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Through real-life stories about children, their families, and their teachers, and through the use of the most recent evidence-based research on special education, this important book provides a comprehensive introduction to special education and its relationship to general education. The seventh edition provides this experience within the framework of three guiding themes: Inclusion, Partnerships, and Universal Design for Progress.
Long noted for its focus on progress in general education through inclusion, families, and parent-professional partnerships, the new seventh edition of Exceptional Lives: Special Education in Today's Schools, now includes a “Universal Design for Progress” feature in every chapter which highlights a technology that can be used to meet the needs of students with disabilities. This text stands out from the crowd with its strong belief in the capacity of special educators, general educators, related service professionals, and families to collaborate with one another for inclusion, and that inclusion is not only possible but desirable.
- Sales Rank: #25930 in Books
- Brand: Pearson
- Published on: 2012-01-06
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x .70" w x 8.40" l, 1.96 pounds
- Binding: Paperback
- 480 pages
- Used Book in Good Condition
About the Author
Michael L. Wehmeyer, Ph.D. is Professor of Special Education; Director, Kansas University Center on Developmental Disabilities; and Associate Director, Beach Center on Disability, all at the University of Kansas. Dr. Wehmeyer is engaged in teacher personnel preparation in the area of severe, multiple disabilities and directs multiple federally funded projects conducting research and model development in the education of students with intellectual and developmental disabilities. He is the author of more than 180 articles or book chapters and has authored, co-authored or co-edited 19 books on disability and education-related issues, including issues pertaining to self-determination, transition, universal design for learning and access to the general curriculum for students with significant disabilities, and technology use by people with cognitive disabilities. He is a Fellow of the American Association on Mental Retardation, a past president of the Council for Exceptional Children s Division on Career Development and Transition, and is Editor-in-Chief for the journal "Remedial and Special Education". In 1999 Dr. Wehmeyer was the inaugural recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children s Division for Research. In May, 2003 he was awarded the American Association on Mental Retardation s National Education award. Dr. Wehmeyer holds undergraduate and Masters degrees in special education from the University of Tulsa and a Masters degree in experimental psychology from the University of Sussex in Brighton, England, where he was a Rotary International Teacher of the Handicapped Fellow. He earned his Ph.D. in Human Development and Communication Sciences from the University of Texas at Dallas.
Karrie A. Shogren, Ph.D. is an Associate Professor of Special Education at the University of Illinois at Urbana Champaign. She received her doctorate in special education from the University of Kansas. Dr. Shogren has conducted extensive research in the areas of self-determination and systems of supports for people with intellectual disabilities. She has a specific interest in the multiple, nested factors that impact student outcomes and the use of diverse methodologies to understand and explore these factors. She has published over 45 peer reviewed articles, is the author or co-author of 5 books, and is one of the co-authors of Intellectual Disability: Definition, Classification, and Systems of Support, the 11th Edition of the American Association on Intellectual and Developmental Disabilities' seminal definition of intellectual disability (formerly mental retardation). Dr. Shogren has received funding from the Institute of Education Sciences (IES) to support her research.
Most helpful customer reviews
8 of 8 people found the following review helpful.
Not a good choice if you need text-to-speech.
By Amazon Customer
Hypocritical - Special Ed Book and accessible features are disabled from the publisher?! I use Kindle for as many text and books as possible. I need to use the text-to-speech feature to learn and study best. It is not activated for this book, nor is Xray. The material is quality and up to date, but the loose leaf format is annoying in the digital version. Additionally, not having active links for the supplemental activities is misleading. For the price, this should be an example of accommodated/ Universal Design options for reading a studying with all of the appropriate exercises included for a variety of learning/studying styles. This is a poor demonstration of how to accommodate student.
4 of 4 people found the following review helpful.
Unhappy with book
By Amazon Customer
I don't normally give reviews however, after buying the book for such a high price I feel that I need to share. I spent about $102. For the book only for it to be a loose leaf print. Sender could of thrown in a binder for the price. I needed the book for class and it arrived late. Had to play catch up on the reading before posting. To top it off the print is in grey. I already wear glasses so grey made it even harder for me to see and read. Had to purchase the kindle verse. Not very wise giving the book is about exceptional lives.
1 of 1 people found the following review helpful.
To better serve gifted students teachers and administrators should be familiar ...
By Amazon Customer
Although this book does provide much helpful information, I was particularly struck by the inadequacy of the gifted student chapter. It perpetuates the misunderstanding that gifted students' exceptional needs lie primarily within the scope of academic issues. Most educators and administrators do not understand the social and emotional needs of gifted students. To better serve gifted students teachers and administrators should be familiar with theories such as Dabrowski's Theory of Positive Disintegration, as it is applied to the study of gifted students. The concept of "overexcitabilities" is relevant and constructive, and when educators are ignorant of how giftedness may manifest itself in students, behaviorally, emotionally, and socially, they may actually cause harm to such children.
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