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How can educators and therapists support effective communication for students with severe and multiple disabilities? Today's best research and strategies are in the NEW third edition of this trusted textbook and teaching guide. Current and future education professionals will get up-to-date information and practical guidance on the entire process of supporting communication for students of all ages, from assessing their communication skills to involving peers and adults in intervention. An important textbook and professional reference, this comprehensive volume will help educators, paraprofessionals, SLPs, and other school staff skillfully support every student's right to communicate.
TOPICS COVERED: communication assessment * intervention strategies * identification of natural opportunities to teach skills * augmentative and alternative communication (AAC) techniques * collaborative teaming * challenging behavior * Functional Communication Training * literacy instruction * peers as communication partners * teaching a wide range of skills that go beyond simple requesting, from commenting to gaining attention
WHAT'S NEW:
- More emphasis on technology throughout the book
- Timely new contributions by experts in the field
- New chapter on the relationship between communication and challenging behavior
- New chapter on communication and literacy
- More on making AAC devices accessible and attainable
- Expanded guidance on friendship development and how peers can aid intervention
- More strategies for teaching specific communication skills, highlighted for easy reference
- New case examples to show strategies and interventions in action
- FAQs, extension activities, and study questions that highlight key ideas and trouble spots
- Sales Rank: #494080 in Books
- Published on: 2015-02-16
- Released on: 2015-02-16
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .60" w x 6.90" l, .0 pounds
- Binding: Paperback
- 296 pages
Review
“Provides practical strategies and plentiful examples rooted in evidence-based practices and inclusive values.” (Michael F. Giangreco, Ph.D.)
About the Author
June E. Downing, Ph.D., was a national leader in the field of special education who focused her expertise, time, and energy researching best practices and advocating for individuals with severe and multiple disabilities. She was a steadfast promoter of inclusive education, viewing access to the general education program and peers without disabilities as best practice, as well as an issue of social equality and civil rights. Dr. Downing was an exceptionally productive scholar who published numerous articles, chapters, monographs, and textbooks focusing on the education and inclusion of students with severe and multiple disabilities. Her publications are used by many educators and parents to learn how to provide quality education in inclusive classrooms to students with severe and multiple disabilities. Dr. Downing provided numerous professional development trainings in many regions of the world and served as the keynote speaker at several national and international conferences. She was known for her practical, invigorating, and humorous presentations and workshops. Dr. Downing's career in the field of special education began as a teacher of students with visual impairments and multiple disabilities including deafblindness. She was Associate Professor at the University of Arizona in Tucson and Professor at California State University, Northridge (CSUN). She directed or codirected several federally funded personnel preparation, research-to-practice, and technical assistance projects and was committed to preparing exceptional, highly qualified teachers, whose role she saw as change agents for the future. Through Dr. Downing's teaching and hands-on guidance, her students developed a passion for teaching and a strong commitment to supporting quality lives for students with disabilities and their families. While at CSUN, Dr. Downing contributed to the development of the CHIME Institute's Charter School and was instrumental in its high-quality inclusive educational practices. Dr. Downing served on the National TASH Board of Directors for six years and was Past President of Cal-TASH and AZ-TASH (the California and Arizona state chapters of TASH). She also served as an associate editor of Research and Practices for Persons with Severe Disabilities. Dr. Downing retired from CSUN in 2007 and returned to Tucson, where she lived until her death in July 2011. Her indomitable spirit, passion, and determination have been a driving force in our field, and her work continues to inspire and create positive and successful learning outcomes for students.
Dr. Hanreddy is an assistant professor in the Department of Special Education at California State University, Northridge (CSUN). She teaches classes related to inclusive and collaborative practices that benefit all students, as well as classes specifically designed for candidates in the moderate to severe Special Education Credential program. Dr. Hanreddy is particularly interested in strategies that allow students with significant disabilities access to meaningful instruction in academic (core) content in the context of typical (general education) settings. Dr. Hanreddy has taught as a special education teacher in a traditional school district and at CHIME Charter School, a fully inclusive nationally recognized school, where she has also served as the Director of Curriculum and Instruction and as the Interim Executive Director. Dr. Hanreddy has presented at state, national, and international conferences on topics related to inclusive education and meeting the needs of students with moderate to severe disabilities, special education in charter schools, and collaborative service delivery. She is particularly interested in augmentative and alternative communication (AAC) and literacy for students who do not use verbal speech, as well as strategies to support communication and relationships between peers with and without disabilities.
Dr. Peckham-Hardin is a Professor in the Department of Special Education at California State University, Northridge where she coordinates the credential program in Moderate/Severe Disabilities. In this role, she advises students, teaches courses in positive behavior support and curriculum and instruction for students with moderate to severe disabilities, and supervises teacher candidates. She has directed and co-directed several federally funded personnel preparation projects designed to prepare teachers to work with students in high-needs schools in general education settings. Dr. Peckham-Hardin has authored/co-authored several chapters focusing on positive behavior support, inclusive education, and assessment. She has presented at state and national conferences and has served on the Board of Directors of the California Chapter of TASH (Cal-TASH) for the past 7 years.
Gloria Soto, Ph.D., is a full professor in the Department of Special Education and Communication Disorders at San Francisco State University. She has extensive experience serving students with AAC needs in school settings. Her research areas focus on interventions to support the academic, language, and social development of students with AAC needs in general education classrooms and other school settings.
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