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Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom, 7th edition

Published by Pearson (March 1, 2018) © 2018

  • Sharon R. Vaughn University of Texas at Austin
  • Candace S. Bos Late of University of Texas at Austin
  • Jeanne Shay Schumm University of Miami

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Text features and benefits include:

A strong focus on applying strategies with numerous learning activities and sample lessons for both elementary and secondary classrooms.

  • Chapter-opening Interviews present the stories of teachers, students, or parents directly related to the central ideas of the chapter. Each story also identifies issues and personal responses that set the tone for the material that follows.

    • End-of-chapter Think and Apply questions, activities, and dilemmas challenge readers to integrate and apply the materials presented.

    • Widely popular 60-Second Lesson features present brief mini-lessons with specific, concrete examples of how a teacher can make a difference for students with disabilities or diverse needs in only one minute of time.

    • Tips for Teachers offer specific advice, guidelines for teaching practice, and step-by-step procedures.

    • Activities for All Learners present sample lessons that include objectives, procedures, and application suggestions for classroom implementation.

    • Tech Tips provide access to resources teachers can use in the classroom to enhance success for all learners, particularly students with special needs.

An easy-to-use, more engaging guide to current content, trends, and strategies. Key changes include:

  • UPDATED: Streamlined content that offers more strategies and more examples that help students visualize the classroom experience.

  • UPDATED: Evidence-based research practices throughout the text that are based on the most current research and instructional strategies.

  • UPDATED: A revised and updated Chapter 2 on response to intervention (RTI) and multitiered systems of support (MTSS) which reflects the most current research and strategies. In addition, chapters throughout this text integrate and highlight information regarding understanding and using research-based practices within an RTI framework.

  • UPDATED: A new discussion that covers the use of response to intervention to improve opportunities for linguistically and culturally diverse students and reduce their disproportionate representation in special education programs (Chapter 4).

  • UPDATED: Significantly updated information about identifying students with learning disabilities and ADHD in Chapter 6, in addition to new research, strategies, and resources throughout the chapter.

  • UPDATED: An enhanced section on the role of the speech and language pathologist, and a new strategy on how to describe practices you could suggest to the parents of a child with a speech or language disorder to support the child’s communication (Chapter 7).

  • UPDATED: An exploration of how and why to implement functional behavioral assessment during any of the tiers of the RTI framework which is included in the discussion of targeting behavior problems (Chapter 8).

  • UPDATED: Chapter 10, “Teaching Students with Intellectual and Developmental Disabilities,” has been updated significantly, with new research, sections, strategies, and definitions.

  • UPDATED: Integration of the Common Core State Standards in English language arts including reading (Chapter 14), writing (Chapter 15), and listening—as well as mathematics (Chapter 16)—that is expanded to provide specific applications of the standards for students with special needs.

Also available with MyLab Education

MyLab™ Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through video clips, practice what they learn, test their understanding, and receive feedback to guide their learning.

  • Classroom videos engage students and bring the text to life. As students read through their eText they encounter embedded videos that illustrate or expand on key chapter concepts using real classroom footage. In this way, abstract or difficult-to-understand concepts are brought to life. Students read about a concept and then see it demonstrated with real teachers and students, helping them better understand course content. 

  • Assessments guide student learning. Throughout their eText students are presented with opportunities to check their understanding of key concepts through multiple-choice assessments. Students receive immediate feedback to guide their learning and ensure they master the key learning outcomes.

  • Application Exercises help students apply their learning. Interactive Application Exercises and Assessments involving the analysis of dynamic videos, case studies, and artifacts help students apply and internalize their learning. Engaging in these learning experiences helps students practice and strengthen skills that prepare them for classroom observation and teaching.

Key content changes include:

  • UPDATED: Streamlined content that offers more strategies and more examples that help students visualize the classroom experience.

  • UPDATED: Evidence-based research practices throughout the text that are based on the most current research and instructional strategies.

