Learning Disabilities Foundations, Characteristics, and Effective Teaching

by Hallahan, Daniel P.; Lloyd, John W.; Kauffman, James M.; Weiss, Margaret P.; Martinez, Elizabeth A.

• ISBN13: 9780205388677
• ISBN10: 0205388671
• Edition: 3rd
• Format: Paperback
• Copyright: 2004-04-21
• Publisher: Pearson
• More Book Details
• Purchase Benefits

Summary

This text includes the latest information on the characteristics of persons with learning disabilities, the causes of learning disabilities, and the most reliable educational interventions for students with LD.This clearly written, well-organized text strikes a perfect balance between foundational information and practical tools that educators can readily use with students.For teachers, therapists, students, parents, and anyone working with children with learning disabilities.

Table of Contents

Preface	xiii
Basic Concepts	1	(42)
What Are Individuals with Learning Disabilities Like?	2	(3)
Jamal	2	(2)
Shannon	4	(1)
Why Is It Important to Understand Learning Disabilities?	5	(3)
Most Teachers Will Have Students with Learning Disabilities	5	(2)
Understanding Learning Disabilities Helps Us Understand Learning	7	(1)
Many Students with Learning Disabilities Can Contribute Valuably to Society	8	(1)
Why Are Learning Disabilities Controversial?	8	(20)
Defining Learning Disabilities Has Been Difficult	12	(6)
Discrepancy between Ability and Achievement Is Controversial	18	(5)
Criteria Used to Determine Eligibility for Special Education Vary	23	(4)
Learning Disability as a Construct	27	(1)
How Many People Have Learning Disabilities?	28	(8)
Demographics of People with Learning Disabilities	31	(4)
Association with Other Disabilities	35	(1)
Who Works with People Who Have Learning Disabilities?	36	(1)
Can Learning Disabilities Be Overcome?	37	(4)
A Critical Need for Effective Teaching	37	(2)
Learning Disabilities Are Life-Span Problems	39	(2)
Summary	41	(2)
Causes of Learning Disabilities	43	(22)
What Causes Learning Disabilities?	44	(2)
Historical Context	44	(1)
Reluctance to Accept Neurological Causes	44	(2)
Toward an Acceptance of Neurological Causes	46	(1)
How Does the Brain Function?	46	(8)
Neurons Send and Receive Messages	46	(2)
Different Parts of the Brain Have Different Functions	48	(4)
Left and Right Hemispheres	52	(2)
How Can We Infer Neurological Dysfunction?	54	(2)
Postmortem Studies	54	(1)
Neuroimaging Studies	55	(1)
Right-Hemisphere Brain Dysfunction	55	(1)
What Factors Contribute to Neurological Dysfunction?	56	(5)
Hereditary Factors	56	(3)
Teratogenic Factors	59	(1)
Medical Factors	60	(1)
Environmental Factors	61	(1)
What Should Educators Keep in Mind Regarding Causes?	61	(1)
Summary	62	(3)
Eligibility for Special Education Services	65	(44)
What Laws Govern the Delivery of Special Education?	65	(1)
How Is Special Education Defined?	66	(4)
Definition and Practice of Special Education	67	(2)
Other Components of Special Education	69	(1)
How Is a Learning Disability Defined in IDEA?	70	(3)
What Is the Traditional Eligibility Process?	73	(15)
Prereferral Strategies	74	(1)
Referral for Special Education Evaluation	75	(1)
Evaluation	76	(12)
Eligibility Decision	88	(6)
What Is an Alternative Eligibility Process?	94	(2)
How Does Response-to-Treatment Work?	94	(1)
Issues around the Response-to-Treatment Process	95	(1)
What Is an Individualized Education Program?	96	(11)
Components of the Individualized Education Program	98	(3)
Special Education Service Delivery	101	(6)
Summary	107	(2)
Parents and Families	109	(34)
How Have Professionals' Views of Parents Changed?	109	(2)
Reciprocal Effects	110	(1)
Passage of Federal Laws	111	(1)
What Treatment Models Are Used with Families?	111	(5)
Family Systems Approach	113	(2)
Social Support Systems Approach	115	(1)
What Are Some Current Trends in American Family Life?	116	(1)
The Family Unit	116	(1)
Race, Ethnicity, and Language	116	(1)
