Learning Disabilities From Theory Towards Practice

by O'Shea, Lawrence J.; O'Shea, Dorothy J.; Algozzine, Robert F.

• ISBN13: 9780023893216
• ISBN10: 0023893214
• Format: Paperback
• Copyright: 1997-11-03
• Publisher: Pearson

Summary

Unlike other books in the field, the focus of this comprehensive book is on explanatory theories of learning disabilities and the assessment and instructional/treatment programs generated within each theoretical model.By examining how theories and practices emerged in the past, the book helps readers/students understand the developmental link to the assessment and instructional practices they will use as teachers. With its broad overview of the field, this book will give current and future teachers the ability to answer the question of "why" they have chosen a particular way of arranging instruction.

Table of Contents

PART ONE THE CONTEXT AND POPULATION OF LEARNING DISABILITIES	1	(54)
Chapter 1 Sociopolitical Context for Educational Services to Students with Learning Disabilities	3	(26)
Social and Political Bases of Special Education	5	(7)
Content and Context of Schooling	7	(2)
Foundations of Learning Disabilities	9	(1)
Origins of the Field of Learning Disabilities	9	(3)
Legal Basis for Special Education	12	(9)
Due Process Provisions	15	(3)
Least Restrictive Environment (LRE) Provisions	18	(1)
Protection in Evaluation Procedures (PEP) Provisions	18	(2)
Individualized Education Program (IEP) Provisions	20	(1)
Practical Classroom Applications	21	(3)
Summary	24	(1)
Discussion Questions	24	(1)
Cases and Statutory Materials	25	(1)
References	25	(4)
Chapter 2 Contemporary Characteristics of Learning Disabilities	29	(26)
Diane Pedrotty Rivera
Contemporary Characteristics of Learning Disabilities	30	(10)
Definitions and Characteristics	30	(8)
Discrepancy Formulas	38	(1)
Intelligence Scores	39	(1)
Other Definition Issues	39	(1)
Learning Disabilities as a Lifelong Condition	40	(3)
Early Childhood	40	(1)
Elementary and Middle-School Years	41	(1)
Adolescence	41	(1)
Adulthood	42	(1)
Characteristics of Learning Disabilities	43	(4)
Discrepancy between Aptitude and Achievement	43	(1)
Academic Deficiencies	43	(1)
Motivation	44	(1)
Memory	45	(1)
Attention and Hyperactivity	45	(1)
Social Skills	45	(1)
Cognitive and Metacognitive Skills	46	(1)
Perceptual Skills	46	(1)
Practical Classroom Applications	47	(1)
Summary	48	(1)
Discussion Questions	49	(1)
References	49	(6)
PART TWO THE EVOLUTION OF THEORIES AND PRACTICES	55	(264)
Chapter 3 The Use of Theories to Guide Practices	57	(42)
Theory-Driven Professionals	58	(1)
The Case for Theory Development: From Quackery to Personalistic Views to Scientific Explanations	59	(4)
Quackery	59	(1)
Personalistic Views	60	(1)
Scientific Explanations	61	(2)
Two Paradigms for Inquiry	63	(3)
The Reductionistic Paradigm	63	(2)
The Social Constructivistic Paradigm	65	(1)
LD as a Science: The Chronology of Model Development	66	(14)
Psychoneurological Model	67	(2)
Biological Model	69	(3)
Psychological Processing Model	72	(2)
Behavioral Model	74	(2)
Cognitive Metacognitive Model	76	(2)
Social Constructivism Model	78	(2)
Developing a Metatheory	80	(2)
Theory-Driven Teachers	82	(5)
Teacher Roles and Reflectivity	84	(3)
Practical Classroom Applications	87	(1)
Summary	88	(1)
Discussion Questions	89	(1)
References	90	(9)
Chapter 4 The Psychoneurological Model	99	(40)
The Evolution of Psychoneurological-Based Theories and Practices	106	(1)
Nineteenth-Century Developments	107	(1)
Manifestations in Language	107	(1)
Manifestations in Perception and Reading	108	(1)
Twentieth-Century Developments	108	(13)
Manifestations in Language	108	(3)
