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Planning Effective Instruction for Students with Learning and Behavior Problems Paperback – January 18, 2010

ISBN-13: 978-0205543199 ISBN-10: 0205543197 Edition: 1st

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Product Details

  • Paperback: 384 pages
  • Publisher: Pearson; 1 edition (January 18, 2010)
  • Language: English
  • ISBN-10: 0205543197
  • ISBN-13: 978-0205543199
  • Product Dimensions: 9.1 x 7 x 0.8 inches
  • Shipping Weight: 10.4 ounces
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #748,562 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

The foundation–and beauty–of this new inclusion book is its fundamental approach to teaching future teachers how to use the principles of universal design for learning (UDL), metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning, and ultimately simplify instruction, improving teachers’ confidence and skill at delivering effective instruction to all students with and without disabilities in general and special education settings. Ultimately what emerges is more than just a new book, but a resource and guide for prospective teachers and practitioners to use everyday on the job, as they work to deepen their understanding of how individuals learn, how and why learning occurs or does not occur, and how both students and teachers can utilize research-based methods to facilitate the learning process.

 

Special features:

 

  • A strong focus on research and individual characteristics of students with disabilities and exceptional needs, aiding teachers to make educational decisions that positively affect the learning outcomes of all of students in today’s diverse classroom.
  • A strong focus on assessment helps prospective teachers learn how to select appropriate methods for assessing student learning, in both general and special education classrooms.
  • Incorporates practical metacognitive (PLAN Metacognitive) and cognitive (TAKE CHARGE) strategies to structure educational decision-making in the classroom (Chapter 6).
  • Concentrates on Universal Design for Learning and its seven principles (Chapter 7) as a method of designing instruction to meet the needs of a diverse group of students, those with sensory, motor, cognitive, linguistic, and affective abilities.
  • Includes federal guidelines for schools and teachers, integrating technology, developing effective instructional plans and cognitive strategies, complex curriculum, and sample teaching materials used in today’s classroom.
  • Special chapters on using the principles to teach basic skills of reading, writing, and mathematics.

About the Author

Rebecca B. Evers, Ed.D, is an Associate Professor in the Center for Pedagogy at Winthrop University, Rock Hill, South Carolina. Her research interests include development and evaluation of teachers’ dispositions for equity and their ability to provide effective instruction for all students.

 

S. Sue Spencer, Ph.D., is Associate Professor of Special Education at Winthrop University. Her research focuses on developing and validating procedures and materials for delivering effective metacognitive instruction.


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Format: Paperback
Got the wrong item and had to go through the ridiculous return process which ticked me off because I needed it for class. And it took a few weeks to get my money back but finally did so all was well. I was leery in the first place because this was the first edition just printed in 2010 and it was a wonder that it was even available online and at $50 cheaper than in my school's bookstore. So it was probably a scam or wrong listing from the beginning and I take partial blame for taking a risky chance.
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