Implementing Inclusive Postsecondary Programs for Students With Intellectual Disabilities

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Melissa Martin Alison Puliatte

Implementing Inclusive Postsecondary Programs for Students With Intellectual Disabilities

Name: Implementing Inclusive Postsecondary Programs for Students With Intellectual Disabilities
Price: 223.57 AUD
Availability: OutOfStock
ISBN: 9798337327686

Melissa Martin, Alison Puliatte

$279.95 $223.57

Paperback

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English

Information Science Reference
12 February 2026

Inclusive education & mainstreaming; Higher & further education, tertiary education; Teaching of special educational needs

Implementing Inclusive Postsecondary Programs for Students With Intellectual Disabilities by Melissa Martin

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Edited by: Melissa Martin, Alison Puliatte
Imprint: Information Science Reference
Country of Publication: United States
Dimensions: Height: 254mm, Width: 178mm,
ISBN: 9798337327686
Pages: 584
Publication Date: 12 February 2026
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Melissa Martin is an Associate Professor in Special Education at the University of South Carolina Aiken (USCA). She also serves as the founder and director of USCA LIFE, a program for college students with intellectual and developmental disabilities. She currently teaches undergraduate and graduate courses in special education. She earned a Ph.D. in Education (specialization in special education) from the University of Tennessee. She earned additional degrees from Furman University (M.A) and Clemson University (B.A.). Previously, she was an elementary special education teacher. Her research areas of interest include postsecondary education for students with intellectual disabilities. Alison Puliatte is an Associate Professor in the Education department at the State University of New York Plattsburgh. She currently teaches undergraduate and graduate courses in elementary and special education and educational leadership. She earned a Ph.D. in Educational Psychology from the City University of New York Graduate Center with a focus in learning, development and instruction. She earned a C.A.S. in Educational Leadership, an M.S.Ed. in Special Education, and a B.A. in Psychology and Elementary Education from Queens College, CUNY. She was an elementary school teacher for seven years and an elementary school principal for 12 years. Her research areas of interest include the influence of teacher content knowledge and pedagogy on student learning, literacy instruction, mental well-being, women in leadership, and teacher self-efficacy.