The book focuses on literacy instruction for students with disabilities within inclusive settings. Little has been written about this important topic. The book provides strategies and examples of implementing research-based effective practices within inclusive settings. First, it will focus on literacy instruction for all students, including those with severe cognitive disabilities. Second, it will incorporate the six key components of effective literacy instruction identified by the Reading First Initiative (phonemic awareness, phonics, fluency, vocabulary, text comprehension, and oral language) throughout the book, providing teachers with practical ways to incorporate these into daily instruction. Finally, it will focus on literacy instruction within inclusive settings, about which there is little written that addresses the needs of students with a range of disabilities.
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No question ...the most current and comprehensive, evidence-based book about promoting the literacy of students with moderate to severe disabilities in general education settings. --Martin Agran, Ph.D., University of WY
About the Author
Susan R. Copeland, Ph.D., is an Assistant Professor of Special Education at the University of New Mexico. She teaches courses in both the undergraduate dual license program and the graduate program in special education. Prior to receiving her doctorate from Vanderbilt she worked with individuals with disabilities in several capacities, including as a classroom special education teacher and as a coordinator for a community program serving children and adults. Dr. Copelands research and teaching focus developing instructional and social supports for students with disabilities within inclusive environments and advocacy and empowerment of individuals with severe disabilities.
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Research to support literacy instruction,
This review is from: Effective Literacy Instruction for Students With Moderate or Severe Disabilities (Paperback)
This book provides a link between the results of the National Reading Panel study and literacy instruction for students who have more significant intellectual disabilities. The information provides examples of how traditional reading strategies can be adapted to meet the needs of these students.
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