Teaching Strategies for Students with Mild to Moderate Disabilities

by Prater, Mary Anne T

• ISBN13: 9780205404032
• ISBN10: 0205404030
• Format: Paperback
• Copyright: 2006-06-14
• Publisher: Pearson

Summary

Centered on the most recent, scientifically-based practices, Teaching Strategies for Students with Mild/Moderate Disabilities comprehensively details everything that pre-service teachers need to effectively teach students with mild-to-moderate disabilities. Features of this text include: Scripted lesson plans apply teacher-directed instruction to the chapter content, providing students with models from which to structure and organize their own lesson presentations (Chs. 7, 10-15). Characteristicsof students with mild/moderate disabilities are discussed, giving students information critical to the selection of appropriate strategies for future clients. Many other methods of instruction books provide little detail on this topic (Ch. 1). Teacher Tips in every chapter give students specific ways they can implement the types of instructional strategies being suggested throughout the chapter. Every chapter relates implications for diverse populations to the content of the chapter, preparing readers to teach students from diverse backgrounds. An entire chapter devoted to special educationtechnology outlines its current and future roles in educating mild and moderately disabled learners (Ch. 5). A Technology Spotlight in every chapter exposes students to the most current applications of technology as it is related to the chapter content. Key questions, scenarios, summary statements, and review questions are provided in each chapter to help students reflect on, apply, and review the information they have read. Council for Exceptional Children (CEC) standards are addressed in every chapter. [ Insert MyLabSchool Ad ]

Table of Contents

Learner Characteristics (Mary Anne Prater)

Definitions and Prevalence Rates

Categorical vs. Cross-Categorical Disabilities

Students with Learning Disabilities

Students with Emotional/Behavioral Disabilities

Students with Mental Retardation Students with Attention Deficit Hyperactive Disorder

Multiple Diagnoses

Characteristics that Impact Instruction

Cognitive Characteristics

Memory

Concept Formation

Academic Skills

Social Competence

Motivation and Attribution

Students from Ethnically Diverse Populations

Socio Economic and Family Structure Diversity

Students with Disabilities

Law and Reform Impacting Special Education (Mary Anne Prater)

Key Legislation

Individuals with Disabilities Education Act

Section 504 of the Rehabilitation Act

No Child Left Behind Act

The IEP Process

IEP Team Members

Parent Participation

General Educator Participation

Student Participation

The IEP Document

Present Levels of Academic Achievement and Functional Performance

Annual Goals, Benchmarks, and Short-term Objectives

Special Education and Related Services

Service Delivery

Continuum of Services

Inclusive Education

IEP Review and Revision

Curriculum and Standards

Curriculum

Standards

Access to General Education Curriculum

Universal Design

Aligning Curriculum, Standards and IEPs

Educational Collaboration (Mary Anne Prater)

Models of Working Together

Working to Improve Student Performance

Consultation

Co-Teaching

Working to Improve Teacher Performance

Coaching

Mentoring

Collaboration as a Process

Collaboration Skills

Interactive Communication

Problem-Solving Process

Conflict Resolution

Working with Specific Groups

Paraeducators

Parents and Other Family Members

Collaborating Across Diverse Cultures

Four Cultural Dimensions

Efficiency

Independence

Equity

Communication Styles

Working with Others from Culturally Diverse Population

Behavior and Classroom Management and Organization (Mary Anne Prater)

Behavioral Model

Classroom Management Physical Classroom

Furniture, Materials and the Human Factor

Classroom Ambiance

Effective Time Management

C

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