Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom (4th Edition)

Based on the belief that even small accommodations make a difference in the success of students with disabilities, this text provides classroom teachers with the knowledge, tools, and practical strategies that will empower them to spark learning in every student.

From students with disabilities, culturally diverse students, and students with limited English proficiency to economically disadvantaged students Vaughn/Bos/Schumm provides teachers with the tools they need in their diverse classrooms. Revised to reflect recent changes in the law (IDEA 2004 & No Child Left Behind) and current terminology, the strength of the book continues to be its numerous learning activities and sample lessons addressing both elementary and secondary classrooms.  This edition continues its very popular multi- chapter unit on curriculum adaptations with specific strategies and activities for teaching reading, writing, mathematics, content areas, and study skills, which has been further strengthened by a new capstone chapter on teaching self-advocacy, study skills and strategies. The strong emphasis on professional planning and collaboration make it an excellent resource for all teachers.

The newest edition features a new chapter on Autism; a new chapter on Developing Independence in Learning; an all new “Tech Tips” features that has received rave reviews; a revised chapter “Managing Student Behavior” that emphasizes school-wide behavior management and positive behavioral support; an expanded chapter on “Collaborating and Coordinating with Other Professionals and Family Members” with increased coverage of co-teaching; a revised chapter on “Planning and Grouping Strategies for Special Learners” that reflects an increased emphasis on grouping; and expanded coverage of secondary education via chapter-opening interviews, new photos, and new examples throughout the text.

“This textbook is well-written, very comprehensive, and grounded in research that I can respect and use as an educator.”
Philip J. Lanasa III, Cameron University

“The style is motivating, using plenty of examples and anecdotes about teachers.”
Audrey Edwards, Eastern Illinois University

“My favorite sections were the Tips for Teachers, the information found in these little sections was amazing and easy to locate.”
Josephine Fritts, Ozarks Technical Community College

“The 60 Second Lesson’s content is excellent!”
Maureen Griffin, University of Wisconsin — Whitewater

“I feel that the Vaughn, Bos, & Schumm text includes additional valuable features that may help facilitate deeper student understanding and future application of the content in the field.”
Beth Anne Pruitt, Eastern Kentucky University

New to the Fourth Edition:

• Current coverage of “No Child Left Behind” and Individuals with Disabilities Education Act (IDEA) 2004 throughout.
• NEW Chapter 6, "Teaching Students with Autism Spectrum Disorders and Pervasive Developmental Disorders," provides expanded coverage and the most current research on students with autism and related disorders.
• NEW Chapter 17, "Developing Independence in Learning: Teaching Self-Advocacy, Study Skills, and Strategies," gives practical tips and strategies for teaching elementary through high-school-aged students how to make the most of their study time and apply their knowledge and skills to new situations.
• All new “Tech Tips” features in every chapter describe a technological application that can be used in the classroom to enhance success for all learners, particularly students with special needs.
• Chapter 10 (formerly Chapter 8), “Managing Student Behavior,” has been revised with an increased emphasis on school-wide behavior management and positive behavioral support, focusing more on "problem kids."
• Chapter 2 (formerly Chapter 9), “Collaborating and Coordinating with Other Professionals and Family,” has expanded content and increased coverage of co-teaching.
• Chapter 9 (formerly Chapter 7), “Planning and Grouping Strategies for Special Learners,” reflects an increased emphasis on grouping (e.g. ability grouping for reading).
• Expanded coverage of secondary education – via chapter-opening interviews, new photos, and new examples throughout the text.