Teaching Students with Mild and Moderate Disabilities : Research-Based Practices

by Cohen, Libby G.; Spenciner, Loraine J.

• ISBN13: 9780130881083
• ISBN10: 0130881082
• Edition: 1st
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Prentice Hall

Summary

Encouraging high standards and expectations for all students, Teaching Students with Mild and Moderate Disabilities: Research-Based Practices goes beyond other methods texts by personally connecting education professionals with the knowledge, tools, and practical strategies to be effective in today's diverse classrooms. Reflecting the latest laws, legislation, and standards, this text includes all the core concepts and best practices for teaching and learning both functional and academic skills for students with learning and behavioral problems. Features of the Text: bull; bull;Each chapter includes "Considering Diversity" features with specific advice, guidelines, and practices when working with students who are culturally and linguistically diverse. bull;Specific content-area chapters based on national performance standards provide specific and balanced strategies that promote learning for students in elementary through secondary schools. bull;"Using Technology" features focus on a variety of low-tech and high-tech materials, assistive technology devices, and software that can be used when teaching students with mild and moderate disabilities. bull;Numerous content-rich examples of traditional and contemporary approaches to teaching show educators how to teach in inclusive to self-contained classrooms. The "Research to Practice" boxes further highlight current research and how curriculum and instruction can be used in the various environments. bull;Offering a consistent format, this text links assessment, planning, organization, implementation, and evaluation through effective collaboration and working with families and other professionals. bull;Located at http://www.prenhall.com/cohen , the user-friendly Companion Website provides online resources for professors as well as students and is truly integrated throughout Teaching Students with Mild and Moderate Disabilities: Research-Based Practices.