Manifestations in Perception	111	(6)
Manifestations in Reading	117	(4)
Reactions to "Processing Instructional Models" in Reading Research	121	(2)
Modern Controversial Psychoneurological Research	123	(4)
Modern Controversial Views	123	(2)
Neurophysiological Retraining	125	(2)
Recent Psychoneurological Advances	127	(2)
Practical Classroom Applications	129	(2)
Summary	131	(1)
Discussion Questions	132	(1)
References	133	(6)
Chapter 5 The Biological Model	139	(46)
Effects of Prenatal and Perinatal Events on Atypical Learning	142	(17)
Individuals Hereditary-Familial Endownments	143	(3)
Early and Recent Hereditary-Familial Views	146	(4)
Genetic Controversies in LD Research	150	(2)
High-Risk Factors in Maternal-Fetal Interactions	152	(1)
Early Teratogenic Research	153	(1)
Drugs	154	(2)
Maternal Infections	156	(3)
Perinatal Events and Atypical Learning	159	(2)
Prematurity	159	(2)
Newborn Assessment	161	(1)
Postnatal Events and Effects on Atypical Learning	161	(14)
Biological-Chemical Research: Psychostimulants	162	(4)
Dietary Factors	166	(5)
Megavitamin Research	171	(2)
Toxic Influences	173	(2)
Practical Classroom Applications	175	(1)
Summary	176	(1)
Discussion Questions	177	(1)
References	178	(7)
Chapter 6 The Psycholinguistic Model	185	(30)
Ann Goldman
Mediation Model	186	(3)
Perception	189	(1)
Wepman and Mykelbust	190	(2)
Kirk and the Development of a Functional Framework for Psycholinguistics	192	(2)
Development of the ITPA	194	(10)
Clinical Model of the ITPA	194	(7)
Early Interpretation of the ITPA	201	(1)
Construct Validity of the ITPA	202	(2)
Psycholinguistic Training	204	(1)
Remedial Programs	205	(3)
Experimental Remedial Models	207	(1)
Conclusions on Remedial Training Effects	208	(1)
Practical Classroom Applications	209	(1)
Summary	210	(1)
Discussion Questions	211	(1)
References	212	(3)
Chapter 7 The Behavioral Model	215	(42)
Kim Stoddard
Greg Valcante
The Behavioral Model	216	(4)
A Change in Focus	217	(4)
Assumptions	219	(1)
A Behavioral View of LD	219	(1)
Assessment Issues and Approaches	220	(5)
Identification of Students	220	(1)
Direct Observation of Student Academic Performance	220	(1)
Measurement Strategies	220	(1)
Graphic Data Display	221	(1)
Data-Based Decision Making	221	(1)
Curriculum-Based Assessment	221	(4)
Instructional Issues and Approaches	225	(23)
Programmed Learning	225	(1)
Precision Teaching	226	(7)
Engineered Classroom	233	(2)
Direct Instruction	235	(7)
Peer Tutoring	242	(2)
Self-Management	244	(4)
Effectiveness of Behavioral Programs	248	(1)
Practical Classroom Applications	248	(3)
Summary	251	(1)
Discussion Questions	251	(1)
References	252	(5)
Chapter 8 The Cognitive Model	257	(26)
Monica Lambert
Foundations of the Cognitive Model	258	(3)
Application of the Cognitive Model	261	(13)
Cognitive Behavior Modification	262	(2)
Learning Strategies	264	(9)
Other Applications	273	(1)
Perspective on the Cognitive Model	274	(1)
Practical Classroom Applications	275	(3)
Summary	278	(1)
Discussion Questions	279	(1)
References	279	(4)
Chapter 9 The Social Constructivism Model	283	(36)
The Theoretical Basis of Social Constructivism	284	(2)
The Political Basis: A Grass Roots Movement	286	(1)
The Tenets of Social Constructivistic Instruction	287	(6)
Child-Directed Learning	288	(1)
Intrinsic Motivation	289	(1)
Teacher as Facilitator	289	(1)
Strategic Learning	290	(2)
Positive Teaching and Corrective Feedback	292	(1)
Minilessons	292	(1)
Applications to Language Arts Curriculum and Learning Activities	293	(5)
Language as the Basis for Learning	293	(1)
Word Identification through Meaning: Psycholinguistic Basis	293	(1)
Immersion in Reading Activities	294	(3)
