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9780130999498

Teaching Children and Adolescents With Special Needs

by ;
  • ISBN13:

    9780130999498

  • ISBN10:

    0130999490

  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2000-01-01
  • Publisher: Prentice Hall
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List Price: $70.00

Summary

For courses on how to teach students with mild disabilities. The updated edition of this text is structured and organized to include recommendations for teacher effectiveness to fully prepare special education students for their role in the 21st century. The text uses a personal tone and interactive approach to present practical, research-based teaching strategies that relate to everyday occurrences in the schools, and describes motivating, experience-based activities, along with detailed lesson plans throughout the text.

Table of Contents

Part 1 Foundations for Instruction 1(166)
Students with Special Needs
2(18)
Student Characteristics
4(1)
Cultural Diversity
4(3)
Competition
5(1)
Individual Autonomy and Independence
5(1)
Timeliness
5(1)
Achievement Orientation
6(1)
Future Orientation
6(1)
Informal Classroom Atmosphere
6(1)
Individual Differences
6(1)
Effective Teaching Strategies
7(4)
Reductionist Paradigm
8(1)
Constructivist Paradigm
8(1)
Sample Lessons Based on Paradigms
8(1)
Combining Paradigms for Effective Instructional Practice
9(2)
Continuum of Services
11(3)
National Education Reform
14(1)
The Regular Education Initiative
15(1)
Inclusion
15(3)
Professional Commitment
18(1)
What We Believe
18(2)
Beginning-of-the-Year Planning
20(38)
Setting Up the Classroom
22(6)
Physical Arrangement
22(1)
Equipment and Storage Space
23(1)
Instructional Materials and Files
24(1)
Student Variables
24(1)
Bulletin Boards
25(1)
Grading and Record-keeping Procedures
26(2)
Instructional and Management Decisions
28(11)
Instructional Grouping Arrangements
29(4)
Management Decisions
33(6)
Planning
39(7)
Individualized Education Program
39(4)
Weekly and Daily Plans
43(3)
Scheduling
46(8)
General Scheduling Guidelines
46(1)
Scheduling in Elementary Schools
47(1)
Scheduling in Secondary Schools
48(4)
Students Who Need More Time
52(1)
Efficient Use of Time
52(2)
First-Week Bag of Tricks
54(4)
Getting-to-Know-You Activities
54(2)
Orientation Activities
56(2)
Informal Assessment
58(42)
Criterion-Referenced Tests
60(2)
Steps
60(1)
Sample Plan
61(1)
Precision Teaching
62(20)
Steps
63(15)
Sample Plan
78(4)
Curriculum-Based Measurement
82(7)
Reading
83(1)
Spelling
84(1)
Math
84(1)
Written Expression
85(1)
Steps
85(4)
Error Analysis
89(2)
Reading
89(1)
Spelling
90(1)
Math
90(1)
Procedures
91(1)
Portfolio Assessment
91(4)
Plan the Focus
92(1)
Select the Content
92(1)
Select Times for Adding Materials
93(1)
Design Scoring Procedures
93(1)
Teach Students to Self-Assess and Reflect
93(1)
Arrange Periodic Conferences
94(1)
Interviews
95(1)
Checklists
95(2)
Involving Students in Data Collection
97(3)
Instructional Materials
100(30)
Selecting Instructional Materials
101(4)
Factors Influencing the Selection of Instructional Materials
102(1)
Materials Selection and the Stages of Learning
103(2)
Analyzing Instructional Materials
105(5)
Adapting Materials
110(6)
Printed Products
110(4)
Software Programs
114(2)
Selecting, Analyzing, and Adapting Materials for Students for Culturally and Linguistically Diverse Populations
116(1)
Developing Materials
117(13)
Development of Specific Materials
118(4)
Development of Multilevel Learning Centers
122(8)
Collaborative Consultation and Communication
130(37)
Collaborative Consultation
132(17)
Rationale and Need for Collaborative Consultation
132(2)
Options for Implementing Collaborative Consultation
134(11)
Barriers to and Ingredients of Effective Collaborative Consultation
145(4)
Collaboration with Paraprofessionals
149(6)
Planning Paraprofessional Programs
150(2)
Implementing Paraprofessional Programs
152(3)
Collaboration with Parents/Families
155(10)
Communicating with Parents/Families
156(5)
