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Equity and Full Participation for Individuals with Severe Disabilities

Access the NEW ONLINE COMPANION MATERIALS now! What key issues and challenges affect the lives of people with severe disabilities today--and what should tomorrow's professionals do to address them? Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan. Readers will fully examine more than a dozen critical topics in the lives of people with severe disabilities; explore necessary reforms to policy and practice; and set clear goals and priorities for improving early intervention, education, health care, behavior supports, and social services. Whether used as a textbook or a professional reference, this innovative volume will help usher in a new era of services that support full inclusion and quality of life for people with severe disabilities. COVERS TODAY'S MOST CRITICAL TOPICS:
  • Addressing inequities in our educational and social services system
  • Designing and delivering effective early intervention and education
  • Expanding and improving inclusive education
  • Supporting families of children with severe disabilities
  • Resolving challenges to person-centered planning and self-determination
  • Providing effective and respectful positive behavior supports
  • Improving access to the general curriculum
  • Delivering effective literacy instruction to students with severe disabilities
  • Removing barriers to friendships and social relationships
  • Supporting students with health care needs in general education classrooms
  • Promoting access to postsecondary education, employment, and community life
  • Providing appropriate medical and social services to elderly individuals with severe disabilities
ONLINE COMPANION MATERIALS: This book comes with online PowerPoint slides for faculty, ideal for complementing and enhancing lessons.
Product Details

Table of Contents

About the Online Companion MaterialsAbout the EditorsContributorsForeword David L. Westling and Barbara TraderPrefaceAcknowledgmentsI Foundations1. Disability in the 21st Century: Seeking a Future of Equity and Full Participation, Michael Wehmeyer2. Poverty and Disability: Addressing the Ties that Bind, Carolyn Hughes and Latanya L. Fanion3. Forty Years of Living and Thriving with Disabilities: Perceptions of a Self-Advocate and Her Family, Michelle Sommerstein, Lynn Sommerstein, Robert Sommerstein, David Sommerstein, and Diane Ryndak4. Person-Centered Planning and the Quest for Systems Change, John O'Brien5. Promoting Self-Determination and Self-Directed Learning, Martin Agran and Carolyn Hughes6. Providing Respectful Behavior Supports, Fredda Brown and Linda M. BambaraII Children and Youth7. Early Intervention and Early Education, Lise Fox, Mary Frances Hanline, Juliann Woods, and Ann Mickelson8. Inclusive Education and Meaningful School Outcomes, John McDonnell and Pam Hunt9. Literacy and Communication, Susan Copeland, Elizabeth Keefe, and J.S. de Valenzuela10. Social Interactions and Friendships, Erik W. Carter, Kristen Bottema-Beutel, and Matthew E. Brock11. Access to the General Education Curriculum in General Education Classes, Fred Spooner, Bethany R. McKissick, Melissa E. Hudson, and Diane M. Browder12. Serving Students with Health Care Needs, Donna LehrIII Adult Outcomes13.Ensuring Employment Outcomes: Preparing Students for a Working Life, Michael Callahan, John Butterworth, Jane Boone, Ellen Condon, and Richard Luecking14. Postsecondary Education for Students with Intellectual Disabilities, Meg Grigal, Debra Hart, and Cate Weir15. Evolving Narratives in Community Living, Lyle T. Romer and Pamela Walker16. Serving an Elderly Population, Christine Bigby, Philip McCallion, and Mary McCarron17. Medicaid Waivers and Medicare Support: A 21st-Century Perspective, Tom Nerney, Julie Marron, and Mike HeadIV A Look Around and Ahead18. Societal Inclusion and Equity Internationally: Initiatives, Illustrations, Challenges, and RecommendationsDiane Ryndak, Deborah S. Reed, Grzegorz Szumski, Ann-Marie Orlando, Joanna Smogorzewska, and Wei Gao19. Future Directions and Possibilities, Martha E. Snell and Virginia L. WalkerIndex

About the Author

Martin Agran, Ph.D., is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks/Cole, 1997).Fredda Brown, Ph.D., is an affiliate of the Institute of Professional Practice in New Haven, Connecticut. Her work focuses on issues and practices for individuals with challenging behaviour, with a specific focus on the relationship between challenging behaviour, quality of life, and self-determination. Dr. Brown has published many articles and chapters in the area of severe disabilities and was co-editor with Donna Lehr of the book Persons with Profound Disabilities: Issues and Practices (Paul H. Brookes Publishing Co., 1989).Carolyn Hughes, Ph.D., is an associate professor in the Department of Special Education at Vanderbilt University in Nashville, Tennessee, and Project Director of the federally funded Metropolitan Nashville Peer Buddy Program. In 1990, she received her doctoral degree in special education from the University of Illinois at Urbana-Champaign, specialising in the areas of secondary transition and employment and self-management strategies. At Vanderbilt University, Dr. Hughes teaches courses in behaviour management and the transition from school to adult life and manages several federally funded research and personnel preparation grants. She conducts research and publishes widely in the areas of self-instruction and self-determination, supporting the transition from school to adult life, and social interaction and social inclusion of high school students. Dr. Hughes is a coauthor of Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition (Paul H. Brookes Publishing Co., 1998) and is on the editorial board of the American Journal on Mental Retardation, Education and Training in Mental Retardation and Developmental Disabilities, Journal of The Association for Persons with Severe Handicaps, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, Dr. Hughes taught general and special education classes in public schools in Montana for 10 years.Carol Quirk, Ph.D., is Co-Executive Director of the Maryland Coalition for Inclusive Education.Diane Ryndak, Ph.D., is Professor of Special Education at University of Florida.


"A comprehensive, contemporary and coherent synthesis of the important issues concerning severe disabilities today and for the coming decade . . . simultaneously authoritative and progressive." --Glen Dunlap, Ph.D.

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