“This second edition is a refreshing dive into what is involved in evidence-based teaching of students with moderate and severe disabilities, including those from diverse backgrounds. Browder, Spooner, Courtade, and their collaborators help the reader develop needed expertise both to support students one-on-one and to ensure successful educational experiences within the inclusive general education classroom. This text is essential reading for all special educators, and will also benefit general educators and administrators working to create inclusive cultures in their schools.”

—Martha L. Thurlow, PhD, Director, National Center on Educational Outcomes, University of Minnesota


“The second edition of this invaluable text is a testament to how far we have come in educating students with moderate and severe disabilities. The first edition broke new ground in its focus on teaching a range of academic skills and knowledge to these students. Now the field has moved dramatically in the direction that Browder and colleagues pioneered. Students receiving special education services recently won the legal right to an 'appropriately ambitious' education program. This second edition provides a roadmap to an ambitious education program indeed!”

—Michael L. Wehmeyer, PhD, Ross and Marianna Beach Distinguished Professor in Special Education, and Director and Senior Scientist, Beach Center on Disability, University of Kansas


“The authors describe evidence-based strategies for providing academic instruction to students who too often have been 'left behind' in efforts to improve educational outcomes. The second edition includes additional information on progress monitoring, which fits well with the movement to implement multi-tiered systems of support. The authors also include cutting-edge information on promoting writing skills and on technological tools that can help students express their ideas and demonstrate their learning. This engaging, user-friendly text could be required or supplemental reading in graduate and undergraduate courses in special education and related fields.”

—Andrew T. Roach, PhD, School Psychology Program, Georgia State University


“Each chapter balances evidence-based practices with a respectful, inclusionary approach. Presenting clear methods for teaching in Special Education or Inclusive Education programs, this comprehensive text has an easy-to-grasp writing style and up-to-date research base. Upper-division and graduate students will find clarity for applying and adapting concepts and methods for students with a continuum of intensive support needs.”

—Kathleen Puckett, PhD, Mary Lou Fulton Teachers College, Arizona State University