Parent-Teacher Conferences
161(4)
Collaboration with Other Partners
165(2)
Part 2 Instructional Techniques 167(154)
The Instructional Cycle
168(30)
Planning
170(11)
Instructional Language
170(1)
Instructional Time
171(1)
Motivation
172(5)
Subject Matter
177(4)
Presentation
181(11)
Opening
181(2)
Body
183(4)
Guided Practice
187(3)
Feedback
190(1)
Closing
191(1)
Independent Practice
192(1)
Evaluation
192(2)
Specify the Criteria
193(1)
Vary Ways to Evaluate
193(1)
Teach Students to Self-Evaluate
193(1)
Complete Self-Evaluation
194(1)
Lesson Plan
194(4)
Content Instruction
198(27)
Direct Instruction
200(8)
Rationale
200(1)
Description
201(3)
Use
204(1)
Lesson Plan
205(3)
Balanced Instruction (Combination Approach)
208(3)
The Unit Approach
211(9)
Rationale
211(1)
Description
211(9)
The Single-Text Approach
220(5)
Strategy Instruction
225(37)
Cognitive Strategies
227(1)
Rationale
227(1)
Strategic Teaching and Learning
227(1)
Metacognition
228(7)
Rationale
229(4)
Description
233(1)
Implementation
234(1)
Cognitive Behavior Modification
235(6)
Rationale
236(1)
Description
237(1)
Implementation
238(3)
Reciprocal Teaching
241(5)
Rationale
241(1)
Description
242(2)
Implementation
244(2)
Strategic Instruction Model (SIM)
246(10)
Rationale
247(1)
Description
247(7)
Implementation
254(2)
Self-Regulated Strategy Development (SRSD) Model
256(6)
Rationale
256(1)
Description
256(1)
Implementation
257(5)
Study Skills Instruction
262(33)
Rationale for Study Skills Instruction
264(1)
Components of Study Skills Instruction
264(1)
Acquisition of Information
265(17)
Listening
265(3)
Note Taking
268(6)
Comprehension
274(8)
Organization and Memorization of Information
282(6)
Memory Strategies
282(2)
Underlining and Highlighting
284(1)
Study Guides
285(3)
Expression of Information
288(7)
Test Preparation and Test Taking
288(4)
Report Writing and Presentation
292(3)
Social Skills and Peer-Mediated Instructional Strategies
295(26)
Social Skills
297(5)
Identification of Social Skills
295(3)
Social Skills Interventions
298(4)
Peer Tutoring
302(9)
Rationale
302(1)
Description
302(3)
Implementation
305(6)
Cooperative Learning
311(10)
Rationale
312(1)
Description
312(3)
Implementation
315(6)
Part 3 Factors Affecting Instruction 321(51)
Technology for Teaching and Learning
322(25)
Technology as a Support for the Curriculum
324(2)
Traditional Applications
324(1)
Exploratory Applications
325(1)
Tool Applications
325(1)
Communication Applicaedback
325(1)
Technlogy as a Tool for Students
326(5)
Organization
326(1)
The Writing Process
326(3)
Productivity Tools
329(1)
Reference Material Tools
329(1)
Cognitive Assistance Tools
330(1)
Software Selection
331(3)
Internet
334(2)
General Information
334(1)
Lesson Presentations
334(2)
Professional Development
336(1)
Safeguards
336(1)
Technology as a Tool for Teachers
336(5)
Planning
337(1)
IEP Generation
337(1)
Record Keeping and Classroom Management
337(1)
Presentation Tools
338(1)
Preparation of Classroom Materials
338(2)
Authoring
340(1)
Assistive Technology
341(3)
Assistive Technology Devices
342(1)
Assistive Technology Services
342(1)
Modifications
342(2)
Augmentative and Alternative Communication
344(1)
Emerging Technologies
345(2)
Artificial Intelligence
345(1)
Virtual Reality
345(2)
Transition from School to Community Living
347(25)
Best Practices in Transition
349(1)
Preparing for Transition
349(2)
Activities
349(1)
Career Education
350(1)
Planning for Transition
351(4)
The Individuals with Disabilities Education Act and Transition
351(1)
Other Laws Related to Transition
351(1)
The Transition Individualized Education Program (TIEP)
352(3)
Linking for Transition
355(5)
Family Linkages
355(1)
Intraagency Linkages
356(2)
Interagency Linkages
358(2)
Teaching for Transition
360(12)
Instruction
361(1)
Related Services
361(1)
Community Experiences
362(1)
Post-School Adult Living
362(5)
Employment
367(1)
Functional Vocational Assessment
368(2)
Daily Living Skills
370(2)
References 372(34)
Author Index 406(9)
Subject Index 415

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