The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential.

Joan M. Harwell has more than thirty years' experience as a classroom teacher and special educator. Harwell is the best-selling author of numerous books in the special education field.

Rebecca Williams Jackson has more than twelve years of experience working with students with learning disabilities.? She works as an educational consultant and advocate for students with learning disabilities and their families.

Acknowledgments
About the Authors
About This Book
An Overview of the Field of Learning Disabilities
History of Learning Disabilities
Causal Factors
Incidence
Primary Characteristics of Learning Disabilities
Comorbid or Co-occurring Conditions
Attention Defi cit Hyperactivity Disorder
Conduct Disorder
Tourette Syndrome
Prognosis.Programs and Settings for the Learning Disabled
Facts About Learning Disabilities
List of Major Organizations for the Learning Disabled
Periodicals on Learning Disabilities
Research in the Field of Learning Disabilities
Overview of the Brain, Biology, and Behavior
Brain Injury
Structural Brain Differences
Biochemical Infl uences.Research on Memory
Research on Metacognition
Research on Phonological Processing Problems
Research on Maturation and Retention
Research on Communication Problems
Research on Self-Concept, Self-Esteem, and Self-Efficacy.Research on Teachers' Perceptions
Research on Social Competence and Social Skills Training
Understanding the Laws
Parental Rights
Parents as Advocates
Student Rights
Teacher Rights and Obligations
Behavioral Goals and Behavioral Improvement Plans
Student and Parental Rights Regarding Suspension or Expulsion
Early Childhood Education for At-Risk Students
Special Education Services from Birth Through Age Two
Special Education Services for Children Ages Three Through Five
Assessment of Young Children
The Components of an Effective Early Childhood Education Program
Maturation and "Readiness" for Kindergarten
The Student Study Team Process
The Case for Early Intervention
Recognizing the Need
Talking with Parents
Parent and Student Preparation for the Student Study Team (SST)
Predictable Parental Feelings and Reactions
Initiating a Request for a Student Study Meeting
The Student Study Team Process
The Roles of the SST Members
Digital Classroom Accommodations
Sensory Accommodations
Formal Assessment and Identification of the Student with Learning Disabilities
The Multidisciplinary Team Process
Roles of the Members of the Multidisciplinary Team
Guidelines for Assessment.Intellectual Assessment
Intelligence Quotient (IQ)
Visual Perception.Auditory Perception
Memory.Academic Assessment
Commonly Used Tests
Classroom and Playground Observations
Time-on-Task Assessment
Language Assessment
Health Assessment
Behavioral Assessment
Planning for the Student with Learning Disabilities
Eligibility Issues
The Discrepancy Model
Exclusionary Criteria.Assessment Scores and Their Implication for Learning
Eligible or Not Eligible? Developing the Individual Education Plan (IEP)
Choosing the Appropriate Educational Setting ("Least Restrictive Environment")
Determining the Number of Hours
Writing Appropriate, Measurable Objectives
The Purpose of Goals
Dissenting Opinions
Reviews of the IEP
The Annual Review
The Triennial Review
Special Reviews
Due Process
Classroom Management for Teachers
Creating an Attractive and Useful Classroom
Planning the First Week's Activities
Behavioral Management Considerations
Positive Reinforcement
Rules
Settling Students After a Recess
Projecting a Positive Feeling
Finding Better Ways to Talk to Students
Preventing Misbehavior
Keep the Environment Consistent and Structured
Help Students Succ
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