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Characteristics Of And Strategies For Teaching Students With Mild Disabilities,9780205457649
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Characteristics Of And Strategies For Teaching Students With Mild Disabilities

by ; ;
Edition:
5th
ISBN13:

9780205457649

ISBN10:
0205457649
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $112.00
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  • Characteristics of and Strategies for Teaching Students with Mild Disabilities
    Characteristics of and Strategies for Teaching Students with Mild Disabilities
  • Characteristics of and Strategies for Teaching Students With Mild Disabilities
    Characteristics of and Strategies for Teaching Students With Mild Disabilities




Summary

Key Benefits: Describes the characteristics of students with mild disabilities, and clearly explains the best teaching practices for inclusive education. Key Topics: Characteristics of students with mild disabilities, and the best teaching practices for inclusive education, behavior management, and social skill instructions. Key Market: Students of special education or special educators currently teaching who desire to better recognize the characteristics of students with mild disabilities and to learn the best teaching practices for inclusive education.

Table of Contents

Preface xv
PART ONE Characteristics of Students with Mild Disabilities
Foundations of Special Education for Students with Mild Disabilities
1(43)
Vignette: Jake, Mary, Felipe
3(1)
The Roots of Special Education
4(3)
Diversity
7(2)
Handicappism
9(3)
Litigation and Legislation
10(2)
Federal Laws
12(10)
Individuals with Disabilities Education Act
12(9)
No Child Left Behind Act
21(1)
Who Receives Special Education?
22(6)
Physical Reasons for Needing Special Education
22(1)
Cognitive Reasons for Needing Special Education
23(2)
Academic Reasons for Needing Special Education
25(1)
Communication Reasons for Needing Special Education
26(1)
Behavioral-Emotional Reasons for Needing Special Education
27(1)
How Many Students Receive Special Education?
28(2)
Students with Mild Disabilities
30(2)
Labeling
32(3)
Advantages of Labeling
32(2)
Disadvantages of Labeling
34(1)
Focus on What to Teach Students
35(1)
Individual Education Program
35(1)
Focus on Where to Teach Students
36(4)
General Education Classroom Placement
38(1)
Resource Room Placement
38(1)
Special Class Placement
38(1)
Special Day School Placement
38(1)
Homebound Programs
39(1)
Other Domiciled Settings
39(1)
Residential Programs
40(1)
Focus on How to Teach Students with Mild Disabilities
40(2)
Comparing General and Special Education
41(1)
Summary
42(1)
Activities
42(2)
Overview of Students with Mild Disabilities
44(37)
Vignettes: Tale of Three Students
46(1)
Cross-Categorical Characteristics of Students
47(7)
Generalities about Mild Learning Disorders
49(5)
Attention Deficit Hyperactivity Disorder
54(2)
Pervasive Developmental Disorder
56(1)
Educational Strategies for Pervasive Developmental Disorders
57(1)
Asperger's Syndrome
57(2)
Nonverbal Learning Disorder
59(1)
Causes of Mild Disabilities
60(9)
Organic Causes
62(2)
Environmental Causes
64(5)
Populations at Risk
69(3)
Infants, Toddlers, Preschoolers
69(1)
At-Risk School-Aged Youth
69(1)
School Dropouts
70(2)
Problems with Learning
72(6)
Identification of Learning Problems
72(1)
Prereferral Intervention
73(3)
Referral to Special Education
76(1)
Multidisciplinary Evaluation and Eligibility
76(2)
Summary
78(1)
Activities
79(2)
Students with Mild Mental Retardation
81(44)
Vignette: Larry
83(1)
Intelligence
83(4)
Alfred Binet
84(1)
Intelligence Tests
85(2)
Definition and Identification
87(5)
The Six-Hour Retarded Child
89(1)
Types of Mental Retardation
89(2)
Prevalence
91(1)
Causes of Mental Retardation
92(6)
Organic Causes
92(2)
Environmental Causes
94(4)
Disproportionate Representation of Minorities
98(1)
Characteristics
99(16)
Cognitive
100(1)
Multiple Intelligences
101(3)
Mental Processing
104(3)
Academics
107(1)
Communication
108(3)
Perception/Motor
111(2)
Social/Adaptive
113(2)
Teaching Strategies
115(7)
Instructions
115(2)
Thinking Skills
117(1)
Reading
118(1)
Functional Skills
119(2)
Adaptive Behavior
121(1)
Daily Living and Work Skills
122(1)
Summary
122(2)
Activities
124(1)
Students with Behavioral/Emotional Disorders
125(49)
Vignette: Fred Peterson
127(2)
Foundations of Behavior Disorders
129(2)
Historical Perspective
130(1)
Definition and Identification
131(3)
Issues and Concerns
133(1)
Levels of Emotional/Behavioral Disorders
134(1)
Prevalence of Emotional/Behavioral Disorders
134(4)
Attention Deficit Hyperactivity Disorder
138(7)
Educational Strategies for ADHD
144(1)
Causes of Behavior Disorders
145(7)
Biophysical Causes
146(2)
Psychodynamic Causes
148(1)
Psychoeducational Causes
149(1)
Behavioral Causes
150(2)
Disturbed or Disturbing?
152(2)
The Ecological Model
154(3)
Characteristics
157(7)
Cognitive
158(2)
Academic
160(1)
Communication
161(1)
Social--Adaptive
162(2)
Positive Behavior Support
164(7)
Discipline
166(2)
