Purpose In comparison with elementary-level students, adolescents with high-incidence disabilities traditionally have been overlooked in most methods-oriented texts. At best, effective secondary-level methods of instruction have been addressed with very little detail. This text, which comprehensively covers methods and materials that teachers should use while instructing adolescents with high-incidence disabilities, focuses on ways to address learning and behavioral problems that are typical of such adolescents (i.e., learning disabilities, behavioral and emotional disabilities, and mild intellectual disability). The content is grounded in methods that have been validated in research, but it is presented in a style that is easily understood by teachers serving adolescents. A cross-categorical focus is provided in the text, where specific methods found to be effective with all types of youth with high-incidence disabilities are discussed. Moreover, methods found to be effective only with specific groups of adolescents with high-incidence disabilities (e.g., cognitive learning strategies with students identified as learning disabled) are also included.
Audience This text is designed to disseminate instructionally relevant information to preservice and inservice special and general education teachers of secondary-level students. Our goal is to provide a definitive source of information or reference of practical and proven methods. We recognize that many adolescents with high-incidence disabilities are educated primarily in the general education classroom, and we support the collaborative instructional model within all instructional areas. This text isintended to assist all educators and parents in the preparation of adolescents with high-incidence disabilities for their roles in the 21st century.
Organization of the Text The first part of the text, "Special Education and Adolescence," focuses on the nature of adolescents and special education, in particular the characteristics of secondary-level students with high-incidence disabilities. Part 2, "Instructional Methods," provides specific content area instructional methods. The final section, "Current and Future Instructional Issues," focuses on topics such as content-area instruction, transition, and postsecondary preparation.
Features For the reader's convenience, a consistent format is used throughout. Several distinctive features are included that will benefit the reader:
- Each chapter begins with a list of objectives, followed by an introduction. Before reading the chapter the reader knows the key points to be learned and emphasized, as well as the focus of the chapter.
- Each instructionally related chapter addresses how teachers of adolescents with high-incidence disabilities can use the material in both general and special education classrooms. Because most adolescents with high-incidence disabilities are currently being served in general education classrooms, the text has a broad appeal for a wide audience.
- At the end of each chapter a summary of the key points and a list of the key terms are included.
- Instructionally oriented chapters (i.e., in parts 2 and 3) include case studies, sample IEPs, and margin tips so that readers can understand deeper issues related to the instruction of adolescents with high-incidence disabilities.
- An instructor's manual is available that includes an outline of each chapter, sample multiple-choice questions, and essay test questions.
