Educating Students with Intellectual Disability and Autism Spectrum Disorder Book 2: Foundational Concepts for Leadership and Collaboration
Educating Students with Intellectual Disability and Autism Disorder is a comprehensive resource, providing educators with the most up-to-date information on what works in real classrooms with real students.
Foundational Concepts for Leadership and Collaboration, the second book in the series, addresses activities that steer the profession of special education: teacher leadership and advocacy, collaborating with colleagues, and working with diverse students and their families. The authors provide relevant examples and templates for self-assessment and program review, and illustrate the content through real-life case studies.
- Chapter 1: Teacher Leadership and Advocacy
- Chapter 2: Collaborating with Colleagues
- Chapter 3: Working with Paraprofessionals
- Chapter 4: Collaborating with Families
- Chapter 5: Working with Diverse Students
Jordan C. Shurr
Jordan C. Shurr is Associate Professor of Special Education at Queen’s University, Ontario, Canada. Previously, he has worked as a special education teacher, assistive technology consultant, and camp inclusion coordinator. Jordan’s research interests include the profession of teaching students with significant disabilities as well as supporting meaningful access to the academic curriculum. In addition to teaching and research related to education, he enjoys spending time outdoors with his family.
Bree A. Jimenez
Bree A. Jimenez is a special education research consultant with Mater Dei School, New South Wales, Australia and Honorary Associate in Special Education with the Faculty of Education and Social Work at the University of Sydney. Her most recent research focuses on the use of teacher-directed professional development, including mentoring and coaching within the school environment, to support the implementation of research- and evidence-based strategies for students with intellectual disability and autism.
Emily C. Bouck
Emily C. Bouck is Professor of Special Education at Michigan State University, East Lansing. Her research interests surround the effect of educational programming on outcomes for students with disabilities, specifically helping students with disabilities by providing effective mathematics and functional curricula in both school and post-school contexts. Dr. Bouck is the co-author of the CEC publication Footsteps Toward the Future: Implementing a Real-World Curriculum for Students With Developmental Disabilities.