Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future. Este artículo no está disponible.Equity and Full Participation for Individuals with Severe Disabilities: A Vision for the Future

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, behaviour 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 behaviour 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.

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.