Teaching Children and Adolescents with Special Needs

by Olson, Judy L.; Platt, Jennifer C.

• ISBN13: 9780130385017
• ISBN10: 0130385018
• Edition: 4th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Pearson College Div

Summary

With collaboration so vital to today's educational arena, this thorough, well-organized, highly readable book concentrates on the general process of teaching-the basic ";how to do it";-to help prospective teachers of children with mild disabilities in grades K-12 learn to work effectively with students, other teachers, and families. Basing coverage on their extensive experience, the authors present practical, research-based teaching strategies that relate to everyday occurrences in schools; provide motivating, experience-based activities; and offer numerous detailed lesson plans. Their personal, conversational writing style makes even complex concepts accessible, while their extensive coverage gives readers a solid understanding of what works and what doesn't in both special education classrooms and inclusive settings. For future teachers of elementary school students with mild disabilities and learning problems.

Table of Contents

PART 1 FOUNDATIONS FOR INSTRUCTION
1 Students With Special Needs	2	(18)
Student Characteristics	4	(1)
Cultural Diversity	4	(1)
English-Language Learners	5	(1)
Effective Teaching Strategies	6	(4)
Reductionist Paradigm	7	(1)
Constructivist Paradigm	7	(1)
Sample Lessons Based on Paradigms	7	(1)
Combining Paradigms for Effective Instructional Practice	8	(2)
Continuum of Services	10	(1)
Inclusion	11	(4)
National Education and Standards-Based Reform	15	(2)
Professional Commitment	17	(1)
What We Believe	18	(2)
2 Beginning-of-the-Year Planning and Organization	20	(36)
Designing Individualized Education Programs and Plans	22	(7)
Components of the Individualized Education Program	22	(4)
Weekly and Daily Plans	26	(3)
Organizing and Managing the Learning Environment	29	(7)
Classroom Arrangement	30	(1)
Equipment and Storage Space	31	(1)
Instructional Materials and Files	31	(1)
Student Variables	31	(1)
Bulletin Boards	32	(1)
Grading and Record-Keeping Procedures	33	(3)
Coordinating Instructional and Management Decisions	36	(11)
Instructional Grouping Arrangements	36	(5)
Management Decisions	41	(6)
Scheduling for Instruction	47	(9)
General Scheduling Guidelines	47	(1)
Scheduling in Elementary Schools	47	(1)
Scheduling in Secondary Schools	48	(4)
Students Who Need More Time	52	(1)
Efficient Use of Time	53	(3)
3 Informal Assessment	56	(42)
Assessment Components of IDEA Amendments of 1997	58	(1)
Portfolio Assessment	59	(3)
Plan the Focus	60	(1)
Select the Content	60	(1)
Select Times for Adding Materials	60	(1)
Design Scoring Procedures	61	(1)
Teach Students to Self-Assess and Reflect	61	(1)
Arrange Periodic Conferences	61	(1)
Interviews	62	(1)
Checklists	63	(2)
Error Analysis	65	(3)
Reading	66	(1)
Spelling	67	(1)
Math	67	(1)
Procedures	67	(1)
Criterion-Referenced Tests	68	(2)
Steps	68	(1)
Sample Plan	69	(1)
Precision Teaching	70	(18)
Steps	71	(11)
Sample Plan	82	(6)
Curriculum-Based Measurement	88	(6)
Reading	88	(1)
Spelling	89	(1)
Math	89	(1)
Written Expression	89	(1)
Steps	90	(4)
Involving Students in Data Collection	94	(4)
4 The Instructional Cycle	98	(34)
Planning	100	(12)
Instructional Language	100	(1)
Instructional Time	101	(3)
Motivation	104	(3)
Subject Matter	107	(5)
Presentation	112	(12)
Opening	112	(2)
Body	114	(6)
Guided Practice	120	(2)
Closing	122	(1)
Feedback	123	(1)
Independent Practice	124	(1)
Evaluation	125	(2)
Specify the Criteria	125	(1)
Vary Ways to Evaluate	126	(1)
Teach Students to Self-Evaluate	126	(1)
Complete a Self-Evaluation	126	(1)
Lesson Plan	127	(5)
5 Instructional Materials	132	(25)
Selecting Instructional Materials	134	(4)
Factors Influencing the Selection of Instructional Materials	134	(2)
Materials Selection and the Stages of Learning	136	(2)
Analyzing Instructional Materials	138	(5)
Adapting Materials	143	(8)
Instructional Materials	143	(4)
Test Adaptations	147	(4)
Selecting, Analyzing, and Adapting Assessment Techniques and Materials to Meet the Needs of Culturally and Linguistically Diverse Groups	151	(2)
Developing Materials	153	(5)
Development of Specific Materials	154	(3)
PART 2 INSTRUCTIONAL TECHNIQUES	157	(128)
6 Strategy Instruction	158	(40)
Cognitive Strategies	160	(1)
Rationale	160	(1)
