Alison Ford is an Associate Professor of Special Education at Syracuse University. She works collaboratively with the Syracuse City School District to prepare teachers, develop curricula, and design program models. Her recent work has focused on the development of community-referenced curricula and strategies for teaching students with severe disabilities in the life of the school. Roberta Schnorr is a doctoral student in the Division of Special Education and Rehabilitation at Syracuse University. She has served as the coordinator of the Syracuse Curriculum Project at the University, working directly with a number of school districts involved in curriculum development efforts for students with severe disabilities. She has had extensive experience as a special education teacher. Luanna H. Meyer, Ph.D., is Pro Vice-Chancellor at Massey University College of Education in New Zealand. Luanna H. Meyer's research has focused on inclusion, cooperative classroom management, challenging behavior, and multicultural education; she has authored more than 200 books, research articles, and book chapters. In her previous position as Professor of Education at Syracuse University, she also directed the Inclusive Elementary and Special Education Program. The work in her chapter for this book was supported by and carried out while she was Director of the Consortium for Collaborative Research on Social Relationships of Children and Youth with Diverse Abilities and the New York Partnership for Statewide Systems Change at Syracuse University. Linda Davern, M.S., is a doctoral student in the Division of Special Education and Rehabilitation at Syracuse University. Her past positions include that of research assistant with the Syracuse Curriculum Project, public school teacher, and adult service worker. Her primary research interest is focused on integration efforts in public schools. Jim Black, M.S., is a Training Specialist in the Syracuse City School District, where he is involved in developing curriculum and instructional practices that prepare students with disabilities for active participation within integrated school and community environments. He is currently the president the Finger Lakes Chapter of the Association for Persons with Severe Handicaps. He is also a doctoral student at Syracuse University where his research has focused on issues such as the social validity of work performed by persons with severe multiple handicaps and paraprofessional training. Patrick Dempsey, M.S., is a Supervisor of Special Education in the Syracuse City School District, where he assumes responsibility for the education of more than 2,000 students with disabilities. He has been actively involved in the Syracuse Curriculum Project since its inception.
"At last, a reference handbook from which to make decisions about a child's life based on individual needs." "I have collected every published curriculum that I can find and it is better than almost all of them . . . An excellent tool for helping students meet [their] goals."--George H.S. Singer, Ph.D."Professor, Special Education, Disability and Risk Studies Program, University of Calfornia, Santa Barbara" (07/21/2008) "We have given workshops for new teachers and we use The Syracuse Guide as our "bible." Thanks for exposing us to such a resourceful guide."--Gwen Dunlap-Garcia"Assistant Principal at P168X, A Collaborative Community Of Practice and Learning School, Bronx, New York" (07/21/2008) "Indispensible. Every semester I get outstanding feedback from people in the field using it and teacher candidates learning from it."--Craig Blum, Ph.D."Assistant Professor, Illinois State University" (07/21/2008) "I have personally used this curriculum for years as a gold standard for functional curriculum, and have recommended this curriculum to my school district. I have not found another curriculum that matches this."--Cate Kurowsky"parent of a student with autism, Columbus, New Jersey" (07/21/2008) "A comprehensive handbook that focuses on the importance of not only integrating all students regardless of ability in a public school setting, but also on the need to teach them skills that are directly related to the expectations and demands of the community at large."