Repeated Exposures to Books	297	(1)
Practice Activities	297	(1)
Natural Text	297	(1)
Integration of Reading and Writing	298	(5)
Language-Experience Approach	298	(2)
Process Conferencing Model	300	(1)
Genre-Based Model	301	(1)
Invented Spelling	302	(1)
Applications to Math, Science, and Social Science Curriculum and Learning Activities	303	(2)
Curricular Issues	304	(1)
Instructional Procedures	304	(1)
Critique of Social Constructivistic Models	305	(6)
Authenticity	305	(1)
Child-Centered Instruction	306	(1)
Social Elitism	307	(1)
Polarized Zealots	308	(1)
Research Base	309	(2)
Practical Classroom Applications	311	(2)
Summary	313	(1)
Discussion Questions	314	(1)
References	314	(5)
PART THREE EXPANSIONS AND FUTURE DIRECTIONS OF THE FIELD	319	(114)
Chapter 10 Classroom Inclusion of Students with Learning Disabilities	321	(40)
Lori Korinek
Christine S. Walther-Thomas
Factors Influencing Contemporary Special Education	322	(5)
Changes in the School-Age Population	322	(1)
Changes in School Standards and Student Performance Expectations	323	(1)
Changes in Instructional Practices	324	(1)
Changes in Service Delivery	325	(2)
The Regular Education Initiative (REI) Debate	327	(3)
Arguments to Support the REI	327	(2)
Arguments Against the REI	329	(1)
Theoretical Perspectives on Team Problem Solving in Schools	330	(1)
Mental Health Consultation	330	(1)
Behavior Consultation	331	(1)
Process Consultation	331	(1)
Group Problem Solving in Schools: Expert and Collaborative Models	331	(2)
The Expert Consultant	331	(1)
The Collaborative Consultant	332	(1)
Collaborative Service Delivery Approaches	333	(6)
Collaborative Structures to Facilitate Teamwork	333	(6)
Maintaining a Collaborative Ethic in Alternative Service Delivery	339	(1)
Research Related to Collaborative Service Delivery	339	(2)
Students Participation on Collaborative Teams for Enhanced Integration	341	(1)
Family Participation on Collaborative Teams	341	(1)
Administrative Support and Participation	342	(1)
Selecting Structures to Facilitate Inclusion	343	(1)
Principles of Effective Collaboration	344	(6)
Changes in Educational Settings	345	(1)
Characteristics of Effective Teams	346	(1)
Principles of Effective Team Communication	347	(3)
Practical Classroom Applications	350	(1)
Summary	351	(1)
Discussion Questions	352	(1)
References	353	(8)
Chapter 11 Family Research and Practices	361	(56)
Families	363	(3)
Family Definitions and Compositions	363	(3)
Family Theories	366	(1)
Family Perspectives and Themes	366	(16)
Evolution Theory	366	(4)
Psychoanalytical Theory	370	(2)
Psychosocial Theory	372	(1)
Behavioral Theory	372	(1)
Structural-Functional Theory	373	(2)
Exchange Theory	375	(1)
Family Development Theory	376	(1)
Family Stress and Coping Theory	377	(1)
Systems Theories	378	(2)
Feminism	380	(1)
Phenomenology Theory and Ways of Knowing	381	(1)
Family Theories Summary	382	(1)
American Family History and Teachers' Roles	382	(15)
Early Families	382	(2)
Early-20th-Century Families	384	(5)
Mid-20th-Century Families	389	(2)
Modern American Families	391	(6)
The Importance of Family Research to Teachers Instructing Students with LD	397	(9)
Practical Classroom Applications	406	(2)
Summary	408	(1)
Discussion Questions	408	(1)
References	409	(8)
Chapter 12 Future Trends and Issues in the Field of Learning Disabilities	417	(16)
Continuing Dilemmas	418	(4)
The Trouble with Definitions	418	(2)
LD or Not LD?	420	(1)
Diagnostic-Prescriptive Dreams Go On	421	(1)
Planning for the Future	422	(6)
Categories for the Future	422	(4)
Inclusion	426	(2)
What Works, Works	428	(1)
LD in Perspective	428	(2)
Summary	430	(1)
Discussion Questions	431	(1)
References	431	(2)
Index	433