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Purchase Benefits
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Introduction: A mother's perspective | p. 1 |
Understanding the Problems | |
How do parents first learn that their child may have a learning problem? | p. 13 |
Girls and boys develop differently | |
Waiting to see if the problems will go away | |
What to look for | |
Evaluating mental health news | |
Understanding terminology: What's in a name? | |
Why are children with learning disabilities taught in regular classrooms? | p. 21 |
Full educational opportunity: A legal overview | |
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 | |
Individuals with Disabilities Education Act (IDEA) | |
Free Appropriate Public Education (FAPE) | |
Defining learning disabilities: Costs and politics | |
What are specific learning disabilities? | p. 29 |
The difference between a disorder and a disability | |
Learning problems as processing disorders | |
How processing disorders materialize in life | |
What are other types of learning disabilities? | p. 53 |
Attention deficit/hyperactivity disorder (AD/HD) | |
Asperger's syndrome or disorder | |
What is the relationship between intelligence and learning disabilities? | p. 69 |
What is intelligence? | |
Intelligence or aptitude testing | |
Spectrums of intelligence and learning disabilities | |
Students with gifted intelligence and learning disabilities | |
Will a learning disability prevent my child from succeeding in life? | p. 81 |
Well-known people with learning disorders | |
Other sources with more examples | |
What are some traits and emotions of students with learning disabilities? | p. 91 |
Attention and classroom behavior | |
Learning preferences | |
Confidence and feelings of control | |
Stress and anxiety | |
Mood states: Loneliness, depression, and suicide | |
How will having a learning disability affect my child socially? | p. 101 |
Learning disabilities and social problems | |
Bullying: Who's in charge at school? | |
Learning disabilities and juvenile delinquency | |
Moral development | |
How will my child's learning disability affect our family? | p. 117 |
Family life of children with learning disabilities | |
Demographic issues | |
What should I do if I or a teacher suspects my child has a learning disability? | p. 123 |
Prepare yourself for a wide range of emotions | |
Courses of action | |
Types of service providers | |
Determining what services you need and who will provide them | |
What is an evaluation and what does it involve? | p. 133 |
Child Find identifies suspected disabilities | |
A referral begins the evaluation process | |
Is my consent required for an evaluation? | |
Beginning the evaluation | |
What is psychoeducational testing? | p. 143 |
Preparing your child for testing | |
Evaluation components | |
Psychological test caveats | |
Statistics | |
Putting it all together: Making the diagnosis | |
The significance of "statistically significant" | |
What happens if a learning problem is identified? | p. 155 |
Making the eligibility cut | |
Evaluation terminology | |
What is "eligibility?" | |
Assessment completed: The eligibility conference | |
What shall I tell others? | p. 167 |
Controlling information | |
Advocating on your child's behalf | |
School records | |
Take care of yourself | |
Getting Help | |
What is an individual education plan (IEP)? | p. 181 |
Adjusting behavior, assignments, and the learning environment | |
Courses of treatment: Be sure you know what you want | |
The individualized education plan (IEP) | |
The IEP revisited: Measuring progress | |
Implementation: IEPs for public schools, individual service plans (ISPs) for private schools | |
How could my child receive special education services? | p. 189 |
What is "placement?" | |
Placement terminology: FAPE and LRE | |
Placement options | |
What types of schools might work for my child? | p. 203 |
Factors involved in choosing a school | |
Public schools | |
Private schools | |
Boarding schools | |
Homeschooling | |
An ideal school | |
What can regular teachers do to address learning disabilities? | p. 219 |
Classroom modifications | |
Behavioral approaches to teaching: Using external rewards | |
Cognitive approaches to teaching: Internalizing learning-to-learn behavior | |
Social integration: Classroom strategies | |
Modifying special projects | |
Accommodations for foreign language course requirements | |
Grading benchmarks | |
How can I work with teachers? | p. 245 |
Attitudes: Obedience or access for learning? | |
Communication | |
Trust: Required for positive relationships | |
How can I help motivate my child? | p. 253 |
Improving motivation: How to get the ball rolling | |
Choose an activity in which your child can perform well | |
Identify appropriate role models | |
Be deliberate in your feedback: Increasing self-esteem | |
Applying extracurricular lessons to academic work | |
What are some ways of managing AD/HD? | p. 265 |
Treatment guidelines | |
Medications | |
Other treatments | |
How can technology help my child? | p. 275 |
What is "assistive technology?" | |
Reading assistants: Transforming text into speech | |
Computerized remediation: Building phoneme awareness | |
Writing devices: Increasing labor efficiency | |
Writing assistants: Translating thoughts into text | |
How much homework should I expect my child to do and who should help my child with it? | p. 287 |
Homework: How much is enough? | |
Tutoring arrangements | |
Professional tutoring and remediation programs | |
How can I help my child with assignments? | p. 299 |
General areas requiring assistance | |
Anticipating priorities and scheduling work | |
Learning information for later recall | |
Improving text comprehension | |
Sorting and relating facts to concepts | |
Expressing information for assessments | |
What other treatments exist? | p. 331 |
Evaluating experimental or alternative treatments | |
Controversial skills treatments | |
Controversial neurological treatments | |
Controversial biochemical treatments | |
How can I help my child move into the workplace? | p. 341 |
What is "transition?" | |
Developing a vision of your child's adult outcome | |
Employment | |
Vocational training | |
College | |
High school: Almost an adult | |
Transition planning: Moving from adolescence to jobs and careers | |
Conclusion | p. 357 |
References | p. 358 |
Appendices | |
Anatomy of a Language Implementation System | p. 368 |
Is Your Child at Risk? | p. 369 |
Disability Harassment | p. 373 |
The Special Education Game | p. 378 |
Where to Find Information about a Psychological Test | p. 379 |
Sample Student Essays | p. 386 |
Distribution of Special Education Services | p. 388 |
Students with Disabilities in Regular Classes | p. 390 |
Teacher Shortages in Special Education | p. 391 |
Sequencing a Thought Cascade | p. 392 |
Flowchart for Transition Planning | p. 394 |
Resources | |
Parent information centers | p. 395 |
Medicine, psychiatry, and psychology | p. 397 |
Education | p. 399 |
Career and employment planning | p. 402 |
Legal | p. 403 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.