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Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability

By: Richard M. Gargiulo, Emily C. Bouck

Strategies for Students with Mild, Moderate, and Severe Intellectual Disabilities is a textbook for undergraduate and graduate students enrolled in special and general education teacher preparation programs (as well as practicing professionals) offering a solid, research based text on instructional methodologies for teaching students with intellectual disability across the spectrum of intellectual abilities. The book addresses both academic and functional curricula in addition to behavioral interventions. Additionally, Instructional Strategies for Students Mild, Moderate, and Severe Intellectual Disability adopts developmental or life span approach covering preschool through adolescence and young adulthood.

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Product Details

Grade Level: PreK-12
ISBN: 9781506306667
Published By: Sage Publications Inc
Year: 2017
Page Count: 520
Publication date: January 31, 2017

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Description

Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability supports teacher educators who are preparing pre-service or in-service teachers to instruct students with intellectual disability from preschool through transition. As a solid, research based methods textbook, it focuses on providing strategies and approaches for how to teach across the spectrum of intellectual abilities and shows how teaching these students involves attention to evidence-based practice. The book presents academic, functional, and behavioral instructional strategies for all these populations.

Key features

Key Features

· Involves not only a focus on elementary, secondary education and transition but also preschool education as well.

· Addresses the whole spectrum of students with intellectual disabilities including mild, moderate and severe intellectual disability.

· A discussion of assistive technology throughout the chapters reflects technology’s increased usage to support students with intellectual disability.

· Chapters have been written by leading experts in the respective content.

Author(s)

Richard M. Gargiulo

I have always desired to be an educator. I guess I am a rarity in that I never changed my undergraduate major or left the field of education. My undergraduate education began at Hiram Scott College in Scottsbluff, Nebraska. Three years later, I was teaching fourth graders in the Milwaukee public schools while working toward my master’s degree in intellectual disability at the University of Wisconsin–Milwaukee. At the conclusion of my first year of teaching, I was asked to teach a class of young children with intellectual disability. I jumped at the opportunity and for the next three years essentially became an early childhood special educator. It was at this point in my career that I decided to earn my doctorate. I resigned my teaching position and moved to Madison, where I pursued a PhD in the areas of human learning, child development, and behavioral disabilities. Upon receiving my degree, I accepted a faculty position in the Department of Special Education at Bowling Green State University (Ohio), where for the next eight years I was a teacher educator. In 1982, I moved to Birmingham, Alabama, and joined the faculty of the University of Alabama at Birmingham (UAB), where, until my retirement, I served as a professor in the Department of Curriculum and Instruction. In November 2014, I was awarded professor emeritus status by the board of trustees of the University of Alabama system.

I have enjoyed a rich and rewarding professional career spanning more than four decades. During the course of this journey, I have had the privilege of twice serving as president of the Alabama Federation, Council for Exceptional Children (CEC); serving as president of the Division of International Special Education and Services (DISES), CEC; and serving as president of the Division on Autism and Developmental Disabilities (DADD), CEC. I mostly served as the Southeast representative to the board of directors of DADD. I have lectured abroad extensively and was a Fulbright Scholar to the Czech Republic in 1991. In 2007, I was invited to serve as a Distinguished Visiting Professor at Charles University in Prague, Czech Republic.

Teaching has always been my passion. In 1999, I was fortunate to receive UAB’s President’s Award for Excellence in Teaching. In 2007, I received the Jasper Harvey Award from the Alabama Federation of CEC in recognition of being named the outstanding special education teacher educator in the state.

With a background in both educational psychology and special education, my research has appeared in a wide variety of professional journals including Child Development, Journal of Educational Research, Journal of Learning Disabilities, American Journal of Mental Deficiency, Childhood Education, Journal of Visual Impairment and Blindness, British Journal of Developmental Psychology, Journal of Special Education, Early Childhood Education Journal, International Journal of Clinical Neuropsychology, and International Journal of Special Education, among a host of others.

In addition to the present text, I have authored or coauthored more than ten books, several enjoying multiple editions, ranging in topics from counseling parents of children with disabilities to child abuse, early childhood education, teaching in inclusive classrooms, and, most recently, instructional strategies for students with intellectual disability.

