Handbook of Research-Based Practices for Educating Students with Intellectual Disability
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- ISBN 9781032426006
- Weight: 1200g
- Dimensions: 178 x 254mm
- Publication Date: 10 Sep 2024
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
- Language: English
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Now in its second edition, this comprehensive handbook emphasizes research-based practices for educating students with intellectual disability across the life course, from early childhood supports through the transition to adulthood.
Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches, lived experience and expertise, and philosophies, the book is updated with new theory and research-based practices that have been shown to be effective through multiple methodologies, to help readers select interventions and supports based on the evidence of their effectiveness. Considering the field of intellectual disability from a transdisciplinary perspective, it integrates a greater focus on advancing equity in educational outcomes for students.
This book is a professional resource and graduate level text for preservice and in-service educators, psychologists, speech/language therapists and other clinicians involved in the education of children, youth, and adults with intellectual disability.
Karrie A. Shogren is Ross and Marianna Beach Distinguished Professor of Special Education, Director of the Kansas University Center on Developmental Disabilities (KUCDD), and Senior Scientist at the Schiefelbusch Life Span Institute, University of Kansas, USA.
LaRon A. Scott is Associate Professor of Special Education in the Department of Curriculum, Instruction, & Special Education and Associate Dean for Diversity, Equity and Inclusion at the University of Virginia, USA.
Evan E. Dean is Associate Director of the Kansas University Center on Developmental Disabilities and Assistant Research Professor at the Schiefelbusch Life Span Institute, University of Kansas, USA.
Brad Linnenkamp is Assistant Researcher at the Kansas University Center on Developmental Disabilities (KUCDD), University of Kansas, USA.
The editors would also like to acknowledge the contributions of Michael L. Wehmeyer to the first edition of this book.
