Learning Disabilities A Practical Approach to Foundations, Assessment, Diagnosis, and Teaching

by Pierangelo, Roger A.; Giuliani, George A.

• ISBN13: 9780205459643
• ISBN10: 0205459641
• Format: Paperback
• Copyright: 2005-10-07
• Publisher: Pearson

Summary

This unique first edition takes students step-by-step through the process of understanding, assessing, diagnosing, and teaching students with learning disabilities in an easy-to-read and practical manner. Co-authored by the President and Vice-President of the National Association of Special Education Teachers, this new book is designed to be sensitive to the needs of future teachers while covering the spectrum of issues involved with learning disabilities in short, easy-to-read, and practical chapters. The experienced author team leads students through the step-by-step process of understanding, assessing, diagnosing, and teaching students with learning disabilities. The last part of the book takes readers through an entire school year, explaining to them all the policies, procedures, and normal day-to-day issues that can be expected by teachers of children with learning disabilities in his or her classroom. No other text on the market offers this approach, providing current professors with a new and innovative way of presenting the material and teaching the course.

Table of Contents

Preface	xix
PART I Foundational Issues in Learning Disabilities	1	(62)
1 Introduction to Learning Disabilities	3	(14)
Definition of Learning Disabilities	3	(1)
History of the Field	4	(5)
"Discrepancy" in Diagnosing a Learning Disability	9	(3)
The Exclusionary Clause	12	(1)
Classification Criteria	13	(1)
Prevalence of Learning Disabilities	13	(2)
Growth in the Identification of Students with Learning Disabilities	15	(1)
Warning Signs of a Learning Disability	15	(1)
Conclusion	16	(1)
2 Theoretical Perspectives on the Causes of Learning Disabilities	17	(16)
Genetic Links	18	(1)
Abnormalities in Fetal Brain Development	18	(1)
Maturational Delay	19	(1)
Brain Structure and Learning Disabilities	19	(1)
Measuring the Brain and Brain Function	20	(2)
Biological Basis for Reading Disabilities	22	(1)
Biochemical Abnormalities	23	(1)
Endocrine Problems	23	(1)
Nutritional Problems	23	(1)
Complications of Pregnancy and Birth	24	(5)
Prenatal Exposure to Harmful Substances	25	(4)
Toxins in the Child's Environment	29	(1)
Toxic Metals	29	(1)
Severe Head Injuries	30	(1)
Social–Environmental Causes	31	(1)
Low Socio-Economic Status and Learning Disabilities	31	(1)
The Relationship between Poor Instruction and Learning Disabilities	32	(1)
Conclusion	32	(1)
3 Characteristics of Children with Learning Disabilities	33	(30)
Academic Achievement Deficits	34	(1)
Reading Deficits	34	(8)
Oral Reading Difficulties	35	(2)
Reading Comprehension Deficits	37	(1)
Problems with Word Recognition	38	(1)
Poor Reading Habits	39	(1)
Dyslexia	39	(3)
Math Deficits	42	(5)
Analysis and Interpretation of Math Skills	43	(2)
Dyscalculia	45	(2)
Written Expression Deficits	47	(4)
Handwriting Difficulties	48	(1)
Spelling Problems	49	(2)
Language Deficits	51	(2)
Oral Language Problems	51	(1)
Listening Comprehension Problems	52	(1)
Problems with Pragmatics	52	(1)
Disorders of Attention	53	(2)
Overview of ADHD	53	(2)
Achievement Discrepancy	55	(1)
Memory Deficits	55	(2)
Cognition Deficits	57	(1)
Metacognition Deficits	57	(1)
Social–Emotional Problems	58	(2)
Nonverbal Learning Disorders (NLD)	60	(1)
Motivational and Attribution Problems	61	(1)
Perceptual Deficits	61	(1)
Conclusion	62	(1)
PART II Identifying a Student with a Learning Disability	63	(96)
4 Roles and Responsibilities of the Child Study Team and Multidisciplinary Team	65	(20)
The Child Study Team (CST)	65	(2)
The CST Meeting	67	(2)
CST Recommendations—Prereferral Strategies	69	(1)
Examples of Prereferral Strategies	70	(4)
The Multidisciplinary Team (MDT)	74	(8)
