List of Contributors

Including Learners with Low-Incidence Disabilities

ISBN: 978-1-78441-251-7, eISBN: 978-1-78441-250-0

ISSN: 1479-3636

Publication date: 4 February 2015

Citation

(2015), "List of Contributors", Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education, Vol. 5), Emerald Group Publishing Limited, Bingley, pp. ix-xi. https://doi.org/10.1108/S1479-363620140000005030

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited


Vicki Barnitt Florida Inclusion Network, University of South Florida, Department of Teaching and Learning, Tampa, FL, USA
Jody Marie Bartz Department of Educational Specialties, Northern Arizona University, Flagstaff, AZ, USA
Grace I. Blum Curriculum and Instruction, University of Washington, Seattle, WA, USA
Pei-Yu Chen Department of Special Education, National Taipei University of Education, Taipei City, Taiwan (R.O.C.)
Chun-Yu Chiu Department of Special Education, National Taipei University of Education, Taipei City, Taiwan (R.O.C.)
Debra L. Cote Department of Special Education, California State University Fullerton, Fullerton, CA, USA
Anne E. Crylen Special Education, University of Washington, Seattle, WA, USA
Carol Ann Davis Special Education, University of Washington, Seattle, WA, USA
Robin Drogan Department of Exceptionality Programs, Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA
Jeremy Erickson Special Education, University of Washington, Seattle, WA, USA
Michael Gutierrez Special Education, University of Washington, Seattle, WA, USA
Young Hyuk Hong Secondary Special Education Teaching, Federal Way School District, Federal Way, WA, USA
Erica Howell Department of Special Education, California State University Fullerton, Fullerton, CA, USA
Andrea D. Jasper Department of Counseling and Special Education, Central Michigan University, Mount Pleasant, MI, USA
Phyllis Jones Department of Teaching and Learning, University of South Florida, Tampa, FL, USA
Vita L. Jones Department of Special Education, California State University Fullerton, Fullerton, CA, USA
Kyungsook Kang Secondary Special Education, Wonkwang University, Seoul, Korea
Jennifer Kurth Department of Special Education (SPED), University of Kansas, Lawrence, KS, USA
Penny Lacey Department of Disability, Inclusion and Special Educational Needs, School of Education, University of Birmingham, Birmingham, UK
Meaghan M. McCollow Department of Counseling and Special Education, Central Michigan University, Mount Pleasant, MI, USA
Kinga M. Ober Department of Child Psychopathology, Adam Mickiewicz University, Poznan, Poland
Daniel Östlund Department of Teacher Education, Kristianstad University, Kristianstad, Sweden
Charles Peck Special Education, University of Washington, Seattle, WA, USA
Darlene Perner Department of Exceptionality Programs, Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA
Melinda R. Pierson Department of Special Education, California State University Fullerton, Fullerton, CA, USA
Richard Rose Centre for Education and Research, University of Northampton, Northampton, UK
Jeanette Scull John F Kennedy Special Needs Academy, London, UK
Michael Shevlin Department of Education, Trinity College Dublin, Dublin, Ireland
Jordan Shurr Department of Counseling and Special Education, Central Michigan University, Mount Pleasant, MI, USA
Daphne Thomas Department of Teaching and Learning, University of South Florida, Tampa, FL, USA
Andrzej Twardowski Department of Child Psychopathology, Adam Mickiewicz University, Poznan, Poland
Matthew Wangeman Institute for Human Development, Northern Arizona University, Flagstaff, AZ, USA
Elizabeth A. West Special Education, University of Washington, Seattle, WA, USA
Including Learners with Low-Incidence Disabilities
International Perspectives on Inclusive Education
Including Learners with Low-Incidence Disabilities
Copyright Page
List of Contributors
Introduction
Section I: Strategies and Supports for Inclusion
Moving Toward Inclusion
Beyond Access: Moving toward Increased Participation, Membership, and Skills in the Inclusive Classroom
Best Practices in Teacher Training and Professional Development for Including Learners with Low-Incidence Disabilities
Including Learners with Severe Intellectual Disabilities: System Planning and Support for Greater Inclusive Practices
Facilitating Systems of Support
Facilitating Supports and Services for Learners with Low-Incidence Disabilities
Providing Appropriate Individualized Instruction and Access to the General Education Curriculum for Learners with Low-Incidence Disabilities
Socio-Emotional Support Needs for Re-Entry to School after Traumatic Brain Injury
Section II: International Perspectives on Including Learners with Low-Incidence Disabilities
This is What Works for Me: Students Reflect on their Experiences of Special Needs Provision in Irish Mainstream Schools
Inclusive Education for Students with Low-Incidence Disabilities in Taiwan – Where We are, What We have Learned
Low-Incidence Learners in Sweden – Supporting Systems and Social Interactions in Education
Inclusive Education for Learners with Severe, Profound and Multiple Learning Difficulties in England
21st Century Inclusive Practices and Policies in Russia
Including Learners with Extensive Support Needs in South Korea
Inclusive Education in Poland: Policies, Practices, and Perspectives
About the Authors
Index