TUM Library

part PART I Understanding Intellectual Disability -- chapter 1 Historical Understandings of Intellectual Disability and the Emergence of Special Education / Michael L. Wehmeyer -- chapter 2 Reframing Educational Supports for Students with Intellectual Disability through Strengths-Based Approaches / Karrie A. Shogren -- chapter 3 Supports and Support Needs in Strengths-Based Models of Intellectual Disability / James R. Thompson -- chapter 4 Implications of Strengths-Based Models of Disability for the Education of Students with Intellectual Disability / Michael L. Wehmeyer -- part PART II Eligibility, Assessment, and Educational Planning -- chapter 5 Measuring Intellectual Functioning and Adaptive Behavior in Determining Intellectual Disability / Marc J. Tassé -- chapter 6 Measuring Support Needs and Supports Planning / James R. Thompson, Carolyn Hughes, Virginia L. Walker, Stephanie N. DeSpain -- chapter 7 Alternate Assessment / Meagan Karvonen -- chapter 8 Individualized Education Programs to Promote Access to the General Education Curriculum for Students with Intellectual Disability / Michael L. Wehmeyer -- chapter 9 Planning for Other Educational Needs and Community-Based Instruction / David W. Test -- chapter 10 Transition Planning / James E. Martin -- chapter 11 Person-Centered and Student-Directed Planning / Karrie A. Shogren -- part PART III Schoolwide and Classroomwide Academic and Behavioral Supports -- chapter 12 Multitiered Systems of Supports / Karrie A. Shogren -- chapter 13 Positive Behavior Supports for Students with Intellectual Disability / Glen Dunlap -- chapter 14 The Role of Technology in Implementing Universal Design for Learning / Loui Lord Nelson -- chapter 15 Supporting the Social Lives of Students with Intellectual Disability / Elizabeth E. Biggs -- chapter 16 Self-Determination and Goal Attainment / Karrie A. Shogren -- chapter 17 Educating Students in Inclusive Classrooms / Jennifer Kurth -- chapter 18 Research-Based Practices for Fostering Trusting Partnerships with Families in Educating Students with Intellectual Disability / Kathleen Kyzar -- chapter 19 Teaching Reading and Literacy Skills to Students with Intellectual Disability / Susan R. Copeland -- chapter 20 Teaching Mathematics and Science to Students with Intellectual Disability / Alicia F. Saunders -- part PART IV Education Across the Lifespan -- chapter 21 Early Intervention and Early Childhood Education / Michaelene M. Ostrosky -- chapter 22 High-Quality Educational Programs for Students with Intellectual Disability in Elementary School / Kendra L. Williams-Diehm -- chapter 23 High-Quality Educational Programs for Students with Intellectual Disability in Middle and Junior High School / Colleen A. Thoma, Kim W. Fisher, Sarah A. Hall, LaRon A. Scott, Irina Cain, Andrew Wojcik, Brittany Sterret -- chapter 24 High-Quality Educational Programs for Students with Intellectual Disability in High School / Mary E. Morningstar -- chapter 25 Transition to Employment / Paul Wehman -- chapter 26 Postsecondary Education for Students with Intellectual Disability Meg Grigal, Maria Paiewonsky, Debra Hart.

The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overviewof research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Driven by the collaboration of accomplished, nationally recognized professionals of varied approaches and philosophies, the book emphasizes practices that have been shown to be effective through multiple methodologies, so as to help readers select interventions based on the evidence of their effectiveness.