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Strategies for Teaching Learners with Special Needs, 12th edition

Published by Pearson (February 19, 2021) © 2022

  • Edward A. Polloway Lynchburg College, Professor Emeritus
  • James R. Patton University of Texas at Austin
  • Loretta Serna
  • Jenevie W. Bailey

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For courses in mild/moderate disabilities and special education methods.

Contemporary and comprehensive coverage of curriculum and instruction for students with disabilities

Strategies for Teaching Learners with Special Needs presents the most comprehensive exploration of how to teach students with mild/high incidence disabilities. It focuses on instructional practices that can be used in diverse, inclusive educational environments. The text ensures pre- and in-service teachers receive current and applicable instruction for contemporary education.

The 12th Edition has further increased its emphasis on evidence-based practices. It also emphasizes the importance of explicit instruction.

Hallmark features of this title

  • The authors have more than 125 years of experience in the field, with work ranging from early childhood to adult programs for individuals with special needs.
  • Teaching Tips are included in the content-area chapters that relate to elementary- and secondary-level teaching.
  • Diversity Boxes, contributed by outstanding professionals from throughout the country, relate specifically to content across the respective chapters.
  • Activities detail specific, extensive suggestions and examples on ways teachers can apply the core instructional concepts discussed in the chapter.
  • Learning Outcomes provided at the beginning of every chapter focus the reader on key information that will be presented and serve as an advanced organizer for the major points of the chapter.

New and updated features of this title

  • NEW: Handwriting and spelling: Chapter 7 has been added on handwriting and spelling instruction to provide detailed information about teaching these respective written language skills with extended coverage of strategies for assessment and instruction.
  • NEW: Written expression: Chapter 8 has been added on written expression instruction to significantly expand the coverage on this critical curricular area.
  • NEW: Social competence: Chapter 14 has been added on social competence with increased attention to assessment, curriculum, and methodology related to social skills in social emotional learning.
  • NEW: Self-determination skills: Chapter 15 has been added on self-determination skills, including extensive information on assessment, curriculum and methodology related to the critical development of self-determination skills in students with disabilities. Emphasis is placed on self-determination within the context of instructional and life planning.

The LMS-Compatible Assessment Bank streamlines assessments and grading

  • NEW: Learning outcome quizzes, application exercises and automatically graded chapter tests can be assigned from a packaged file. Questions give students feedback and model responses based on their answers.

Part 1: Teaching Learners with Special Needs

  1. Special Education: An Introduction to Teaching Students with Special Needs
  2. Foundations of Effective Instruction
  3. Teaching and Differentiating Instruction in a Multi-Tiered System of Education
  4. Strategies for Classroom Management and Positive Behavior Supports

Part 2: Content Areas

  1. Reading: Word Recognition
  2. Reading: Comprehension
  3. Handwriting and Spelling
  4. Written Expression
  5. Mathematics
  6. Social Studies
  7. Science
  8. Functional Academics

Part 3: Critical Skills

  1. Study Skills
  2. Social Competence
  3. Self-Determination
  4. Career Development and Transition

About our authors

Edward A. Polloway, Ed. D. is Emeritus Professor of Education and held the Rosel H. Schewel Chair of Education at the University of Lynchburg in Virginia, where he taught for 42 years. He also served as VP for Community Advancement, Dean of Graduate Studies and Dean of the School of Education. He received his master's and doctoral degrees from the University of Virginia and his baccalaureate degree from Dickinson College. He served twice as president of the Division on Developmental Disabilities of the Council for Exceptional Children and served on the Board of Directors of the Council for Learning Disabilities and he is a Fellow of the American Association on Intellectual and Developmental Disabilities (FAIDD). He is the author, coauthor, or editor of over 30 books and more than 100 journal articles in the field of special education.

James R. Patton, Ed. D. is a consultant and associate professor of instruction at the University of Texas at Austin. He received his master's and doctoral degree from the University of Virginia after completing his bachelor's degree at the University of Notre Dame. He is a former high school biology teacher and elementary special education resource teacher. He has also taught students who were gifted and gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavioral intervention planning, study skills and differentiation instruction at all levels of schooling. He is the author, coauthor or editor of numerous books, chapters in books, journal articles and assessment tools in the field of special education.

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