Strategic Teaching and Learning	160	(1)
Metacognition	161	(7)
Rationale	163	(1)
Description	163	(3)
Implementation	166	(2)
Cognitive Behavior Modification (CBM)	168	(6)
Rationale	169	(1)
Description	170	(1)
Implementation	171	(3)
Reciprocal Teaching (RT)	174	(5)
Rationale	174	(1)
Description	175	(2)
Implementation	177	(2)
Strategic Instruction Model (SIM)	179	(12)
Rationale	180	(1)
Description	181	(8)
Implementation	189	(2)
Self-Regulated Strategy Development (SRSD) Model	191	(7)
Rationale	191	(1)
Description	191	(1)
Implementation	192	(6)
7 Content Instruction	198	(24)
Direct Instruction	200	(3)
Rationale	200	(1)
Description	201	(1)
Use	202	(1)
Balanced Instruction	203	(2)
The Unit Approach	205	(10)
Rationale	206	(1)
Description	206	(5)
Planning	211	(4)
The Single-Text Approach	215	(7)
Before Instruction	216	(2)
During Instruction	218	(1)
After Instruction	219	(3)
8 Social Skills and Peer-Mediated Instruction	222	(30)
Social Skills	224	(6)
Identification of Social Skills	224	(2)
Social Skills Interventions	226	(4)
Peer Tutoring	230	(11)
Rationale	230	(1)
Description	231	(4)
Implementation	235	(6)
Cooperative Learning	241	(11)
Rationale	242	(1)
Description	242	(4)
Implementation	246	(6)
9 Study Skills Instruction	252	(33)
Rationale for Study Skills Instruction	254	(1)
Components of Study Skills Instruction	254	(1)
Acquisition of Information	255	(16)
Listening	255	(2)
Note Taking	257	(6)
Comprehension	263	(8)
Organization and Memorization of Information	271	(6)
Memory Strategies	271	(2)
Underlining and Highlighting	273	(1)
Study Guides	274	(3)
Expression of Information	277	(6)
Test Preparation and Test Taking	277	(4)
Report Writing and Presentation	281	(2)
Putting It AII Together	283	(2)
PART 3 FACTORS AFFECTING INSTRUCTION	285	(100)
10 Communication and Collaborative Consultation	286	(38)
Communication	288	(4)
Factors to Consider in Communication	288	(4)
Communication and Collaboration With Parents/Families	292	(6)
Barriers to Communication	292	(1)
Crisis Confrontation	293	(1)
Parent/Family-Teacher Conferences	294	(4)
Collaborative Consultation	298	(17)
Rationale and Need for Collaborative Consultation	299	(1)
Options for Implementing Collaborative Consultation	300	(11)
Barriers to and Ingredients of Effective Collaborative Consultation	311	(4)
Collaboration With Paraprofessionals	315	(7)
Definitions	316	(1)
Growth of Paraprofessionals	316	(1)
Planning Paraprofessional Programs	317	(2)
Implementing Paraprofessional Programs	319	(3)
Collaboration With Other Partners	322	(2)
11 Technology for Teaching and Learning	324	(32)
Colleen Klein and Dan Ezell
Technology Legislation	326	(1)
Technology as a Support for the Curriculum	326	(2)
Traditional Applications	326	(2)
Exploratory Applications	328	(1)
Tool Applications	328	(1)
Communication Applications	328	(1)
Technology as a Tool for Students	328	(7)
Organization	329	(1)
The Writing Process	330	(2)
Productivity Tools	332	(1)
Reference Material Tools	333	(1)
Cognitive Assistance Tools	333	(2)
Software Selection	335	(3)
Internet	338	(4)
General information	338	(1)
Instructional Use	338	(3)
Professional Development	341	(1)
Safeguards	341	(1)
Technology as a Tool for Teachers	342	(7)
Planning	342	(1)
IEP Generation	342	(1)
Record Keeping and Classroom Management	343	(2)
Presentation Tools	345	(2)
Preparation of Classroom Materials	347	(2)
Assistive Technology	349	(3)
Assistive Technology Devices	349	(1)
Assistive Technology Services	350	(1)
Modifications	350	(2)
Augmentative and Alternative Communication	352	(4)
12 Transition From School to Community Living	356	(29)
Sara C. Pankaskie
Best Practices in Transition	358	(1)
Preparing for Transition	358	(2)
Career Education	359	(1)
High-Stakes Testing	360	(1)
Planning for Transition	360	(6)
The Individuals With Disabilities Education Act and Transition	360	(1)
Other Laws Related to Transition	361	(1)
The Transition Individualized Educational Program (TIEP)	361	(5)
Linking for Transition	366	(6)
Family Linkages	367	(1)
Intraagency Linkages	367	(2)
Interagency Linkages	369	(3)
Teaching for Transition	372	(13)
Instruction	372	(1)
Related Services	373	(1)
Community Experiences	373	(1)
Postschool Adult Living	373	(4)
Social and Interpersonal Skills	377	(2)
Employment	379	(1)
Functional Vocational Assessment	380	(2)
Daily Living Skills	382	(3)
References	385	(33)
Name Index	418	(8)
Subject Index	426

