Special Education in Today's Diverse Classrooms
Special Education in Today's Diverse Classrooms: Meeting the Needs of Students with Exceptionalities is an introductory-level textbook designed for all pre-service teachers to learn about meeting the needs of students with exceptionalities in inclusive environments. Along with descriptions of each IDEA disability category, the book presents high-leverage practices (HLPs) and evidence-based strategies that are practical and applicable to any instructional environment. Through the lens of HLPs, this text emphasizes universal design for learning (UDL), tiered supports, culturally inclusive pedagogies and practices (CIPP), and evidence-based practices (EBPs).
This textbook bridges the gap between research, knowledge about disabilities, and a practical approach to educating students, offering a comprehensive framework for educators navigating the diverse needs of students with exceptionalities. By placing a strong emphasis on CIPP and EBPs as they relate to HLPs, it equips readers with tools to create meaningful and equitable learning experiences. The unique structure, enriched by authentic vignettes and aligned with professional standards, ensures the practical application of frameworks such as UDL and multi-tiered systems of support. Additionally, the book underscores the importance of family engagement, making it a vital resource for fostering collaboration in education. The content aligns with the Council for Exceptional Children (CEC) standards ensuring its relevance and utility for professional educator preparation.
Through its innovative approach, this text inspires educators to not only meet students' needs but also celebrate their individuality, preparing them to succeed in dynamic, inclusive school and classroom environments.
Key Features- Real-life vignettes from individuals with disabilities, their families, and educators offer authentic perspectives that go beyond case studies
- Links to resources to increase exposure and knowledge about specific topics, designed to enrich understanding and application of inclusive practices
- Includes coverage of concepts such as trauma, neurodiversity, social and emotional learning, assistive technology, and new instructional technologies
- With inclusive language and culturally inclusive pedagogies and practices, the book prepares future educators to foster trust and promote equity in their classrooms
- Focus on application to the classroom through questions and activities at the end of each chapter
- Color graphics, visual frameworks (e.g., UDL models), and instructional charts enhance comprehension and engagement
- The text comes with a robust package of online ancillary materials for instructors and students
For instructors: Test Bank, Syllabus, and PowerPoint Slides with Lecture Notes, Case Studies, and Class Activities
For students: Quizzes, eFlashcards, and Videos
Shantel M. Farnan, EdD, is Associate Professor and Coordinator of Special Education programs at Northwest Missouri State University, Maryville, Missouri. She is beginning her 30th year in education, including experience in special education (preschool through postsecondary) as a teacher, special education director, and now professor. She has been the recipient of several awards connected to education, including the Dean's Award for Teaching, Award for Excellence for Community Leadership as CEC Student Group Advisor, Excellence in Agility and Innovation as Graduate Education Coordinator, and the Alumni Association Distinguished Faculty Award.
Farnan has been active in state and national special education organizations, serving on the boards of the Missouri Council of Administrators of Special Education (MO-CASE), Missouri Council for Exceptional Children (MO-CEC), Teacher Education Division (TED), and Small Special Education Programs Caucus (SSEPC). Of particular honor to Farnan was being elected TED's first Special Interest Group and Caucus Liaison. She was honored to receive the Nasim Dil Service Award for Outstanding Service to Teacher Education in Small Special Education Programs in 2023.
The courses Farnan teaches are in the areas of introduction to special education, methods of special education, leadership in special education, and special education practicum. Her research and scholarly interests are focused on collaboration, high-leverage practices, profession-based learning, collaborative scholarship, and diverse field experiences. She has enjoyed teaching on these important topics and publishing many manuscripts focused on them as well.
In her free time, Farnan enjoys spending time with family and friends, traveling, reading, hiking, and being involved in community activities and organizations, including as a "Big" in the Big Sisters, Big Brothers organization with her husband Darren. She is proud to have her son, Brady, recently graduated from her alma mater and her daughter, Maggie, pursuing a degree in special education.
Ruby L. Owiny, PhD, is Associate Professor at Minnesota State University, Mankato. She has nearly 30 years of experience in education, including elementary education (K-5), special education (K-12), educational consultant, and parent advocate. Prior to her current position, Owiny was Associate Professor and Director of the Division of Education at Trinity International University. She is the founder and CEO of Pamoja Special Education Advocacy, which partners with schools and families to ensure high-quality special education services are provided to eligible students. Owiny also serves as an educational consultant for 2Teach Global, a position in which she has presented professional development around the United States. Additionally, she presents internationally, supporting schools in Bolivia, Guatemala, and Tanzania. She has been the recipient of awards and nominations related to her teaching, scholarship, and service, including a nomination from students for the Dr. Duane Orr Teacher of the Year Award, the Regent's Prize for Excellence in Scholarship, and the Nasim Dil Service Award for Outstanding Service to Teacher Education in Small Special Education Programs.
Owiny has been active in state, national, and international organizations serving students with disabilities. She served on the Universal Design for Learning in Higher Education (UDL-HE) steering committee for the inaugural UDL-HE Digicon in 2019. She has served in several roles in the Small Special Education Programs Caucus (SSEPC) of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC), including chair of the caucus. Owiny also served on the TED board in a number of capacities with her most recent position being president of the organization in 2021. Owiny currently serves on the board for CEC as a member-at-large and as president of the board for Alakira Maasai Economic Support Initiative, which serves the Maasai in Tanzania to improve educational outcomes for children, supports economic empowerment, and works toward improved medical care, with an emphasis on prenatal and postpartum care for mothers and infants.
Owiny teaches courses in the areas of introduction to special education, methods of teaching students with disabilities, and classroom and behavior management, and supervises student teachers during their special education placement. Her research and scholarly interests focus on inclusion, including high- leverage and evidence-based practices, Universal Design for Learning, co-teaching and collaboration, and embedding specially designed instruction in the inclusive general education classroom.
In her free time, Owiny enjoys spending time with her family and her dog, Nova. She loves to travel, read, snowshoe, hike, bike, kayak, and camp. She also enjoys Hallmark movies and binge-watching Netflix movies and series. She especially enjoys being a basketball, winter guard, lacrosse, and band mom for her three children. Her title of chauffeur gives her lots of car time to hear her children and their friends laughing and talking about things important to them. Finally, Owiny and her husband enjoy being involved in their local faith community, hosting teens frequently and leading a community group of adults.