InTeaching Students with Moderate to Severe Disabilities, we introduce preservice educators to classroom and community-based curricular strategies and materials for teaching preschool, elementary, and secondary students with moderate to severe disabilities. We describe the underlying structure and process for developing and implementing applied curricula and show you how applied curricula can support learning in the general education classroom, the school, and the community. We also teach you how to level materials and activities to provide the instructional support that allows students with moderate to severe disabilities and their non-disabled peers to participate together in those inclusive learning environments. The present emphasis on instruction for skill development through adaptation in the general education classroom has replaced the 1980s focus on segregated classes that offered a functional community-based curriculum for students with moderate to severe disabilities. Because we believe it is important for instruction in inclusive classrooms to focus on meaningful activities that further the ability of all students to function outside the classroom, the goal of this text is to combinebothcommunity and general education approaches with an emphasis on the application of academic content. Consequently, this text takes the approach that most instruction for all students occurs in general education settings and, beginning with the academic content of typical students, uses applied connections and the concept of leveling to provide adaptation strategies. TEXT PREVIEW The text is divided into three sections. Section I presents a general overview of the curriculum for students with moderate to severe disabilities. Section II describes methods of assessment, curricular options, and professional interactions in the various learning environments for these students. Section III provides information on implementing appropriate instruction at both the elementary and secondary education levels for the three environments: general education classroom, school, and community. Section I: Foundations of Curriculum Section I consists of four chapters. Chapter 1, "Establishing the Context," provides the theoretical framework and philosophical perspective of the text. It builds a context for the framework and perspective of the text by giving a brief history of the attitudes and treatment of people with moderate to severe disabilities and the various approaches to curriculum development. Chapter 2, "Characteristics and Strategies for Support," describes the characteristics and educational needs of students with moderate to severe disabilities. The chapter considers relevant characteristics that affect learning in the following areas: physical and health, cognitive, and social development. It also addresses adaptations and supports to facilitate learning. Chapter 3, "Communication and Technology Supports," introduces strategies for enhancing communicative abilities and personal independence through assistive technology. The chapter begins with an overview of the recent legislation on assistive technology. It then presents a model for considering assistive technology and making informed selections. Enhancement of daily performance through assistive technology is discussed. Finally, the chapter addresses alternative and augmentative communication for persons with moderate to severe disabilities. Chapter 4, "The Learning Environment," provides perspectives on applied curriculum models and inclusive practice. The chapter begins with an exploration of some of the issues regarding the implementation of inclusive classrooms. Next, it examines theoretical perspectives on functional and applied curricula for persons with disabilities. Finally, strategies for implementing applied curricula for all students in general education environments are presented. Section II: ImplementaCaroline Everington is the author of 'Teaching Students with Moderate to Severe Disabilities: An Applied Approach for Inclusive Environments', published 2001 under ISBN 9780130205735 and ISBN 0130205737.