Excerpts

This fourth edition is based on a personal philosophy that has evolved from the literature in special and general education and from our professional experiences. Research on teacher effectiveness in both special and general education provides many exemplary teaching practices that we include in this text. Our professional experiences include teaching both elementary and secondary students in general and special education settings, supervising interns, teaching and mentoring pre-service and in-service teachers, and participating as learners in our own professional development activities involving effective teaching practices. The basic philosophy that keeps us actively involved in the profession after more than 30 years is that, as teachers, we can "make a difference" in the lives of our students. When the pre-service and in-service teachers we work with express concern about not affecting the lives of each of their students to the degree they wish, we remind them of the following story of a young boy walking along the beach. To paraphrase: That morning the tide had brought in thousands of starfish and scattered them on the hot, dry, sandy beach. A young boy was walking along the beach, tossing starfish back into the cool, blue water. As he was doing this, a man approached him. The man looked at what the young boy was doing and said, "Why are you doing that? Don't you see it's impossible? Look at the thousands of starfish. You can't possibly make a difference." The young boy slowly looked up at the man, picked up another starfish, and threw it back into the water, saying, "It makes a difference to this one." We hope you continue to find ideas and suggestions in this fourth edition to make a difference in your students' lives. You have the power to make a difference, for you have chosen to teach. FEATURES OF THE TEXT We continue to use an informal, personal tone of writing. Additionally, we structure and organize the text to include recommendations of teacher effectiveness research, including the following effective teaching practices: Advance Organizers and Post Organizers.We begin each chapter with an advance organizer by providing an outline that highlights the key topics within the chapter. We close each chapter with discussion questions that challenge you to reflect on your professional practice and to think critically about the chapter content. Reviewing/Checking for Understanding/ Monitoring Progress.Throughout the chapters, we include several checkpoints so that you can monitor your progress as you read. These checkpoints take the form of "Important Points" sections found in the text of each chapter. Active Involvement.We provide opportunities for you to become actively involved by placing activities in each of the chapters. They are interspersed throughout each chapter to give you ample practice. Remember the Chinese proverb: "I hear and I forget, I see and I remember, I do and I understand." Visual Aids.We include tables, figures, diagrams, photographs, and illustrations throughout the text. We hope you use them to clarify concepts and to increase your interest. NOTEWORTHY CHANGES As a result of feedback from reviewers, colleagues, and our students, along with input from users of the third edition, we have made important changes in this edition. As our field is constantly evolving, we have updated information in all of the chapters, described new legislation and national education policies, and reorganized the chapters in the text to provide additional clarity We have included much new information such as Internet addresses; ample examples that apply to inclusive settings; new ideas for communication and collaboration among general and special education professionals, paraprofessionals, and families; ways to actively involve and include students; more examples of how students