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Joan M. Harwell has more than thirty years' experience as a classroom teacher and special educator. Harwell is the best-selling author of numerous books in the special education field.
Rebecca Williams Jackson has more than twelve years of experience working with students with learning disabilities.? She works as an educational consultant and advocate for students with learning disabilities and their families.
| Acknowledgments | |
| About the Authors | |
| About This Book | |
| An Overview of the Field of Learning Disabilities | |
| History of Learning Disabilities | |
| Causal Factors | |
| Incidence | |
| Primary Characteristics of Learning Disabilities | |
| Comorbid or Co-occurring Conditions | |
| Attention Defi cit Hyperactivity Disorder | |
| Conduct Disorder | |
| Tourette Syndrome | |
| Prognosis.Programs and Settings for the Learning Disabled | |
| Facts About Learning Disabilities | |
| List of Major Organizations for the Learning Disabled | |
| Periodicals on Learning Disabilities | |
| Research in the Field of Learning Disabilities | |
| Overview of the Brain, Biology, and Behavior | |
| Brain Injury | |
| Structural Brain Differences | |
| Biochemical Infl uences.Research on Memory | |
| Research on Metacognition | |
| Research on Phonological Processing Problems | |
| Research on Maturation and Retention | |
| Research on Communication Problems | |
| Research on Self-Concept, Self-Esteem, and Self-Efficacy.Research on Teachers' Perceptions | |
| Research on Social Competence and Social Skills Training | |
| Understanding the Laws | |
| Parental Rights | |
| Parents as Advocates | |
| Student Rights | |
| Teacher Rights and Obligations | |
| Behavioral Goals and Behavioral Improvement Plans | |
| Student and Parental Rights Regarding Suspension or Expulsion | |
| Early Childhood Education for At-Risk Students | |
| Special Education Services from Birth Through Age Two | |
| Special Education Services for Children Ages Three Through Five | |
| Assessment of Young Children | |
| The Components of an Effective Early Childhood Education Program | |
| Maturation and "Readiness" for Kindergarten | |
| The Student Study Team Process | |
| The Case for Early Intervention | |
| Recognizing the Need | |
| Talking with Parents | |
| Parent and Student Preparation for the Student Study Team (SST) | |
| Predictable Parental Feelings and Reactions | |
| Initiating a Request for a Student Study Meeting | |
| The Student Study Team Process | |
| The Roles of the SST Members | |
| Digital Classroom Accommodations | |
| Sensory Accommodations | |
| Formal Assessment and Identification of the Student with Learning Disabilities | |
| The Multidisciplinary Team Process | |
| Roles of the Members of the Multidisciplinary Team | |
| Guidelines for Assessment.Intellectual Assessment | |
| Intelligence Quotient (IQ) | |
| Visual Perception.Auditory Perception | |
| Memory.Academic Assessment | |
| Commonly Used Tests | |
| Classroom and Playground Observations | |
| Time-on-Task Assessment | |
| Language Assessment | |
| Health Assessment | |
| Behavioral Assessment | |
| Planning for the Student with Learning Disabilities | |
| Eligibility Issues | |
| The Discrepancy Model | |
| Exclusionary Criteria.Assessment Scores and Their Implication for Learning | |
| Eligible or Not Eligible? Developing the Individual Education Plan (IEP) | |
| Choosing the Appropriate Educational Setting ("Least Restrictive Environment") | |
| Determining the Number of Hours | |
| Writing Appropriate, Measurable Objectives | |
| The Purpose of Goals | |
| Dissenting Opinions | |
| Reviews of the IEP | |
| The Annual Review | |
| The Triennial Review | |
| Special Reviews | |
| Due Process | |
| Classroom Management for Teachers | |
| Creating an Attractive and Useful Classroom | |
| Planning the First Week's Activities | |
| Behavioral Management Considerations | |
| Positive Reinforcement | |
| Rules | |
| Settling Students After a Recess | |
| Projecting a Positive Feeling | |
| Finding Better Ways to Talk to Students | |
| Preventing Misbehavior | |
| Keep the Environment Consistent and Structured | |
| Help Students Succ | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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