Table of Contents

Part I Foundations for Teaching
Preparing to Teach Students with Mild and Moderate Disabilities	2	(32)
Preparing to Teach	4	(1)
Federal Legislation and the Education of Students with Disabilities	5	(12)
The Individuals with Disabilities Education Act
Rehabilitation Act Amendments of 1998
Americans with Disabilities Act of 1990
Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1998
No Child Left Behind Act of 2001
Charter Schools and Special Education	17	(1)
Students with Disabilities and High Academic Standards	17	(1)
Planning the Individualized Education Program	18	(8)
Questions the Team Considers
Linking Assessment with Instruction
Individualizing the Individualized Education Program
Environments Where Special Education Teachers Work	26	(6)
Consulting in the General Education Classroom
Coteaching in the General Education Classroom
Providing Instruction in the Resource Room
Traveling and Itinerant Teaching
Teaching in the Special Education Classroom
Working in a Day or Residential Treatment Program
Providing Home Instruction
Working in a Hospital-Based Program
Summary	32	(1)
Extending Learning	32	(1)
References	33	(1)
Knowing Students with Mild and Moderate Disabilities Learning Disabilities, Attention Deficit Hyperactivity Disorders, and Other Health Impairments	34	(34)
Individual Characteristics	35	(2)
When Students Experience Difficulties: The Prereferral Process	37	(2)
The Special Education Process	39	(3)
Referral
Determining Eligibility
Program Planning
Monitoring Progress
Evaluating Progress
Students with Learning Disabilities	42	(11)
Causes of Learning Disabilities
Characteristics of Students with Learning Disabilities
Students with Attention Deficit Hyperactivity Disorder	53	(5)
Causes of Attention Deficit Hyperactivity Disorder
Characteristics of Students with Attention Deficit Hyperactivity Disorder
Students with Other Health Impairment	58	(5)
Causes of Other Health Impairments
Characteristics of Students with Other Health Impairments
Students with Mild Disabilities	63	(1)
Summary	64	(1)
Extending Learning	64	(1)
References	65	(3)
Knowing Students with Mild and Moderate Disabilities Emotional Disturbance, Mental Retardation, and Autism Spectrum Disorders	68	(30)
Students with Moderate Disabilities	69	(1)
Students with Emotional Disturbance	70	(8)
Causes of Emotional Disturbance
Characteristics of Students with Emotional Disturbance
Students with Mild and Moderate Mental Retardation	78	(8)
Causes of Mental Retardation
Characteristics of Students with Mental Retardation
Students with Autism Spectrum Disorders	86	(7)
Causes of Autism
Characteristics of Students with Autism
Characteristics of Students with Asperger's Syndrome
Summary	93	(1)
Extending Learning	93	(1)
References	94	(4)
Part II How Teachers Teach
Assessing Students with Mild and Moderate Disabilities	98	(42)
Contemporary Views of Learning	100	(1)
Professional Standards in Educational Assessment	100	(1)
Linking Assessment with Instruction
Federal Mandates: Assessment and Students with Disabilities	101	(10)
Referrals and Initial Evaluations
Determining the Present Level of Performance
Using Assessment Information in the Individualized Education Program
District and Statewide Assessments
Preparing for District and Statewide Assessments
Linking Assessment with Instruction
Selecting Appropriate Assessment Approaches	111	(24)
Curriculum-Based Assessment
Probes
Error Analysis
Teacher-Constructed Quizzes and Exams
Student Self-Reports
Performance-Based Assessment
Portfolio Assessment
Summary	135	(1)
Extending Learning	136	(1)
References	136	(4)
Planning and Organizing Instruction for Students with Mild and Moderate Disabilities	140	(50)
Classroom Environments	142	(7)
Physical Environment
Social Environment
Learning Environment
Content Standards and Performance Indicators	149	(5)
The Special Education Process	154	(9)
Planning the Individualized Education Program
Identifying Performance Levels
Writing Annual Goals
Writing Short-Term Objectives
Planning Instruction	163	(22)
Linking Assessment with Instruction
Planning Units
Planning Lessons and Instructional Activities
Planning for Accommodations and Modifications
Planning for Integrating Assistive Technology
Planning Student Groupings
Organizing Instruction	185	(1)
Professional Standards for Teachers	185	(2)
Summary	187	(1)
Extending Learning	188	(1)
References	188	(2)
Methods for Teaching Students with Mild and Moderate Disabilities	190	(30)
Theories of Learning	191	(6)
Cognitive Theories
Behavioral Theory
Social Cognitive Theory
Research-Based Teaching Methods	197	(12)
Cognitive Apprenticeship
Direct Instruction
Inquiry-Based Learning
High-Performing Schools	209	(4)
Elementary Schools
High Schools
Summary	213	(1)
Extending Learning	214	(1)
References	214	(6)
Selecting Instructional Strategies	220	(24)
Strategies That Support the Construction of Meaning	222	(6)
Preteaching
Coaching
Cueing
Modeling
Monitoring
Scaffolding
Sequencing
Shaping
Reciprocal Learning
Guided Practice
Teaching Problem Solving	228	(1)
Strategies in Acquiring, Understanding, and Interpreting Information	229	(1)
Supporting All Learners	230	(9)
Cooperative Learning
Peer Tutoring and Peer Teaching
Explicit or Conspicuous Instruction
Universal Design
Improving Learning Outcomes	239	(2)
Assistive Technology
Electronic Texts
Summary	241	(1)
Extending Learning	241	(1)
References	242	(2)
Developing and Enhancing Social Skills	244	(32)
Planning Social Skills Instruction	245	(12)
Linking Assessment with Instruction
Selecting Social Skills to Teach
Preparing Lessons and Activities	257	(4)
Social Skills Instructional Framework
Research-Based Intervention Programs	261	(5)
Elementary School
Middle School
High School
Creating Safe Classrooms	266	(5)
Understanding Bullying Behaviors and Developing Social Skills
Summary	271	(1)
Extending Learning	271	(1)
References	272	(4)
Promoting Positive Behavior	276	(40)
Students with Problem Behaviors	277	(1)
Setting Events and Student Behavior	278	(1)
Selected Contemporary Theories That Shape Practice	279	(2)
Cognitive Evaluation Theory
Social Cognitive Theory
Behavioral Theory
Expanding Positive Learning Opportunities	281	(14)
