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Strategies for Teaching Learners with Special Needs

by ; ;
Edition:
8th
ISBN13:

9780131118126

ISBN10:
0131118129
Format:
Paperback
Pub. Date:
1/1/2005
Publisher(s):
Prentice Hall

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What version or edition is this?
This is the 8th edition with a publication date of 1/1/2005.
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Summary

This comprehensive, non-categorical special education methods book retains the key features that have made it a bestseller within the special education field for more than 20 years. The authors give substantial coverage to generic methods and to all curricular content areas. In the new edition increased emphasis is given to effective, research based teaching strategies that will enable students with special needs to be successful in any classroom environmentinclusive classrooms, resource, and self-contained classrooms.

Table of Contents

PART I TEACHING LEARNERS WITH SPECIAL NEEDS
1(157)
Education for Learners with Special Needs
2(14)
Target Populations and General Concerns
3(1)
Critical Legislation and Federal Initiatives
4(3)
Individuals with Disabilities Education Act
5(2)
Section 504, Vocational Rehabilitation Act
7(1)
Americans with Disabilities Act
7(1)
Education Reform and Special Education
7(4)
Inclusion
8(2)
Empowerment
10(1)
Effective Teaching
11(1)
The Teacher as Professional
12(3)
Organization of the Book
15(1)
Strategies for Classroom Management: Organization and Planning
16(44)
Managing the Physical Environment
17(5)
Environmental Design
17(1)
Classroom Arrangement
18(1)
Complements to the Instructional Environment
19(3)
Designing Individualized Education Programs
22(3)
IEP Team
22(1)
IEP Components
22(3)
Organizing and Planning for Instruction
25(4)
Grouping for Instruction
25(2)
Special Grouping Considerations
27(2)
Scheduling
29(6)
Opening and Closing Activities
30(1)
Scheduling Academic Periods
30(3)
Block Scheduling
33(1)
Resource Teaching
34(1)
Instructional Planning
35(3)
Lesson Planning
35(1)
Unit Teaching
36(2)
Planning Homework Strategies
38(6)
Management Considerations
38(1)
Assignment Considerations
39(1)
Student Considerations
40(1)
Parent Involvement
41(3)
Developing Record-Keeping Procedures
44(5)
Daily Assignment
44(2)
Monitoring Student Performance and Progress
46(3)
Implementing Effective Grading Practices
49(4)
Organizing Material Selection and Use
53(2)
Need and Availability
53(1)
Evaluation
53(2)
Ordering Materials
55(1)
Material Use
55(1)
Summary
55(1)
Teacher Tips: Elementary Level
56(1)
Teacher Tips: Secondary Level
57(1)
Technology Tips
58(1)
The Author Recommends
59(1)
Strategies for Classroom Management: Behavior Change Strategies
60(32)
Prerequisites to Successful Management
61(5)
Classroom Procedures
62(1)
Classroom Rules
62(3)
Group Management
65(1)
Schoolwide Management Systems
65(1)
Functional Behavioral Assessment
66(3)
Increasing Appropriate Behavior
69(6)
Principles of Positive Reinforcement
69(3)
Positive Reinforcement Programs
72(3)
Behavior Reduction Techniques
75(6)
Natural and Logical Consequences
75(1)
Differential Reinforcement Strategies
76(1)
Extinction Procedures
77(1)
Punishment
78(3)
Special Considerations
81(5)
Strategies for Adolescents
81(1)
Maintenance and Generalization
82(1)
Home-School Coordination
83(3)
Behavioral Intervention Plans
86(2)
Summary
88(1)
Teacher Tips: Elementary Level
89(1)
Teacher Tips: Secondary Level
90(1)
Technology Tips
91(1)
The Author Recommends
91(1)
Effective Instructional and Accommodative Practices
92(28)
Effective Teaching Practices
94(8)
Teacher-Directed Instruction
94(3)
Self-Directed Learning
97(2)
Peer-Mediated Learning
99(3)
Classroom Adaptations
102(14)
Access to the General Curriculum
103(2)
Curricular Content Adaptations
105(2)
Instructional Material Adaptations
107(2)
Instructional Adaptations
109(4)
Product and Assignment Adaptations
113(3)
Summary
116(1)
Teacher Tips: Elementary Level
116(1)
Teacher Tips: Secondary Level
117(1)
Technology Tips
118(1)
The Author Recommends
119(1)
Strategies for Collaboration
120(37)
Introduction
121(1)
Consultation and Collaboration: Models and Skills
121(8)