Purpose of the Multidisciplinary Team	74	(1)
Members of the Multidisciplinary Team	75	(2)
Formal Referral to the Multidisciplinary Team	77	(1)
Consent for Evaluation	78	(1)
Assessment Options of the Multidisciplinary Team	79	(3)
Parental Participation in the Assessment Process	82	(2)
Confidentiality	83	(1)
Conclusion	84	(1)
5 Overview of Assessment in the Special Education Process	85	(25)
Components of a Comprehensive Assessment	85	(11)
Norm-Referenced Tests	86	(2)
Standardized Testing	88	(1)
Informal Assessment	89	(1)
Criterion-Referenced Tests	90	(1)
Ecological Assessment	90	(2)
Interviews	92	(1)
Curriculum-Based Assessment and Curriculum-Based Measurement	93	(1)
Portfolio Assessment	93	(1)
Authentic/Naturalistic/Performance-Based Assessment	94	(1)
Task Analysis	95	(1)
Primary Areas of Assessment	96	(14)
Intelligence	96	(2)
Language	98	(3)
Perceptual Abilities	101	(2)
Academic Achievement	103	(3)
Behavior and Emotional—Social Development	106	(4)
6 Diagnosing a Learning Disability	110	(10)
Exclusion Factors	112	(1)
Observing and Assessing Performance	113	(1)
Ecological Assessment	113	(1)
Dynamic Assessment	113	(1)
Curriculum-Based Assessment (CBA) and Curriculum-Based Measurement (CBM)	113	(1)
Task Analysis	113	(1)
Learning Style Assessment	114	(1)
Other Diagnostic Symptoms	114	(1)
Interviews	114	(1)
Clinical Interview	114	(1)
Parent Interview	115	(1)
Teacher Interview	115	(1)
Testing	115	(2)
Intelligence Testing	115	(1)
Achievement Testing	115	(1)
Criterion-Referenced Tests and Authentic Assessment	116	(1)
Perceptual Testing	117	(1)
Psychological Tests/Scales	117	(1)
Reviewing Documents	117	(1)
Review of Cumulative Reports and Records	117	(1)
Portfolio Review	118	(1)
Look for Historical Patterns	118	(1)
Behavioral Manifestations	118	(1)
Conclusion	118	(2)
7 Eligibility Procedures and IEP Development	120	(18)
The IEP Committee	120	(3)
Members of the IEP Committee	120	(1)
Responsibilities of the IEP Committee	121	(1)
IDEA 2004 and IEP Committee Meetings—What to Know	122	(1)
Developing the Information Packet for the IEP Committee	123	(4)
Required Forms	123	(1)
Evaluations (Initial Referral)	124	(1)
Guidance and School Materials (Initial Referral)	124	(1)
Other Materials	125	(2)
How Recommendations for Classification Are Made by the IEP Committee	127	(8)
Specific Placement (LRE) Considerations According to IDEA 2004	127	(4)
LRE Placements the IEP Committee May Consider	131	(2)
Appealing the Decision of the IEP Committee	133	(1)
Other Roles of the IEP Committee	133	(2)
IEP Development	135	(2)
Components Included in the IEP	136	(1)
Conclusion	137	(1)
8 Transition Services for Students with Learning Disabilities	138	(21)
The Transition Process	138	(7)
The Intent of Transition Services	139	(1)
The Importance of Transition Services for Individuals with Learning Disabilities	139	(1)
The Introduction of Transition Services	140	(4)
The Individualized Transition Plan (ITP)	144	(1)
Transition Services	145	(1)
Special Considerations for Students with Learning Disabilities	145	(5)
Employment Services	146	(1)
Vocational Assessments	147	(1)
Assessments Helpful for Postsecondary Education Planning	148	(1)
Leisure/Recreation Experiences	149	(1)
Postsecondary Education Options	150	(8)
When to Begin College Planning	151	(1)
Understanding Legal Rights Pertaining to Postsecondary Education	152	(1)
Identifying the Desirable Characteristics of a College	152	(2)
Disability-Related Support Services	154	(4)
Conclusion	158	(1)
PART III Teaching Students with Learning Disabilities	159	(124)
9 Overview of Learning Strategies	161	(16)
Learning Difficulties of Students with LD	161	(2)
The Need to Be Strategic Learners	162	(1)
Learning Strategies	163	(4)
Research Base for Learning Strategies	163	(1)
Types of Learning Strategies	164	(2)
The Importance of Teaching Children to Be Strategic	166	(1)
Essential Strategies to Teach	167	(2)