Socioeconomic Status	117	(1)
What Is the Family's Role?	117	(9)
Family Adjustment	118	(3)
Family Values and Attitudes toward Learning	121	(1)
Parents and Homework	122	(4)
Parents as Advocates	126	(1)
How Can Communication Be Enhanced between the Family and Professionals?	126	(11)
Parent-Teacher Conferences	130	(5)
School-Home Note Programs	135	(2)
Summary	137	(6)
Prevention and Intervention in Early Childhood	143	(24)
How Can Learning Disabilities Be Prevented?	144	(5)
Addressing Risk Factors in Infancy and Early Childhood	146	(1)
Distinguishing Disabilities from Cultural Differences and Normal Variations	147	(2)
How Are Learning Disabilities Identified in Infancy and Early Childhood?	149	(3)
Two Approaches to Early Identification	150	(1)
Promises and Pitfalls of Early Identification	151	(1)
How Is Early Childhood Intervention Provided?	152	(4)
Popular Early Intervention Programs	152	(2)
Legal Requirements of Early Intervention	154	(1)
Evaluating Early Childhood Program Quality	155	(1)
What Are Some Trends in Early Childhood Special Education?	156	(8)
Inclusive Education	156	(2)
Developmentally Appropriate Practices (DAP)	158	(1)
Education for Transition	159	(1)
Family-Based Education	159	(1)
Assessment	160	(1)
Self-Determination	161	(1)
Technology	161	(3)
Summary	164	(3)
Transition Programming in Adolescence and Adulthood	167	(28)
What Are Learning Disability Outcomes across the Life Span?	168	(1)
Higher Dropout Rates	168	(1)
Higher Underemployment	168	(1)
Greater Dependency on Others	169	(1)
What Transition Programs and Services Are Available?	169	(6)
Federal Initiatives	169	(1)
Interagency Collaboration and Service Delivery	170	(2)
Social Skills and Self-Advocacy Training	172	(2)
Parental Involvement	174	(1)
Vocational Training and College Preparation	175	(1)
How Are Students with Learning Disabilities Prepared for College?	175	(1)
Programming Goals for College Preparation	176	(1)
How Can Students with Learning Disabilities Succeed in College?	176	(5)
Guidelines for Choosing a College	177	(2)
Predictors of Success in College	179	(1)
Instructional Accommodations	180	(1)
How Can Students with Learning Disabilities Prepare for the Work World?	181	(2)
Programming Goals for Vocational Training	182	(1)
School-Business Partnerships	182	(1)
How Can Employers Encourage Success for Adults with Learning Disabilities?	183	(2)
Workplace Accommodations	184	(1)
How Can Employees with Learning Disabilities Succeed in the Workplace?	185	(7)
Choose a Job That Is a Good Match	186	(1)
Use Personal Contacts to Find a Job	186	(1)
Become a Self-Advocate	186	(1)
Develop Compensatory Strategies	187	(1)
Take Advantage of Technology	188	(2)
Gain Control over One's Life	190	(2)
Summary	192	(3)
Social, Emotional, and Behavioral Problems	195	(28)
What Is the Link between Learning Disabilities and Social, Emotional, and Behavioral Problems?	195	(4)
Social Competence	196	(2)
Conduct Problems	198	(1)
Other Social, Emotional, and Behavioral Problems	199	(1)
What Are the Major Causes of Social, Emotional, and Behavioral Problems?	199	(3)
Schooling as a Possible Cause	200	(2)
How Should We Assess the Characteristics of Social, Emotional, and Behavioral Problems?	202	(6)
Screening	203	(1)
Prereferral Interventions	204	(1)
Social, Emotional, and Behavioral Problems in IEP Development	204	(1)
Functional Behavioral Assessment and Behavior Intervention Plans	204	(2)
Other Possible Legal Aspects of Dealing with Behavior	206	(2)
What Are the Main Educational Methods Used for Social, Emotional, and Behavioral Problems?	208	(12)
Modifying the Learning Environment for Proactive Management	208	(3)
Teaching Desired Behavior	211	(6)
Discouraging Undesired Behavior	217	(3)
Summary	220	(3)
Cognition, Metacognition, and Memory in Students with Learning Disabilities	223	(36)
How Can We Explain Learning and Memory?	224	(2)
Information-Processing Theory	224	(2)