Definitions of Collaboration
121(1)
Stages of Collaborative Consultation
122(2)
Skills Required for Collaboration
124(3)
Personnel Preparation Strategies
127(2)
Collaboration with Students
129(1)
Collaboration with Families
129(4)
Changing Paradigms to More Family-Centeredness
130(1)
Strategies to Promote Family Partnerships
130(3)
Collaboration with General Educators
133(7)
Barriers to Collaboration
133(1)
Changing Relations, Changing Options
133(1)
Collaboration Models Linking General and Special Education
133(2)
Taking the First Steps: Deciding to and Selecting Who
135(1)
Planning Roles and Responsibilities
135(3)
Discussing Implementation Issues
138(1)
Planning the Curriculum
139(1)
Adaptations
140(1)
Collaboration with Paraeducators
140(8)
Definitions
140(1)
Rationales and Framework
141(1)
Taking the First Steps: Recruitment and Employment of Paraeducators
141(1)
Defining Roles and Responsibilities
142(1)
Identifying Strengths, Weaknesses, and Work Styles
143(3)
Team Planning Strategies
146(1)
Paraeducator Professional Development Activities
146(2)
Monitoring and Feedback Techniques
148(1)
Collaboration with Other Personnel
148(2)
Evaluating the Collaborative Experience
150(1)
Summary
150(2)
Research to Practice
152(1)
Teacher Tips: Elementary Level
153(1)
Teacher Tips: Secondary Level
154(1)
Technology Tips
155(1)
The Author Recommends
156(1)
PART II CURRICULUM
157(405)
Strategies for Curriculum Development and Program Design
159(25)
Basic Curricular Orientations
160(3)
Curriculum Types
160(1)
Comprehensive Curriculum
161(1)
Universal Design for Learning
162(1)
Differentiated Instruction
163(1)
Standards-Based Education
163(4)
Access to the General Curriculum
163(1)
Impact of the No Child Left Behind Act
164(1)
Standards-Based Education
165(2)
Program Orientations
167(11)
General Education Curriculum without Supports/Accommodations
167(1)
General Education Curriculum with Supports/Accommodations
167(7)
Specialized Curriculum with a Focus on Academic and Social Skills Development and Remediation
174(2)
Specialized Curriculum with Focus on Adult Outcomes
176(2)
Program Decision-Making
178(3)
Program Orientation and Service Delivery
179(1)
Categorical versus Noncategorical Programming
179(1)
Level of Schooling
179(1)
Transition Concerns
180(1)
Graduation Issues
180(1)
Cross-Curricular Integration
180(1)
Summary
181(1)
Teacher Tips: Elementary Level
181(1)
Teacher Tips: Secondary Level
181(1)
Technology Tips
182(1)
The Author Recommends
183(1)
Spoken Language
184(41)
Communication, Language, Speech, and Literacy
185(1)
Culture and Literacy
186(1)
A Model of Language
187(1)
Describing Language
188(4)
Language Use
188(2)
Language Form
190(1)
Language Content
191(1)
Literal and Figurative Language
191(1)
Language Development
192(8)
Prelinguistic Stage
192(1)
Emerging Language Stage
193(1)
Developing Language Stage
194(1)
Language for Learning Stage
195(4)
Adolescent/Advanced Language Stage
199(1)
Language Disorders
200(2)
Language Difference versus Language Disorder
201(1)
Assessing Language
202(4)
Culturally and Linguistically Diverse Backgrounds
202(1)
Types of Assessment
203(2)
Assessing Students Who Might Need Augmentative or Alternative Communication
205(1)
Teaching Spoken Language
206(15)
Literate Language Forms
208(11)
Metapragmatic, Metalinguistic, and Metacognitive Abilities
219(1)
Teaching Students with AAC Systems
220(1)
Summary
221(1)
Teacher Tips: Elementary Level
222(1)
Teacher Tips: Secondary Level
223(1)
Technology Tips
224(1)
The Author Recommends
224(1)
Reading: Introduction and Word Recognition
225(34)
Reading problems
226(3)
Reading in the Curriculum
229(2)
Decoding and Whole Language: Perspective
230(1)
Assessment
231(4)
Teaching-Oriented Assessment
231(1)
Formal Instruments
232(3)
Use of Assessment Data
235(1)
Word Recognition Instruction
235(16)
Decoding via Sound-Symbol Correspondence
235(7)
Phonological Awareness and Decoding Programs
242(1)
Sight-Word Vocabulary
243(4)
Structural Analysis
247(2)
Contextual Analysis
249(1)
Using Word Recognition Strategies
250(1)
Summary
251(1)
Activities
251(3)
Teacher Tips: Elementary Level
254(2)
Teacher Tips: Secondary Level
256(1)
Teacher Tips: Secondary Level
257(1)
Technology Tips
258(1)
