Overview

How can educators and therapists support effective communication for students with severe and multiple disabilities? Today’s best research and strategies are in the NEW third edition of this trusted textbook and teaching guide. Current and future education professionals will get up-to-date information and practical guidance on the entire process of supporting communication for students of all ages, from assessing their communication skills to involving peers and adults in intervention. An important textbook and professional reference, this comprehensive volume will help educators, paraprofessionals, SLPs, and other school staff skillfully support every student’s right to communicate. TOPICS COVERED: communication assessment * intervention strategies * identification of natural opportunities to teach skills * augmentative and alternative communication (AAC) techniques * collaborative teaming * challenging behaviour * Functional Communication Training * literacy instruction * peers as communication partners * teaching a wide range of skills that go beyond simple requesting, from commenting to gaining attention WHAT’S NEW: More emphasis on technology throughout the book Timely new contributions by experts in the field New chapter on the relationship between communication and challenging behaviour New chapter on communication and literacy More on making AAC devices accessible and attainable Expanded guidance on friendship development and how peers can aid intervention More strategies for teaching specific communication skills, highlighted for easy reference New case examples to show strategies and interventions in action FAQs, extension activities, and study questions that highlight key ideas and trouble spots

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9781598576559

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a Provides practical strategies and plentiful examples rooted in evidence-based practices and inclusive values.a --Michael F. Giangreco, Ph.D.

"""Provides practical strategies and plentiful examples rooted in evidence-based practices and inclusive values."" --Michael F. Giangreco, Ph.D."

Author Information

June E. Downing, Ph.D., prepares teachers to meet the needs of students with moderate to severe and multiple disabilities. In this capacity, she teaches courses, advises students, and supervises teachers in their practicum experiences. Dr. Downing has provided in-service training to teachers, administrators, parents, and support staff around the country. She has been interested in the education of students with severe and multiple disabilities (especially those with sensory impairments) since 1974 and has served as a paraprofessional, teacher, work experience coordinator, consultant, researcher, and teacher trainer. Areas of research include investigating related topics such as educating all students together, enhancing the social-communicative skills of students with severe disabilities, adapting for the unique needs of individual students, developing paraprofessional skills, and preparing teachers for inclusive education. Dr. Amy Hanreddy is an assistant professor in the Department of Special Education at California State University, Northridge (CSUN), USA. She teaches classes related to inclusive and collaborative practices that benefit all students, as well as classes specifically designed for candidates in the moderate to severe Special Education Credential program. Dr. Hanreddy is particularly interested in strategies that allow students with significant disabilities access to meaningful instruction in academic (core) content in the context of typical (general education) settings. Dr. Hanreddy has taught as a special education teacher in a traditional school district and at CHIME Charter School, a fully inclusive nationally recognized school, where she has also served as the Director of Curriculum and Instruction and as the Interim Executive Director. Dr. Hanreddy has presented at state, national, and international conferences on topics related to inclusive education and meeting the needs of students with moderate to severe disabilities, special education in charter schools, and collaborative service delivery. She is particularly interested in augmentative and alternative communication (AAC) and literacy for students who do not use verbal speech, as well as strategies to support communication and relationships between peers with and without disabilities. Dr. Kathryn D. Peckham-Hardin is a Professor in the Department of Special Education at California State University, Northridge, USA where she coordinates the credential program in Moderate/Severe Disabilities. In this role, she advises students, teaches courses in positive behaviour support and curriculum and instruction for students with moderate to severe disabilities, and supervises teacher candidates. She has directed and co-directed several federally funded personnel preparation projects designed to prepare teachers to work with students in high-needs schools in general education settings. Dr. Peckham-Hardin has authored/co-authored several chapters focusing on positive behaviour support, inclusive education, and assessment. She has presented at state and national conferences and has served on the Board of Directors of the California Chapter of TASH (Cal-TASH) for the past 7 years.

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