Strategic Learning: Examples from the Reading Field	167	(2)
Effective Teaching Methods	169	(7)
Teaching Students to Use Learning Strategies	170	(3)
The Importance of Positive Self-Statements	173	(2)
Other Approaches to Strategy Instruction	175	(1)
The Extent to Which Strategy Instruction Is Taking Place in Classrooms	175	(1)
Conclusion	176	(1)
10 Strategies and Instructional Practices for Students with Learning Disabilities in Reading	177	(44)
Teaching Reading to Students with Learning Disabilities: An Overview	177	(1)
Phonological Awareness	178	(5)
Teaching Phonological Awareness to Students with Learning Disabilities	180	(1)
Solutions in the Classroom	180	(3)
Phonemic Awareness	183	(5)
What Does Scientifically Based Research Tell Us about Phonemic Awareness Instruction?	185	(2)
Questions about Teaching Phonemic Awareness to Students with Reading Disabilities	187	(1)
Phonics Instruction	188	(5)
What Does Scientifically Based Research Tell Us about Phonics Instruction?	189	(2)
Questions about Teaching Phonics to Students with Reading Disabilities	191	(2)
Fluency Instruction	193	(6)
What Does Scientifically Based Research Tell Us about Fluency Instruction?	194	(1)
Questions about Teaching Fluency to Students with Reading Disabilities	195	(4)
Vocabulary Instruction	199	(7)
What Does Scientifically Based Research Tell Us about Vocabulary Instruction?	199	(5)
Questions about Teaching Vocabulary to Students with Reading Disabilities	204	(2)
Text Comprehension Instruction	206	(8)
What Does Scientifically Based Research Tell Us about Effective Text Comprehension Instruction?	207	(3)
Improving Reading Comprehension for Students with LD	210	(2)
A Focus on Teacher Training	212	(1)
Questions about Teaching Text Comprehension to Students with Reading Disabilities	212	(2)
Future Research	214	(1)
Student Groupings for Reading Instruction in the Inclusive Classroom	214	(2)
Peer Tutoring	215	(1)
Cross-Age Tutoring	215	(1)
Small Learning Groups	215	(1)
Combined Group Formats	216	(1)
General Strategies for Teaching Reading to Students with Learning Disabilities	216	(4)
Conclusion	220	(1)
11 Strategies and Instructional Practices for Students with Learning Disabilities in Mathematics	221	(24)
Review of Dyscalculia	221	(1)
Mathematical Disabilities: What We Know and Don't Know	222	(6)
How Common Are Math Disabilities?	223	(1)
What Are the Common Features of MD?	224	(3)
Where Do We Go from Here?	227	(1)
Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities	228	(9)
How Can General Education Teachers Facilitate the Learning of Mathematical Skills?	229	(5)
Techniques to Enhance Mathematics Instruction	234	(2)
Summary	236	(1)
10 Tips for Software Selection for Math Instruction	237	(2)
Homework Strategies for Students with Mathematics Difficulties	239	(3)
How Parents Can Help	242	(2)
Conclusion	244	(1)
12 Strategies and Instructional Practices for Students with Learning Disabilities in Written Expression	245	(16)
Understanding Why Students Avoid Writing	245	(2)
Skill Development	246	(1)
Overall Guidelines to Help Students Avoid the Avoidance of Writing	247	(1)
Helping Students Who Struggle to Write	247	(4)
Keyboarding	249	(1)
Note-Taking	249	(1)
Spelling	250	(1)
Hand Fatigue	250	(1)
Caution for Teachers	251	(1)
Strategies for Dealing with Dysgraphia	251	(6)
Remedial Strategies	252	(3)
Compensatory Strategies	255	(1)
A Note on Creativity	256	(1)
A Note Regarding Development of Word Processing Skills	256	(1)
Meta-Analysis of Research-Based Instructional Approaches for Teaching Written Expression to Students with Learning Disabilities	257	(3)
Adhering to a Basic Framework of Planning, Writing, and Revision	257	(1)
Explicitly Teaching Critical Steps in the Writing Process	258	(1)
Providing Feedback Guided by the Information Explicitly Taught	259	(1)
Specific Methods	259	(1)
Conclusion	260	(1)