The Author Recommends
258(1)
Reading Comprehension
259(40)
Presenting Problems
260(1)
The Nature of Reading Comprehension
261(1)
Conceptual Aspects of Reading Comprehension
262(3)
Principal Components of Comprehension
262(1)
Text Comprehension Skills
263(1)
Text Structure
263(1)
Specific Phases of the Reading Process
264(1)
Implications for Instruction
264(1)
Assessing Reading Comprehension
265(3)
Formal Instruments
265(1)
Informal Approaches
266(2)
General Approaches
268(10)
Basal Reading Approach
269(2)
Language Experience Approach (LEA)
271(1)
Whole Language Approach
272(1)
Source Material Using Literature
273(5)
Specialized Reading Programs
278(1)
Word Knowledge Strategies
278(2)
Text Comprehension Strategies
280(10)
Teacher-Directed Questioning Strategies
281(2)
Student-Directed Questioning Strategies
283(2)
Peer-Mediated Strategies
285(1)
Graphic-Aid Strategies
285(4)
Fluency Strategies
289(1)
General Instructional Considerations
290(2)
Grouping for Instruction
290(1)
Scaffolding
291(1)
Oral Reading
292(1)
Summary
292(1)
Activities
292(3)
Teacher Tips: Elementary Level
295(1)
Teacher Tips: Secondary Level
296(1)
Technology Tips
297(1)
The Author Recommends
298(1)
Written Language
299(44)
Written Language in the Curriculum
300(2)
Handwriting
302(6)
Assessment of Handwriting Skills
303(1)
Handwriting Prerequisites
304(1)
Manuscript Writing
304(1)
Cursive Writing
305(1)
Manuscript and Cursive Writing
306(1)
Proficiency and Maintenance
306(1)
Handwriting Alternatives
307(1)
Left-Handedness
308(1)
Spelling
308(11)
Assessment
309(1)
Instruction
310(8)
Invented Spellings
318(1)
Written Expression
319(17)
Assessment
319(1)
Instruction
320(14)
Note-Taking
334(1)
Concluding Notes
335(1)
Summary
336(1)
Activities
337(2)
Teacher Tips: Elementary Level
339(1)
Teacher Tips: Secondary Level
340(1)
Technology Tips
341(1)
The Author Recommends
342(1)
Mathematics
343(53)
Goals of Mathematics Instruction
344(22)
National Initiatives
344(4)
Assessment
348(1)
Standardized Measures of General Achievement
348(3)
Standardized Diagnostic Measures of Arithmetic Functioning
351(1)
Other Formal Diagnostic Techniques
351(2)
Curriculum-Based Measures
353(1)
Informal Diagnostic Techniques
354(2)
Trends in Mathematics Assessment
356(2)
General Instructional Considerations
358(1)
Relationship of Arithmetic to Mathematics
359(1)
Curricular Implications
359(1)
Effective Instructional Practices
359(1)
Concept and Skill Development
360(1)
Accommodating Individual Differences and Diversifying Instruction
361(1)
Relevance
361(3)
Suggestions
364(2)
Approaches to Teaching Mathematics
366(7)
Basal Textbook Approach
366(2)
Comprehensive Math Programs
368(2)
Problem-Solving Approaches
370(3)
Remedial Programs
373(1)
Eclectic Orientation
373(1)
Strategies for Teaching Specific Skills
373(15)
Computational Skills
373(5)
Applied Math Skills: Measurement
378(2)
Problem-Solving and Reasoning Skills
380(4)
Life Skills Mathematics
384(4)
Alternative Delivery Systems
388(1)
Activities
388(5)
Teacher Tips: Elementary Level
393(1)
Teacher Tips: Secondary Level
393(1)
Technology Tips
394(1)
The Author Recommends
395(1)
Science and Social Studies
396(45)
Presenting Problems for Students with Special Needs in Science and Social Studies
398(4)
Problems with Curricular Materials
398(3)
Problems with Skill Demands
401(1)
Teaching Science to Learners with Special Needs
402(1)
Nature of Science Education for Students with Special Needs
402(12)
Content of Science Instruction
403(3)
Approaches to Teaching Science
406(8)
Teaching Science to Diverse Students with Disabilities
414(1)
Teaching Social Studies to Learners with Special Needs
414(6)
Nature of Social Studies Education for Students with Special Needs
415(1)
Content of Social Studies Instruction
416(1)
Approaches to Teaching Social Studies
417(3)
Assessment in Science and Social Studies
420(1)
Instructional Practices in Science and Social Studies
421(7)
General Instructional Considerations
421(2)
Specific Instructional Practices for Science
423(2)
Specific Instructional Practices for Social Studies
425(3)
Adaptation Practices for Inclusive Settings
428(6)
Activities
434(4)
Teacher Tips: Elementary Level
438(1)
Teacher Tips: Secondary Level
439(1)
