Founded in 1973, Guilford Press has built an international reputation as a publisher of books, periodicals, and DVDs in mental health, education, geography, and research methods. We pride ourselves on teaming up with authors who are recognized experts, and who translate their knowledge into vital, needed resources for practitioners, academics, and general readers.
Our broad selection of resources for special educators includes books on learning and behavioral disorders, explicit instruction, executive functions, developmental disabilities, literacy, mathematics, and more. Books in The Guilford Series on Intensive Instruction, edited by Sharon Vaughn, present innovative ways to improve learning outcomes for K–12 students with challenging academic and behavioral needs and provide evidence-based teaching practices for learners who require differentiated instruction.
We offer 25% off (plus free shipping in the U.S.) to all U.S. and Canadian customers who order online through www.guilford.com. To be the first to know about new Guilford special education titles—and get exclusive offers and discounts—visit www.guilford.com/e-alerts and subscribe to our “Special Education” e-alert subject area.
Edited by Sharon Vaughn, volumes in this series include user-friendly features such as sample lessons, examples of daily schedules, case studies, classroom vignettes, and reproducible tools. Summer 2021 Releases: LITERACY COACHING IN THE SECONDARY GRADES by Jade Wexler, Elizabeth Swanson, and Alexandra Shelton, shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework. INTENSIFYING MATHEMATICS INTERVENTIONS FOR STRUGGLING STUDENTS, edited by Diane Pedrotty Bryant, offers a systematic guide to delivering Tier 2 and 3 math interventions within a multi-tiered system of support.
From Jeanne Wanzek, Stephanie Al Otaiba, and Kristen L. McMaster, this book presents intensive intervention strategies for K–5 students with severe and persistent reading difficulties. Chapters address all the fundamental components of reading—phonological awareness, phonics and word recognition, reading fluency, oral language, language and reading comprehension, and writing to read. The authors discuss intensive instruction and provide effective teaching techniques and activities. Grounded in the principles of data-based individualization, the book includes concrete recommendations for determining students' particular needs and monitoring their progress. This title is part of The Guilford Series on Intensive Instruction, edited by Sharon Vaughn.
From Diane M. Browder, Fred Spooner, Ginevra R. Courtade, and Contributors, this is the text of choice for developing excellence as a teacher of K–12 students with moderate and severe disabilities. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools.
Kathleen Lynne Lane, Holly Mariah Menzies, Wendy Peia Oakes, and Jemma Robertson Kalberg explain how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and social–emotional components into a single research-based framework. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use.
Edited by Lynn Meltzer, this groundbreaking volume has given thousands of educators and clinicians a deeper understanding of executive function (EF) processes in typically developing children and those with learning difficulties and developmental disabilities. The book elucidates how PreK–12 students develop such key capacities as goal setting, organization, cognitive flexibility, working memory, and self-monitoring. Exemplary practices for supporting students with EF difficulties in particular content areas—reading, writing, and math—are reviewed. Also from Lynn Meltzer: PROMOTING EXECUTIVE FUNCTION IN THE CLASSROOM.
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