What Do We Know about the Learning and Memory of Students with Learning Disabilities?	226	(12)
Learning Styles	227	(3)
Cognitive Styles	230	(1)
Memory Abilities	231	(3)
Metacognitive or Executive Control Abilities	234	(2)
Motivation	236	(2)
How Can Learning, Memory, and Motivation Needs Be Addressed?	238	(13)
Self-Instruction	238	(4)
Self-Monitoring of Academic Performance	242	(1)
Self-Determination	242	(2)
Mnemonic Strategies	244	(3)
Attribution Training	247	(1)
Cognitive Strategies	248	(3)
General Teaching Practices to Activate Learning and Memory	251	(3)
Summary	254	(5)
Attention Deficit Hyperactivity Disorder	259	(36)
What Are the Links between Learning Disabilities and Attention Problems?	259	(1)
What Are the Historical Origins of ADHD?	260	(3)
Early Observations of ADHD Symptoms	260	(1)
The Strauss Syndrome	261	(1)
The Bridge from Mental Retardation to Normal Intelligence	262	(1)
Minimal Brain Injury and the Hyperactive Child Syndrome	262	(1)
What Is Today's Definition of ADHD?	263	(2)
What Is the Prevalence of ADHD?	265	(2)
How Is ADHD Assessed?	267	(3)
Medical Exam	267	(1)
Clinical Interview	267	(1)
Rating Scales	268	(1)
Using Technology to Assess ADHD	268	(1)
Issues Related to Identification for Special Education Services	268	(2)
What Are the Causes of ADHD?	270	(7)
Neurological Factors	271	(4)
Hereditary Factors	275	(1)
Factors That Don't Cause ADHD	275	(2)
What Are the Behavioral Characteristics of Persons with ADHD?	277	(3)
Barkley's Model of ADHD: Behavioral Inhibition and Time Awareness and Management	277	(3)
What Educational Methods Are Used with Students with ADHD?	280	(6)
Stimulus Reduction	280	(1)
Structure	281	(1)
Functional Behavioral Assessment	281	(1)
Contingency-Based Self-Management	282	(1)
Self-Monitoring of Attention	282	(4)
What Is the Role of Medication for Persons with ADHD?	286	(3)
Side Effects	286	(1)
Negative Publicity Regarding Ritalin	287	(1)
Research on the Effectiveness of Medication	287	(1)
Cautions Regarding Ritalin	287	(2)
Summary	289	(6)
Educational Approaches	295	(30)
What Conceptual Models and Educational Approaches Have Been Described?	296	(17)
Medical Model	297	(1)
Diagnostic-Remedial Model	298	(2)
Behavioral Model	300	(7)
Cognitive Model	307	(2)
Constructivist Model	309	(4)
Why Is It Important for Teachers to Know What Research Says about Effective Practices?	313	(4)
Research Syntheses: Meta-Analysis and Effect Size	315	(2)
Cautions about Research Syntheses	317	(1)
How Are Educational Approaches Different, and How Are They Similar?	317	(5)
How Approaches Differ	317	(3)
How Approaches Are Similar	320	(2)
Summary	322	(3)
Students Who Experience Difficulties with Spoken Language	325	(36)
What Is Language?	325	(1)
Are Language Problems Common in Learning Disabilities?	326	(2)
What Are the Elements of Spoken Language and the Characteristics of Students with Learning Disabilities in Spoken Language?	328	(13)
Receptive Language	329	(1)
Expressive Language	329	(1)
Difficulties of Students with Learning Disabilities in Receptive and Expressive Language	329	(1)
Phonology	330	(2)
Syntax	332	(2)
Morphology	334	(2)
Semantics	336	(1)
Pragmatics	337	(2)
Metalinguistic Awareness	339	(2)
How Are Spoken Language Abilities Assessed?	341	(6)
Standardized Assessment	341	(3)
Informal Language Assessment Methods	344	(2)
Methods of Monitoring Progress	346	(1)
How Can Spoken Language Problems Be Addressed?	347	(10)
General Principles and Accommodations	349	(1)
Semantic Feature Analysis	350	(1)
Keyword Mnemonics	351	(2)
Teaching in Context and Conversation	353	(1)
Phonemic Awareness	353	(2)
Statement Repetition	355	(2)
Summary	357	(4)
Students Who Experience Difficulties with Reading	361	(46)
What Is Reading?	362	(2)
What Are the Major Elements of Reading?	364	(3)
What Problems Do Students with Learning Disabilities Have in Reading?	367	(8)
Problems with Phonology	368	(1)
Problems with Decoding	369	(1)
Problems with Fluency	370	(1)
