate to doctoral programs that include courses in: methods and materials for special education, collaboration and consultation, introduction to special education and special education law, assessment in special education, special education behavioral management, language disabilities, critical issues in special education, and technology in special education classrooms. Dr. Boyle is also a former special education teacher. In his classroom and other settings, he taught students with high incidence disabilities (e.g., learning disabilities, mild to moderate intellectual disabilities, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome). In addition, he collaborated and co-taught with general education teachers and other school professionals. Through research, he has developed a number of classroom interventions for students with high incidence disabilities in the areas of reading, writing, and note-taking. He has co-authored four special education casebooks and numerous journal articles.