Our 2017 Top 5

Did you get your copy of our most popular books of 2017? There’s still time! Get $5 off any of theses titles through Jan. 25—use the code SAVE5 at check-out.

 

A Principal’s Guide to Special Education

Perfect for: Special & general education administrators at the school, building, district, or state levels.

An essential handbook for educating students in the 21st century since its initial publication, A Principal’s Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students’ special education needs within a standards-based environment.

The Survival Guide for First-Year Special Education Teachers

Perfect for: New or future special education teachers; teachers working with students with exceptionalities for the first time; mentors; administrators at the building level

Since its first publication, The Survival Guide for New Special Education Teachers has helped novice teachers bridge the gap between training and classroom practice. This all-new edition, updated to reflect the needs and priorities of 21st-century special educators, offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development. Required reading for pre-service teachers, essential for the new teacher, and a refresher for veteran special educators, The Survival Guide belongs on every educator’s bookshelf.

Leading the Co-Teaching Dance: Leadership Strategies to Enhance Team Outcomes

Perfect for: Special and general education teachers; administrators at the building level

Learn how to implement co-teaching in your school! This invaluable resource provides school leaders with the strategies, resources, best practices, techniques and materials they will need to establish and maintain successful co-teaching teams in their schools. The authors draw on their experience and research to address the critical key factors: defining what co-teaching is and is not, understanding the menu of options and the benefits of co-teaching, the 5 keys to co-teaching and to leading co-teaching, developing the culture and structure to support co-teaching, scheduling and planning strategies, implementing and understanding co-instruction, observation and feedback, data collection, institutionalizing co-teaching and disseminating your success.

 

High-Leverage Practices in Special Education

Perfect for: New special education teachers; administrators at the building, district, and state levels; state and local educational agencies; HR departments; teacher educators

High-Leverage Practices in Special Education defines the activities that all special educators need to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice ―collaboration, assessment, social/emotional/behavioral practices, and instruction―because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates.

English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities

Perfect for: All classroom teachers; administrators; educational diagnosticians

This unique guide for special education teachers, teachers of English language learners, and other practitioners provides the foundational information needed to determine whether the language difficulties experienced by English language learners (ELLs) result from the processes and stages of learning a second language or from a learning disability (LD). The book addresses critical factors in detail, including: determining whether an ELL’s struggles with reading in English are due to LD or language acquisition; common misconceptions and realities about ELLs and the second language acquisition process; how schools can establish structure to facilitate the process of distinguishing between language acquisition and LD; guidelines for determining which ELLs should be referred for evaluation; and what it means to use an ecological framework to determine whether ELLs have LD.