IDEA and Students with Emotional Disturbance
Functional Behavioral Assessment
Behavioral Intervention Plans
Classroom Instruction	295	(10)
Structuring Positive Classroom Environments
Teaching Conflict Resolution
Addressing Student Motivation
Providing Clear Expectations and Teaching Compliance
Using Instructional Strategies for Active Responding
Strengthening School and Community Capacity	305	(5)
Schoolwide Behavior Support Systems
Working with Professionals in Community Agencies
Tapping Community Mentors
Collaborating with Families
Summary	310	(1)
Extending Learning	311	(1)
References	311	(5)
Partnering with Educators, Professionals, Paraprofessionals, and Families	316	(34)
Models for Working with Others	317	(1)
Knowledge, Skills, and Strategies	318	(7)
Confidentiality
Gaining Trust
Collaborating
Problem Solving
Resolving Conflicts
Evaluating Personal Skills
Working with Educators and Other Professionals	325	(5)
Collaborative Teaming
Consulting
Working with Paraprofessionals	330	(4)
Planning and Scheduling
Instructional Support
Working with Parents	334	(4)
Developing Communication Skills
Conducting Parent Conferences
Working with Community Partners	338	(6)
Summary	344	(1)
Extending Learning	344	(1)
References	345	(5)
Part III Curriculum Areas
Literacy	350	(44)
Reading Disabilities	352	(6)
Linking Assessment with Instruction
Probes
Cloze Procedure
Think-Alouds
Retelling
Informal Reading Inventories
Standardized Tests
Observing Students in Various Environments
Instructional Strategies	358	(13)
Letter-Sound Association
Sight Vocabulary
Cucing
Building Comprehension	371	(8)
Reading Aloud to Students
Guided Reading
Guided Questioning
Repeated Reading
Duct Reading
Echo Reading
Shared Reading
Scaffolding
Direct Instruction
Functional Reading
Selecting Reading Materials	379	(5)
Predictable/Pattern Texts
Basal Readers
Series Books
Children's Literature
Big Books
High-Interest
Limited-Vocabulary Books
Specialized Approaches	384	(4)
Success for All/Roots and Wings
Reading Recovery
Fernald Method
Orton-Gillingham Method
Wilson Reading System
Strategies for Involving Families in Children's Reading	388	(1)
Summary	389	(1)
Extending Learning	390	(1)
References	390	(4)
Written and Spoken Communication	394	(32)
Written Communication	395	(2)
Classroom Climate	397	(1)
Writing Across the Curriculum	397	(10)
Linking Assessment with Instruction
Standardized Tests of Written Language
Using Rubrics to Evaluate Writing
Self-Assessment
Error Analysis
Peer Assessment
Instructional Strategies	407	(1)
Fill in the Blanks
Writing Prompt
Structured Guides
Instructional Strategies That Sustain Writing	408	(4)
Modeling Writing
Writing Aloud
Sustained Silent Writing
Planning and Practicing Writing
Revising and Editing
Providing Resources	412	(2)
Word and Idea Banks
Picture and Multimedia Files
Teaching Spelling	414	(4)
Reflections
Word Study
Teaching Selected Spelling Rules
Word Banks and Personal Dictionaries
Using Spelling Strategies
Spoken Language and Other Forms of Communication	418	(4)
Interventions
Considerations for Students from Diverse Language Backgrounds
Augmentative and Alternative Communication
Summary	422	(1)
Extending Learning	422	(1)
References	423	(3)
Mathematics	426	(26)
Learning Difficulties in Mathematics	428	(4)
Linking Assessment with Instruction
Error Analysis
Performance-Based Assessment
Observing the Student Within the Environment
Standardized Tests
Instructional Strategies	432	(13)
Numbers and Operations
Algebra
Geometry
Measurement
Data Analysis and Probability
Problem Solving
Reasoning and Proof
Connections
Communications
Representation
Functional Mathematics	445	(4)
Summary	449	(1)
Extending Learning	449	(1)
References	449	(3)
Science and Social Studies	452	(34)
Science	453	(3)
Linking Assessment with Instruction
Instructional Strategies	456	(6)
Teaching and Learning Framework
Inquiry-Based Instruction
Questioning
Reciprocal Teaching
Think-Alouds
Using Scaffolding to Support Problem Solving
Accommodations for Specific Disabilities	462	(4)
Students Who Have Learning Disabilities
Students Who Have Mobility Disabilities
Students Who Have Health Impairments
All Students
National Science Foundation
Universal Design	466	(3)
Social Studies	469	(3)
Linking Assessment with Instruction
Reading Strategies
Writing Strategies
Instructional Strategies	472	(1)
Learning Routines	473	(1)
Maps, Models, and Globes	474	(2)
Adapting Materials	476	(1)
Problem-Based Learning	477	(2)
Roots and Wings	479	(2)
Summary	481	(1)
Extending Learning: Science	482	(1)
Extending Learning: Social Studies	482	(1)
References	482	(4)
Part IV Promoting Independence
Learning and Study Skills	486	(36)
Linking Assessment with Instruction
Supporting Students' Learning and Study Skills	489	(4)
Organizational Skills
Taking Notes	493	(4)
Streamlining Note Taking
Outlining
Listing
Marking the Text
Gleaning Strategy
Skills That Support Students' Reading Comprehension	497	(4)
Preview-Read-Recall
SQ3R Strategy
PQ4R Strategy
SNIPS Strategy
REAP Strategy
Multipass Strategy
Test-Taking Strategies	501	(4)
Strategies Before the Test
Strategies During the Test
Strategies After the Test
Strategies for Specific Types of Tests
Instructional Strategies for Deepening Understanding and Enhancing Memory	505	(11)
Graphic Organizers
K-W-L
Hierarchies
Sequences
Matrices
Diagrams
Think-Alouds
Homework	516	(2)
Teachers' Reflections on Their Assignments
Communication with Parents
Summary	518	(1)
Extending Learning	519	(1)
References	519	(3)
Transition	522	(29)
Federal Legislation	525	(11)
Linking Assessment with Instruction
Assessment and Self-Determination
Types of Transition Activities	536	(1)
Four to 5 Years Before Leaving School
Two to 3 Years Before Leaving School
At Least 1 Year Before Leaving School
Further Education and Training
Transition Services	537	(2)
Level and Intensity of Support
Transition Team
Self-Determination, Self-Advocacy, and Person-Centered Planning	539	(5)
Student Choice and Self-Determination
Self-Advocacy
Person-Centered Planning
Career Development	544	(2)
Career Education Curriculum
Summary	546	(1)
Extending Learning	547	(1)
References	547	(4)
Glossary	551	(12)
Name Index	563	(6)
Subject Index	569