  • UPDATED: A revised and updated Chapter 2 on response to intervention (RTI) and multitiered systems of support (MTSS) which reflects the most current research and strategies. In addition, chapters throughout this text integrate and highlight information regarding understanding and using research-based practices within an RTI framework.

  • UPDATED: A new discussion that covers the use of response to intervention to improve opportunities for linguistically and culturally diverse students and reduce their disproportionate representation in special education programs (Chapter 4).

  • UPDATED: Significantly updated information about identifying students with learning disabilities and ADHD in Chapter 6, in addition to new research, strategies, and resources throughout the chapter.

  • UPDATED: An enhanced section on the role of the speech and language pathologist, and a new strategy on how to describe practices you could suggest to the parents of a child with a speech or language disorder to support the child’s communication (Chapter 7).

  • UPDATED: An exploration of how and why to implement functional behavioral assessment during any of the tiers of the RTI framework which is included in the discussion of targeting behavior problems (Chapter 8).

  • UPDATED: Chapter 10, “Teaching Students with Intellectual and Developmental Disabilities,” has been updated significantly, with new research, sections, strategies, and definitions.

  • UPDATED: Integration of the Common Core State Standards in English language arts including reading (Chapter 14), writing (Chapter 15), and listening–as well as mathematics (Chapter 16)–that is expanded to provide specific applications of the standards for students with special needs.

Also available with MyLab Education

MyLab™ Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through video clips, practice what they learn, test their understanding, and receive feedback to guide their learning.

  • Classroom videos engage students and bring the text to life. As students read through their eText they encounter embedded videos that illustrate or expand on key chapter concepts using real classroom footage. In this way, abstract or difficult-to-understand concepts are brought to life. Students read about a concept and then see it demonstrated with real teachers and students, helping them better understand course content. 

  • Assessments guide student learning. Throughout their eText students are presented with opportunities to check their understanding of key concepts through multiple-choice assessments. Students receive immediate feedback to guide their learning and ensure they master the key learning outcomes.

  • Application Exercises help students apply their learning. Interactive Application Exercises and Assessments involving the analysis of dynamic videos, case studies, and artifacts help students apply and internalize their learning. Engaging in these learning experiences helps students practice and strengthen skills that prepare them for classroom observation and teaching.

Brief Contents

  1. Special Education and Inclusive Schooling
  2. Response to Intervention and Multitiered Systems of Support: Developing Success for All Learners
  3. Communicating and Collaborating with Other Professionals and Families
  4. Teaching Culturally and Linguistically Diverse Students
  5. Promoting Social Acceptance and Managing Student Behavior
  6. Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder
  7. Teaching Students with Communication Disorders
  8. Teaching Students with Emotional and Behavioral Disorders
  9. Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders
  10. Teaching Students with Intellectual and Developmental Disabilities
  11. Teaching Students with Lower-Incidence Disabilities
  12. Differentiating Instruction and Assessment for All Learners
  13. Promoting Content Learning through the Teaching and Learning Connection
  14. Facilitating Reading
  15. Facilitating Writing
  16. Helping All Students Succeed in Mathematics

Sharon Vaughn holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development and is currently the Director of the Meadows Center for Preventing Educational Risk at the University of Texas. She was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the CEC Research Award and the AERA Special Education SIG distinguished researcher award. She is the author of more than 200 articles and 10 books that address the reading outcomes of students with learning difficulties, learning disabilities and English language learners. She is currently the Principal Investigator or Co-Principal Investigator on several Institutes for Education Sciences, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with learning disabilities and behavior problems as well as students who are English language learners. She can be contacted at srvaughn@austin.utexas.edu.

Jeanne Shay Schumm is Professor of Literacy Education at University of Miami. She is currently Professor-in-Residence at the university's Henry S. West Laboratory School where she directs the UM STARS Reading Laboratory. She has edited or co-authored 15 books including Promising Practices for Urban Reading Instruction (International Reading Association) and Reading Assessment and Instruction for All Learners (Guilford) as well as numerous research articles and book chapters. Her research interests include differentiated reading instruction and teacher education. She can be contacted at schumm@miami.edu.

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