Instruction of Students with Severe Disabilities, 6e Martha E. Snell and Fredda Brown

This highly successful text addresses the full range of curriculum topics involved in educating individuals with severe disabilities. Instruction of Students with Severe Disabilities examines the principles behind teaching students with severe and multiple disabilities. This edition includes more information on alternative assessment, a stronger focus on positive behavior interventions and supports, and additional strategies on peer relationships. New To This Edition

• NEW--Opening chapter, “Foundational Concepts and Practices for Educating Students with Severe Disabilities.”
• NEW--Three chapters (Chapters 3, 4, & 5) address core material on assessment, development, and implementation of educational programs and measurement-Supplements specific curriculum content in all the other chapters and reduces redundancy of this basic material.
• NEW--“Suggested Activities” are presented at the end of each chapter-Provides the reader with specific follow-up activities that guide further application of the chapter information and allows the instructor to use as a guide for field assignments or fieldwork.
• NEW-- Part of the Merrill Teacher Prep Textbook Series. Your students' textbook is now the ultimate resource for applying learned strategies to classroom practice.
• o "Things to Take Into Your Classroom," featured on the inside front and back covers of every Teacher Prep text, lists page references for the book's strategies, plans, activities, lessons, and other resourceful materials for students to use in the classroom--making this text not just a book for learning, but a book for teaching.

• NEW--Opening chapter, “Foundational Concepts and Practices for Educating Students with Severe Disabilities.”
• NEW--Three chapters (Chapters 3, 4, & 5) address core material on assessment, development, and implementation of educational programs and measurement-Supplements specific curriculum content in all the other chapters and reduces redundancy of this basic material.
• NEW--“Suggested Activities” are presented at the end of each chapter-Provides the reader with specific follow-up activities that guide further application of the chapter information and allows the instructor to use as a guide for field assignments or fieldwork.
• NEW-- Part of the Merrill Teacher Prep Textbook Series. Your students' textbook is now the ultimate resource for applying learned strategies to classroom practice.
• o "Things to Take Into Your Classroom," featured on the inside front and back covers of every Teacher Prep text, lists page references for the book's strategies, plans, activities, lessons, and other resourceful materials for students to use in the classroom--making this text not just a book for learning, but a book for teaching.
• Opens each chapter with a minimum of two case studies–Readers can better understand the content and therefore are motivated to apply content to their own students in appropriate ways.
• o The case studies are diverse and represent the uniqueness of individuals with severe disabilities, facilitating readers’ understanding of concepts and motivating readers to apply material to the students they will encounter.
• Chapters are written by leaders in the field known for their research and writing on the topics-The material in each chapter is current, evidence-based, and explained in ways that are consistent with current best practices in the field.
• Chapter on peer/social relationships (Chapter 10)–Written by leaders in this area.
• o Provides an understanding of social supports for students with severe disabilities. Enables readers to make the most of inclusion for their students.
• Creates and maintains reader interest–With effective photographs, vignettes, specific charts, unique figures/tables, and clarifying content with applications.
• Reinforces its comprehensive research base with current studies. Concepts presented rest on a solid data-base.
• Positions boxed materials throughout most chapters–To highlight the crucial concepts and information that students need to know, emphasizing important material, and addressing common issues teachers must face.
• Closes each chapter with a summary–To entice recall. Includes activities to promote understanding, allowing readers to test and extend their learning.

 Table of Contents

 1. Foundational Concepts and Practices for Educating Students with Severe Disabilities (Giangreco).
 2. Fostering Family-Professional Partnerships (Turnbull and Turnbull).
 3. Meaningful Assessment (Brown, Snell, and Lehr).
 4. Designing and Implementing Instructional Programs (Snell and Brown).
 5. Measurement, Analysis, and Evaluation (Brown and Snell).
 6. Positive Behavior Support for Individuals with Severe Disabilities (Horner, Albin, Todd, and Sprague).
 7. Special Health Care Procedures (Rues, Graff, Ault, and Holvoet).
 8. Addressing Motor Disabilities (Campbell).
 9. Teaching Self-Care Skills (Farlow and Snell).
10. Peer Relationships (Schwartz, Staub, Peck, and Gallucci).
11. Nonsymbolic Communication (Siegel and Wetherby).
12. Teaching Functional Communication Skills (Kaiser and Grim).
13. General Curriculum Access (Browder, Ahlgrim-Delzell, Courtade-Little, and Snell).
14. Home and Community (Bambara, Browder, and Koger).
15. Vocational Preparation and Transition (Inge and Moon).
16. The Promise of Adulthood (Ferguson and Ferguson).