Excerpts

Interactive in format and personal in manner, this book provides research-based practices and strategies for teaching children and youth with mild to moderate disabilities, including those students with learning and behavior problems, in kindergarten through grade 12. This lively text conveys enthusiasm about the practice of teaching and learning. The book emphasizes consistent assessing, planning, organizing, implementing, and evaluating instruction based on knowledge of the learner, the intended student outcomes, and the curriculum. Designed for future teachers and experienced educators or other professionals, this text may be used in undergraduate and graduate courses in methods and curriculum for teaching students with mild to moderate disabilities and students with learning and behavior problems. FEATURESThis book features comprehensive coverage of traditional and contemporary approaches. The text: Encourages high expectations for students with disabilities Emphasizes the research base for teaching methods and strategies Links assessment with instruction directly Integrates diversity as a theme throughout the book Addresses the integration of technology and assistive technology into curricula and instruction Includes a wealth of teaching strategies and skills Highlights important topics--social skills, positive behaviors, reading, written communication, mathematics, science, social studies, study and learning skills, and transition skills FocusThis text conveys research-based teaching methods, strategies, and assessment approaches that facilitate the learning and behavior of students with mild to moderate disabilities. It describes how to consider students' prior knowledge and experiences, needs, capabilities, interests, and intended outcomes when planning, implementing, and evaluating instruction. Separate chapters focusing on teaching reading, written communication, mathematics, science and social studies, and transition emphasize this philosophy. Several strands appear in each chapter. The first strand focuses on linking research to practice. The research base for instructional strategies is described and connected to teaching practices. The second strand emphasizes diversity. Understanding diversity perspectives is fundamental to teaching. The text describes how educators can ensure equity and fairness in the instruction and assessment of learners. The third strand, using technology, stresses integrating technology into teaching and learning. The text addresses a range of low-tech to high-tech materials, assistive technology devices, and software that can be used when teaching students with disabilities. This strand addresses the concept of universal desi8n, which makes teaching and learning accessible to all students. Finally, there is a strand on linking instruction with assessment. This strand is unique because assessment strategies that can be used to assess both state and national learning standards are described.The book begins with Part I, "Foundations for Teaching," which provides foundational concepts in designing instruction. Separate chapters in this part discuss preparing to teach children and youth and characteristics of students. Part II, "How Teachers Teach," focuses on generic teaching considerations and on developing and enhancing social skills and promoting positive behaviors. Separate chapters in this part discuss linking instruction with assessment, planning and organizing instruction, methods of teaching, selecting instructional strategies, social skills, positive behaviors, and developing partnerships with educators, families, and paraprofessionals. Part III, "Curriculum Areas," provides separate chapters for teaching in content areas and includes suggestions for curriculum integration. Part IV, "Promoting Independence," is designed to provide students with information regarding the te