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today’s schools. Columbus, OH: Prentice‑Hall. Leal, D., Shank, M., Turnbull, A., & Turnbull, R. (1999). Student manual to accompany Exceptional lives: Special education in today’s schools. Columbus, OH: Prentice‑Hall. Drummond, J., Kysela, G.M., McDonald, L., Alexander, J., & Shank, M. (1996). Cooperative family learning: WE CAN. Edmonton, AB: University of Alberta. Drummond, J., Kysela, G.M., McDonald, L., Alexander, J., & Shank, M. (1996). An introduction to family centered assessment and intervention. Edmonton, AB: University of Alberta. Drummond, J., Kysela, G.M., McDonald, L., Alexander, J., & Shank, M. (1996). Cooperative family learning: WE CAN family handouts. Edmonton, AB: University of Alberta. Turnbull, A., Turnbull, R., Shank, M., & Leal, D. (1995). Exceptional lives: Special education and today’s schools. Columbus, OH: Prentice‑Hall. Shank, M. (1995).Transparencies to accompany Exceptional lives: Special education in today’s schools. Columbus, OH: Prentice‑Hall. Shank, M. (1995). Cooperative Family Problem Solving: Family Manual. (Self‑published. Manual is to be used for a grant written by Gerard Kysela at the University of Alberta in Edmonton, Canada.) Shank, M., & Turnbull, A. (1993). Cooperative family problem‑solving: An intervention for single‑parent families with a child who has a disability. In G. Singer (Ed.), Families, Disability, and Empowerment: Active Coping Skills and Strategies for Family Interventions. Shank, M. (1992). Cooperative family problem‑solving: An intervention for single‑parent families with a child who has a disability. Dissertation Abstracts International, 53, 08A. (University Microfilms No. 92‑38,703). Shank, M. (1990). Family problem solving: An annotated bibliography. Lawrence, KS: Beach Center on Families with Disabilities. Shank, M. (1990). Old enough but too young for school. Manitoba Association of Resource Teachers, 10(2), 3‑8. Shank, M. (1990). Old enough but too young for school. Academic Therapy, 25(5), 579‑588. Turnbull, A., & Turnbull, R., et al., Shank, M., et al. (1990). Families, Professionals, and Exceptionalities. Merrill. (Revised Chapters 5 and 10) Moran, M., Myles, B., & Shank, M. (1991). Variables in eliciting holistic writing samples, Educational Measurement: Issues and Practices, 10(3), 23‑26. Shank, M. (1985). Christian education for special students. Balance, 6 (3), 2. Shank, M. (1981). Creative abilities of learning disabled and gifted students: The effect of labels on teacher bias. Unpublished master's thesis. West Virginia University College of Graduate Studies, Institute, WV.
VII. PRESENATIONS Competitive: Shank, M., Blackwood, J., & Belcher, C. (2004). Universal Design for Learning: A preparation program for undergraduates and out-of-field teachers. Presentation for the 2005 CEC Annual Convention and Expo, April 6-9, 2005, Baltimore, MD. Shank, M., Power, D., Bullard, B., & Pennerman, A. (April 2002). Creating lesson plans for Universal Design for Learning. International Council for Exceptional Children Conference. New York, NY. Pennerman, A., & Shank, M. (May 2000). Preventing school violence in the new millennium. Southeastern Regional Council on Children with Behavioral Disorders Conference, Biloxi, MS. Shank, M., & Pennerman, A. (Jaunary 2000). Preventing school violence in the new millennium. Alabama Federation Council for Exceptional Children Conference, Tuscaloosa, AL. Shank, M. (April 1999). Handling teasing: Surviving middle school with an intact ego. Council for Exceptional Children International Conference, Charlotte, NC. Shank, M. (February 1999). Handling teasing: Surviving middle school with an intact ego. Alabama Federation of the Council for Exceptional Children, Auburn, AL. Shank, M., & Donald, L. (April 1998). Growing up organized at school. Council for |
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