13 Strategies and Instructional Practices for Students with Attention-Deficit Hyperactivity Disorder	261	(22)
What ADHD Is and How It Manifests	261	(5)
Identifying Children with ADHD	262	(2)
Causes of ADHD	264	(1)
Legal Requirements Relating to Children with ADHD	264	(2)
Academic Instruction	266	(9)
Introducing Lessons	266	(1)
Conducting Lessons	267	(2)
Concluding Lessons	269	(1)
Individualizing Instruction Practices	269	(6)
Behavioral Interventions	275	(4)
Effective Behavioral Intervention Techniques	276	(3)
Classroom Accommodations	279	(2)
Special Seating Arrangements for ADHD Students	280	(1)
Instructional Tools and the Physical Learning Environment	280	(1)
Conclusion	281	(2)
Part IV Practical Considerations for Teachers of Students with Learning Disabilities	283	(72)
14. Preliminary Stage: Before the Start of School	285	(17)
Step One Gather Information about Your Students with LD	285	(3)
Step Two Read IEPs	288	(1)
Step Three Contact Parents and Students	289	(2)
Contacting the Parents	289	(1)
Meeting with Parents and the Students	289	(2)
Step Four Meet with Your Assistant Teacher, Paraprofessional, or Aide before Classes Begin	291	(3)
Working with Another Educator in an Inclusion Classroom	292	(1)
Alternative Delivery Systems	293	(1)
Step Five Set Up Your Classroom	294	(2)
Arrange the Learning Centers	294	(1)
Arrange the Whole-Group Area	295	(1)
Arrange Optional Learning Areas	295	(1)
Step Six Communicate with Related Service Providers	296	(1)
Step Seven Communicate with Classroom Teachers	297	(2)
Step Eight Evaluate Your Resources and Order New Materials	299	(3)
15 Initiation Stage: The First Month of School	302	(30)
Create an Attractive and Useful Classroom	302	(1)
Develop Classroom Rules	303	(1)
Basic Classroom Management for the First Month	304	(4)
Foster Completion and Accomplishment	305	(1)
Create a Positive Tone	305	(1)
Give Students "Advance Organizers"	305	(1)
Offer Feedback and Support	306	(1)
Deal with Inappropriate Behavior	306	(2)
The First Week of School	308	(5)
Plan the First Week's Activities	308	(4)
Communicate IEP Modifications to Other Teachers	312	(1)
Curriculum Considerations	313	(12)
General Curriculum Areas Seen in IEPs	313	(2)
Factors Affecting Curriculum	315	(3)
Modifying General Instructional Conditions for Children with LD	318	(2)
Adapting and Modifying the Curriculum	320	(2)
Strategies for Adapting Tests and Quizzes	322	(3)
Choosing Materials	325	(1)
Grading Procedures and the Use of Informal Assessments	325	(1)
Determine Readability Levels of Textbooks and Other Materials	326	(2)
Readability Formulas	327	(1)
Conduct Positive Parent Conferences	328	(1)
Prepare for Open School Night and Parent—Teacher Conferences	329	(3)
Parent—Teacher Conferences	330	(2)
16 Interim Stage: October-March	332	(16)
Developmental Learning Disabilities	332	(1)
Academic Learning Disabilities	333	(1)
Instructional Design for Students with Learning Disabilities	333	(2)
Examples of UDI Adapted to Your Classroom	335	(1)
Educational Plans	335	(2)
Grading Students with Learning Disabilities	337	(1)
Reporting to Parents	338	(3)
Measuring Academic Growth—District Requirement	341	(1)
Understanding Parents' Rights	342	(1)
Calling Special Meetings of the IEP Committee	342	(1)
Working throughout the Year with Parents	343	(3)
Help Parents Understand—What You Can Do	343	(1)
Help Parents Help with Homework	344	(2)
Working with Difficult Parents	346	(2)
17 Culmination Stage: April-June	348	(7)
Teacher Reports for Triennial Evaluations	348	(1)
Preparing for Annual Review Meetings	349	(1)
Declassification of a Student with a Learning Disability	350	(1)
Extended School Year Recommendations	351	(2)
Writing Year-End Reports to Parents	353	(2)
Appendix A Frequently Asked Questions about IDEA 2004	355	(25)
Appendix B Questions and Answers about State and District-Wide Assessments	380	(10)
Bibliography	390	(14)
Name Index	404	(4)
Subject Index	408