Emily C. Bouck

Emily Bouck is an Associate Professor of Special Education in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. She received her doctorate in special education from Michigan State University. Dr. Bouck is the author of numerous peer-reviewed journal articles and chapters relating to her two main areas of research: mathematics education for students with disabilities and functional life-skills education for students with disabilities with a central theme of assistive technology throughout both areas. Dr. Bouck is a Past President of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children and has also been active in the Technology and Media Division of the Council for Exceptional Children. Dr. Bouck taught courses on assistive technology; social, legal, and ethical issues in special education; special education methods; and doctoral seminars. She has experience working with a range of students with disabilities in school-settings from preschool through age 26.

Table of Contents

Part I. Perspectives on Intellectual Disability

Chapter 1: Understanding Intellectual Disability

Historical Perspectives on Intellectual Disability

Identification and Assessment of Intellectual Disability

Evolving Definitions of Intellectual Disability

Classification of Individuals with Intellectual Disability

Prevalence of Intellectual Disability

Chapter 2: Foundational Concepts: Etiology of Intellectual Disability and Characteristics of Students with Intellectual Disability

Prenatal Causes of Intellectual Disability

Perinatal Causes of Intellectual Disability

Postnatal Causes of Intellectual Disability

Learning Characteristics of Students with Intellectual Disability

Social and Behavioral Characteristics of Students with Intellectual Disability

Chapter 3: Educational Issues Affecting Students with Intellectual Disability

Legislation Affecting Students with Intellectual Disability

Individualized Education Programs

Contemporary Educational Issues

What to Teach Students with Intellectual Disability

Where to Teach Students with Intellectual Disability

Part II. Educational Concerns Across the School Years for Students with Intellectual Disability

Chapter 4: Assessing and Evaluating Students with Intellectual Disability

What is Assessment?

Norm Referenced Tests

Criterion-Referenced Tests

Formative and Summative Assessments

Curriculum-Based Evaluations

Ecological Assessment

Assessment of Student Preferences

Assessment for Effective Instruction

Participation in Accountability Systems

Alternate Assessment

Chapter 5 Behavioral Interventions for Students with Intellectual Disability

Overview of Behavior Challenges and Approaches for Students with Intellectual Disabilities: Preschool Through Secondary

Applied Behavior Analysis

Functional Behavior Assessment

Antecedent Interventions

Addressing Challenging Behaviors in the Classroom

Chapter 6: Assistive Technology for Students with Intellectual Disability

Understanding Assistive Technology

Assistive Technology to Support Academics Across the Life Span

Assistive Technology to Support Life Skills Across the Life Span

Assistive Technology to Support Behavior Across the Life Span

Part III. Preschool Students with Intellectual Disability

Chapter 7 Teaching Academic Skills to Preschool Students with Intellectual Disability

Overview of Academic Skills for Preschool Students with Intellectual Disability

General Instructional Strategies

Academic Instruction

Chapter 8 Life Skills for Preschool Students with Intellectual Disability

Overview of Life Skills for Preschool Students

Determining What and Where to Teach

General Instructional Approaches

Components of a Life Skills Curriculum for Preschool Students

Part IV. Elementary Age Students with Intellectual Disability

Chapter 9 Teaching Academic Skills to Elementary Age Students with Intellectual Disability

Overview of Academic Skills for Elementary Age Students

General Instructional Strategies

Academic Instruction

Chapter 10 Life Skills for Elementary Age Students with Intellectual Disability

Overview of Life Skills for Elementary Age Students

Determining What and Where to Teach

General Instructional Approaches

Components of a Life Skills Curriculum for Elementary Age Students

Part V. Adolescents and Young Adults with Intellectual Disability

Chapter 11 Teaching Academic Skills to Secondary Students with Intellectual Disability

Overview of Academic Skills for Secondary Students

General Instructional Strategies

Academic Instruction

Chapter 12 Life Skills for Secondary Students with Intellectual Disability

Overview of Life Skills for Secondary Students

Determining What and Where to Teach

General Instructional Approaches

Components of a Life Skills Curriculum for Secondary Students

Chapter 13 Transition Planning for Secondary Students with Intellectual Disability

Transition Defined

An Overview of Transition Planning

Transition from Early Childhood Special Education

Transition from Elementary to Secondary Education

Transition from High School

Post School Outcomes and Services

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