Bundle: Methods and Strategies for Teaching Students with Mild Disabilities: A Case-Based Approach + WebTutor™ on WebCT™ Printed Access Card - Softcover
Synopsis
METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH MILD DISABILITIES: A Case-Based Approach uses case studies and application activities for a more focused and integrated approach to teaching K-12 special education teaching methods. The case study approach is a distinctive feature of this program--with both text case studies and video case studies in each chapter. The text provides a special emphasis on teaching children with mild to moderate disabilities such as ADHD, learning disabilities, mild mental retardation, and emotional/behavioral disorders.
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About the Authors
Joseph R. Boyle is a former elementary special education teacher. In his special education classroom and other settings, he taught students with mild to moderate disabilities. These students included students with learning disabilities, mild to moderate cognitive disorders, traumatic brain injury, attention deficit/hyperactivity disorder, autism, and Asperger's syndrome. As a special education teacher, he has collaborated and co-taught with general education teachers and other school professionals. He received his Ph.D. from the University of Kansas in Special Education. Through research at various universities, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading and note-taking. Joseph R. Boyle is currently an associate professor of special education at the Graduate School of Education at Rutgers University in New Brunswick, NJ. He has taught or currently teaches courses for university students in undergraduate to doctoral programs. Among the courses that he taught at Rutgers and at other universities include: 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. He has also taught several courses online and in other web-based formats. His current research interests include examining the effectiveness of teaching techniques among students with mild disabilities, particularly in the areas of reading and note-taking. He has co-authored three special education casebooks and numerous journal articles.
David Scanlon is a former high school and community college special education teacher. In his high school resource room he taught students with a variety of disabilities, some were mainstreamed and others took most or all of their academic courses with him. In the community college he taught basic literacy courses and assisted with advising for students with disabilities. He received his Ph.D. in Special Education and Rehabilitation from the University of Arizona. Following his graduation he worked as an assistant research scientist at the University of Kansas Center for Research on Learning. There, he and his colleagues developed strategic interventions appropriate to the inclusive content-area classroom context. While at the CRL, David served as director of intervention research for the National Adult Literacy and Learning Disabilities Center. The Center was funded to identify best curricular practices in adult basic education. David Scanlon is currently an associate professor of special education in the Lynch School of Education at Boston College. He teaches courses for students ranging from undergraduate to doctoral students. Among the courses he teaches are an introductory special education class, special education methods for regular education teachers, methods for special education teachers of students with mild disabilities, and investigations into scientific and social theories on the nature of learning disabilities and special education practice. He continues to research effective interventions for children and adolescents with mild disabilities, including focuses on content-area literacy and transition. He has co-authored several learning strategies, in addition to curricular materials and nearly fifty research publications and book chapters.
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