Improving Emotional Problems
168(1)
Improving Social Problems
168(1)
Integration of Treatment Approaches
168(1)
Cultural Diversity
168(3)
Summary
171(1)
Activities
172(2)
Students with Specific Learning Disabilities
174(41)
Vignette: David
176(1)
Foundations of Learning Disabilities
177(10)
Reification
179(1)
Early Research on Learning Disabilities
180(2)
Brain Research
182(4)
Causes of Learning Disabilities
186(1)
Definition and Identification
187(4)
Major Concepts and Key Phrases
187(3)
Achievement
190(1)
The Discrepancy Problem
190(1)
Prevalence of Learning Disabilities
191(1)
Characteristics
192(9)
Cognitive
193(1)
Mental Processing
194(1)
Academics
195(2)
Communication
197(1)
Perceptual-Motor
198(1)
Social/Adaptive
199(2)
Strategies for Teaching Students with Learning Disabilities
201(7)
Medical Model
202(1)
Psychological Process Model
202(2)
Behavioral Model
204(1)
Cognitive Model
205(2)
Metacognition
207(1)
Young Adults
208(4)
Characteristics
209(1)
Alternative Strategies
210(2)
Looking to the Future
212(1)
Summary
212(1)
Activities
213(2)
PART TWO Teaching Students with Mild Disabilities
The Inclusive Classroom
215(32)
Vignette: Marsha
217(3)
Least Restrictive Environment
220(2)
Mainstreaming
222(1)
Inclusion
223(5)
Court Cases
225(1)
Organizing Inclusion Programs
226(2)
Collaboration
228(2)
Characteristics of Collaboration
229(1)
Inclusion Models
230(7)
Consulting Teacher
231(1)
Co-Teacher Model
232(2)
The Co-Teaching Plan
234(1)
Tips to Remember about Co-Teaching
235(1)
A Co-Teaching Model
235(2)
Collaborative Learning
237(4)
Peer Tutoring
237(2)
Cooperative Learning
239(2)
Working Together
241(3)
Teacher Expectations
241(1)
Classroom Organization
242(1)
Standardized Tests
243(1)
Summary
244(1)
Activities
245(2)
Learning and Teaching
247(33)
Vignette
249(1)
The Purpose of School
249(3)
Student Perceptions of School
250(1)
Child and Adolescent Development
251(1)
Student Learning Styles
252(3)
Four Learning Styles
253(1)
Multiple Intelligence
254(1)
Instructional Models
255(21)
Direct Instruction
255(2)
Multisensory Instruction
257(1)
Task Analysis
258(1)
Precision Teaching
258(5)
Learning Strategies
263(3)
Student-Centered Learning
266(2)
Brain-Compatible Instruction
268(1)
Emotions and Learning
269(2)
Differentiated Instruction
271(1)
Instructional Scaffolds
272(1)
Technology
273(1)
Functional Curriculum
274(2)
Comprehensive Teaching
276(2)
Summary
278(1)
Activities
279(1)
Instructional Modifications
280(34)
Vignette: Shirley Allen
282(1)
Instructing Students with Mild Disabilities
283(1)
Time Management
284(2)
Academic Learning Time
285(1)
Selecting Instructional Materials
286(4)
Modification of Materials
287(1)
Reading
287(3)
Tests
290(5)
Rubrics
291(1)
Accommodations
292(2)
Grades
294(1)
Communication
295(5)
Attention
295(1)
Clarity
295(1)
Questions
296(1)
Graphic Organizers
297(3)
Student Performance
300(6)
Self-Esteem
300(1)
Study Skills
301(2)
Organization
303(3)
Individualized Education Program
306(5)
Transition Plan
306(1)
Curriculum-Based Assessment
307(4)
The Educator's Tool Kit
311(1)
Summary
312(1)
Activities
313(1)
Classroom Management
314(32)
Vignette: Mr. Mellon
316(1)
Discipline---An Overview
317(1)
Proactive Discipline
318(1)
Reflection
319(1)
Authoritarian Discipline
319(5)
Teacher Values
320(1)
Teacher Needs
321(1)
Know Your Students
322(1)
Classroom Organization
323(1)
Positive Behavioral Support
324(3)
Functional Behavioral Assessment
325(2)
Managing Student Behavior
327(8)
Behavior Modification
327(4)
Nonverbal and Verbal Techniques
331(2)
Verbal Interventions
333(2)
Conflict Situations
335(7)
Life Space Crisis Intervention
336(3)
Discipline and IDEA
339(2)
Punishment
341(1)
Putting Theory into Practice
342(2)
Summary
344(1)
Activities
344(2)
Teaching Social Skills
346(28)
Vignette: Debbie
347(1)
Emotional Intelligence
348(2)
Teaching Social Skills
350(5)
Selecting a Social Skills Curriculum
352(3)
A Sample Social Skills Curriculum
355(8)
Impulse Control
357(1)
Assessment of Social Reality
358(1)
Manage Group Pressure
359(1)
Stress Management
360(1)
Solve Social Problems
361(2)
Character Education
363(4)
Values Clarification
365(1)
Goals of Character Education
366(1)
Moral Development
367(2)
A Functional Model for Problem Behaviors
369(3)
Summary
372(1)
Activities
372(2)
Building Family Partnerships
374(31)
Vignette: Eileen
376(1)
America's Children
377(2)
Parents and Teachers: Valuable Partners
379(1)
Benefits of Parent-Teacher Cooperation
380(3)
Understanding Families
383(4)
Parent Feelings
383(1)
The Family Unit
384(3)
Support for Families
387(5)
Emotional Support
388(1)
Information
388(4)
Teacher-Parent Communication
392(6)
Conferences
393(2)
Telephone Communication
395(2)
Written Communication
397(1)
Technology
398(1)
The Individual Education Program Meeting
398(3)
Summary
401(1)
Activities
402(3)
Appendix A: A Chronology 405(24)
Appendix B: Commonly Used Psychoactive Medications 429(4)
Appendix C: Tests 433(7)
Appendix D: Sample Individualized Education Plan (IEP) 440(2)
References 442(23)
Index 465


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