Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice

Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice

Pam L. Epler (Grand Canyon University, USA)
Release Date: November, 2017|Copyright: © 2018 |Pages: 344
DOI: 10.4018/978-1-5225-3111-1
ISBN13: 9781522531111|ISBN10: 1522531114|EISBN13: 9781522531128
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Description & Coverage
Description:

Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children.

Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) Into Practice is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Individualized Education Plan
  • Instructional Adaptions
  • Intellectual Disabilities
  • Learning Strategies
  • Locomotor Apparatus Diseases
  • Speech Learning Impairment
  • Visual Impairment
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Editor Biographies
Pam Epler earned her MEd in Special Education from McDaniel College and her PhD in Curriculum and Instruction from Capella University. She currently teaches special education courses at Grand Canyon University in the graduate and doctorate programs and is a dissertation chair. She has published and proffered internationally at the Canadian International Conference on Education and presented nationally at the Council for Exceptional Children (CEC) and on the state level at the Kentucky Association of Teacher Educators. She has been an administrator in both the public and private sectors from elementary through high school levels. Her research interests include Response To Intervention (RTI) strategies, special education teachers’ roles in RTI, special education service delivery models, and pre-service teachers’ perception of special education students.
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