Linda M. Bambara, Ed.D., is a professor and
program director of special education at Lehigh University where
she also directed two university field-based programs serving
adults and transition-age youth with developmental disabilities and
autism to participate in inclusive community settings. She has been
involved with individuals with disabilities for over 35 years as a
teacher, teacher trainer, advocate, researcher, and director of
research and training projects. As a productive author, she has
published numerous books, chapters and articles, including three
additional books on positive behaviour support. She has served on
national boards of professional organizations such as TASH, The
Association for Positive Behavior Support, and the editorial boards
of six journals. She is former Editor-In-Chief of Research and
Practice for Persons with Severe Disabilities.
Rachel Janney, Ph.D., has worked with children and
adults with disabilities in a number of capacities, including
special education teacher, camp counsellor, educational consultant,
and researcher. She received her master's degree from Syracuse
University and her doctorate from the University of Nebraska –
Lincoln, USA. Dr. Janney now teaches courses in special education,
supervises student teachers, and coordinates the undergraduate
program in special education at Radford University, USA. She also
serves as Co-director of the Training and Technical Assistance
Center (T/TAC) for Professionals Serving Individuals with
Disabilities at Radford University, USA. The T/TAC, part of a
statewide technical assistance network that is funded by the
Virginia Department of Education, provides a variety of services
and resources to special education teams in school divisions
throughout southwest Virginia, USA. Dr. Snell and coauthor Dr.
Janney have conducted several research projects in inclusive
schools and classrooms. The focus of these projects has been on the
ways that special and general education teachers work together to
design and implement adaptations and accommodations for students
with disabilities placed in inclusive settings. Both authors are
frequent presenters of workshops on topics related to successful
inclusive education.
Martha E. Snell, Ph.D., is a professor in the
Curry School of Education at the University of Virginia, USA where
she has taught since 1973. Her focus is special education and,
specifically, the preparation of teachers of students with mental
retardation and severe disabilities and young children with
disabilities. Prior to completing her doctoral degree in special
education at Michigan State University, USA, she worked with
children and adults with disabilities as a residential child care
worker, a teacher, and a provider of technical assistance to school
and residential programs. In addition to teaching coursework at the
undergraduate and graduate levels, she currently coordinates the
special education program, supervises teachers in training,
provides in-service training to teachers and parents in schools and
agencies, conducts research, serves on the boards of several
community agencies serving people with disabilities, and is an
active member of the American Association on Mental Retardation and
TASH (formerly The Association for Persons with Severe Handicaps).
"A great resource for teachers and colleagues who are invested in effectively educating students with learning and behavior problems in inclusive settings." --Tim Knoster, Ed.D.
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