Problems with Comprehension	371	(4)
How Is Reading Performance Assessed?	375	(7)
Screening	376	(1)
Diagnosing Problems and Planning Instruction	377	(1)
Monitoring Student Progress	378	(4)
How Common Are Reading Problems in Learning Disabilities?	382	(1)
How Can Instruction Help Prevent Reading Disabilities?	383	(6)
Teaching Phonemic Awareness	385	(1)
Teaching Phonics	386	(2)
Teaching Other Aspects of Early Reading	388	(1)
Putting It All Together	388	(1)
How Can Instruction Help Remediate Learning Disabilities in Reading?	389	(12)
Historical Approaches	389	(3)
Contemporary Approaches	392	(3)
Instructional Tactics	395	(6)
Summary	401	(6)
Students Who Experience Difficulties with Writing	407	(44)
What Handwriting Problems Do Students Experience?	407	(2)
Problems with Letter Formation	408	(1)
Problems with Fluency	409	(1)
Causes and Effects of Handwriting Problems	409	(1)
How Is Handwriting Performance Assessed?	409	(4)
Planning Handwriting Instruction	409	(2)
Monitoring Handwriting Progress	411	(2)
What Interventions Can Help with Handwriting Difficulties?	413	(1)
Teacher Modeling and Student Practice	413	(1)
Reinforcement	414	(1)
Self-Instruction Training	414	(1)
What Spelling Problems Do Students Experience?	414	(4)
Spelling Errors	416	(2)
Effects of Spelling Problems	418	(1)
How Is Spelling Performance Assessed?	418	(4)
Standardized Assessment	418	(2)
Planning Spelling Instruction	420	(1)
Monitoring Progress in Spelling	421	(1)
What Interventions Help Students' Spelling Difficulties?	422	(5)
Developmental Interventions	423	(1)
Remedial Interventions	424	(1)
Effective Teaching Procedures	425	(2)
What Composition Problems Do Students Experience?	427	(3)
How Is Composition Performance Assessed?	430	(3)
Screening	430	(1)
Planning Composition Instruction	430	(1)
Monitoring Progress in Composition	431	(2)
What Interventions Help Students with Composition Difficulties?	433	(12)
Developmental Interventions	433	(3)
Remedial Interventions	436	(1)
Effective Teaching Procedures	437	(8)
Summary	445	(6)
Students Who Experience Difficulties with Mathematics	451	(38)
How Does Mathematical Knowledge Develop Normally?	452	(5)
What Problems in Mathematics Do Students Experience?	457	(3)
Problems in Cognitive Development	457	(1)
Problems in Arithmetic Performance	458	(2)
How Are Mathematics Abilities Assessed?	460	(10)
Achievement Tests	462	(1)
Formal Diagnostic Testing	463	(1)
Informal Inventories	464	(1)
Error Analysis	465	(4)
Monitoring Progress	469	(1)
What Interventions Help Students with Mathematics Difficulties?	470	(14)
Developmental Interventions	473	(1)
Remedial Interventions	474	(1)
Technology	475	(3)
Effective Teaching Procedures	478	(6)
Summary	484	(5)
Participation in General Education Classrooms for Students with Learning Disabilities	489	(36)
What Are the Legal Mandates for Placement?	490	(2)
Idea	491	(1)
No Child Left Behind Act	491	(1)
How Do Students with Learning Disabilities Receive Special Education Services in General Education Classrooms?	492	(4)
Co-Teaching	492	(4)
Resource Rooms	496	(1)
How Can Placement and Instructional Decisions Be Made?	496	(6)
Assessing the Instructional Ecology	496	(2)
Monitoring Student Progress	498	(4)
What Are Modifications for Students with Learning Disabilities in General Education Classrooms?	502	(5)
Modifications Defined	503	(1)
Instructional Accommodations	503	(2)
Instructional Adaptations	505	(2)
What Are Effective Instructional Practices for Students with Learning Disabilities in General Education Classrooms?	507	(15)
A Few Notes before We Begin	507	(2)
Synthesis of Instructional Interventions	509	(2)
Graphic Organizers	511	(3)
Peer-Mediated Instruction	514	(2)
Note-Taking	516	(3)
General Recommendations for Science Instruction	519	(1)
General Recommendations for Social Studies Instruction	520	(2)
Summary	522	(3)
Appendix	525	(13)
References	538	(38)
Name Index	576	(6)
Subject Index	582