The Author Recommends
440(1)
Study Skills
441(30)
Types of Study Skills
442(3)
Reading at Different Rates
442(1)
Listening
443(1)
Note-Taking/Outlining
444(1)
Report Writing
444(1)
Making Oral Presentations
444(1)
Using Graphic Aids
444(1)
Test-Taking
444(1)
Using the Library
444(1)
Using Reference Materials
445(1)
Managing Time
445(1)
Managing Behavior
445(1)
Assessment of Study Skills
445(23)
Norm-Referenced Instruments
446(1)
Criterion-Referenced Instruments
446(2)
Standardized Devices
448(1)
Informal Devices
448(1)
Teaching Study Skills
448(1)
Steps to Teaching Study Skills
448(7)
Semantic Webbing and Study Skills
455(1)
Study Skills and Cooperative Learning
456(2)
Effective Use of Study Skills and Cooperative Learning
458(1)
Implementing a Study Skills Program
459(3)
Study Skills and Technology
462(1)
Study Strategies
462(1)
Learning Strategies for Effective Study
462(1)
Active Processing
462(1)
Analogy
463(1)
Coping
463(1)
Evaluation
463(1)
Organization
463(1)
Rehearsal
463(5)
Summary
468(1)
Teacher Tips: Elementary Level
468(1)
Teacher Tips: Secondary Level
469(1)
Technology Tips
470(1)
The Author Recommends
470(1)
Social Competence and Self-Determination Skills
471(29)
History and Definitions
472(3)
Social and Personal Competence
473(2)
Assessment
475(5)
Assessment of Social Competence
475(1)
Assessment of Specific Social, Problem-Solving, and Self-Determination Skills
476(3)
Assessment of Self-Determination Skills
479(1)
Social Skills and Self-Determination Skills: Curricula and Instruction
480(13)
Social Skills Curricula
480(3)
Social and Self-Determination Curricula for Young Children
483(2)
Self-Determination Curricula
485(5)
Direct Instruction of Social and Task Analyzed Self-Determination Skills
490(1)
Generalization of Social, Problem-Solving, and Self-Determination Skills
491(1)
Generalization Strategies and Examples
491(2)
Establishing a Social or Self-Determination Skills Program
493(2)
Identify Students
493(1)
Develop Student Profiles
494(1)
Group Your Students
494(1)
Prepare for Program Implementation
494(1)
Implement the Program
494(1)
Evaluate Student Performances
495(1)
Program for Generalization
495(1)
Summary
495(1)
Activities
496(2)
Teacher Tips: Elementary Level
498(1)
Technology Tips
498(1)
The Author Recommends
499(1)
Creative Arts: Visual Arts, Music, Dance, and Drama
500(27)
Rationale for Creative Arts Instruction
501(1)
General Instructional Guidelines
502(2)
Instruction in the Visual Arts
504(6)
Adaptations
505(2)
Teaching Tips for Visual Arts
507(3)
Instruction in Music
510(6)
Adaptations
511(2)
Teaching Tips for Music
513(3)
Instruction in Dance and Creative Movement
516(3)
Adaptations
517(1)
Teaching Tips for Dance
518(1)
Instruction in Creative Dramatics
519(4)
Adaptations
519(2)
Teaching Tips for Creative Dramatics
521(2)
Sources of Teaching Ideas
523(1)
Summary
523(1)
Teacher Tips: Elementary Level
524(1)
Teacher Tips: Secondary Level
524(1)
Technology Tips
525(1)
The Author Recommends
526(1)
Transitions, Transition Planning, and Life Skills Education
527(35)
Transitions Along and Across the School Years
528(9)
Select Vertical Transitions
529(6)
Horizontal Transitions
535(2)
Basic Concepts of Transition from School to Community Settings
537(3)
Conceptualizing the Process of Transition from School to Young Adulthood
537(1)
The Transition Mandate
538(2)
Guiding Principles of Transition Planning
540(1)
The Transition Planning Process
540(7)
Key Areas of Transition Planning
540(2)
Assessing Transition Needs
542(3)
Planning Based on Needs Assessment
545(1)
Transition Plans
545(1)
Community Linkages
545(2)
Timeline for Transition Planning
547(1)
Case Study: ``Chris''
547(1)
Life Skills Education
547(11)
Demands of Adulthood
547(1)
Curricular Considerations
547(5)
Instructional Considerations
552(1)
Occupational and Vocational Preparation
552(4)
Developing a Positive Work Attitude
556(1)
Developing a Usable Occupational Vocabulary
557(1)
Vocational Training Options
557(1)
Summary
558(1)
Teacher Tips: Elementary Level
559(1)
Teacher Tips: Secondary Level
560(1)
Techology Tips
561(1)
The Author Recommends
561(1)
References 562(49)
Author Index 611(7)
Subject Index 618


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