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Methods and Strategies for Teaching Students with Mild Disabilities: A Case-Based Approach, by Joseph Boyle, David Scanlon
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METHODS AND STRATEGIES FOR TEACHING STUDENTS WITH MILD DISABILITIES: A Case-Based Approach is intended for undergraduate or graduate students enrolled in a K-12 special education teaching methods course. 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.
- Sales Rank: #640198 in Books
- Brand: Brand: Cengage Learning
- Published on: 2009-03-02
- Original language: English
- Number of items: 1
- Dimensions: .90" h x 7.90" w x 9.90" l, 2.25 pounds
- Binding: Paperback
- 576 pages
Features
- Used Book in Good Condition
Review
"I find the text very informative and exciting. I wish that I could have permission to use the chapters you have provided today with my students. I do think that it will be well received by faculty across the country. I do not use any of the other 'big books'. The reason why is that I do not think they are particularly helpful. I feel the opposite about this book."
"The organization of the text is its greatest strength. Also the case scenarios, examples and activities strengthen the skills of the educator in providing effective instruction in the general education classroom. I did not find any weaknesses! I believe this will be an excellent resource for educators who work with at-risk students and learners with disabilities."
"Using this text, students would have enough general knowledge to apply research finding/theory in a practicum, field or laboratory experience or in their own classroom. This textbook explicitly presents theory/research and then provides practical applications to make the theory-to-practice connections."
The strengths of this text are its comprehensive coverage of content; case studies provided within each chapter are representative of a variety of students. Research-based strategies are emphasized. Standards are intentionally addressed and integrated throughout text."
About the Author
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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