Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom

by Vaughn, Sharon R.; Bos, Candace S.; Schumm, Jeanne Shay S.

• ISBN13: 9780205407736
• ISBN10: 0205407730
• Edition: 4th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

Based on the belief that even small accommodations make a difference in the success of students with disabilities, this text provides classroom teachers with the knowledge, tools, and practical strategies that will empower them to spark learning in every student. From students with disabilities, culturally diverse students, and students with limited English proficiency to economically disadvantaged students Vaughn/Bos/Schumm provides teachers with the tools they need in their diverse classrooms. Revised to reflect recent changes in the law (IDEA 2004 & No Child Left Behind) and current terminology, the strength of the book continues to be its numerous learning activities and sample lessons addressing both elementary and secondary classrooms. This edition continues its very popular multi- chapter unit on curriculum adaptations with specific strategies and activities for teaching reading, writing, mathematics, content areas, and study skills, which has been further strengthened by a new capstone chapter on teaching self-advocacy, study skills and strategies. The strong emphasis on professional planning and collaboration make it an excellent resource for all teachers. The newest edition features a new chapter on Autism; a new chapter on Developing Independence in Learning; an all new "Tech Tips" features that has received rave reviews; a revised chapter "Managing Student Behavior" that emphasizes school-wide behavior management and positive behavioral support; an expanded chapter on "Collaborating and Coordinating with Other Professionals and Family Members" with increased coverage of co-teaching; a revised chapter on "Planning and Grouping Strategies for Special Learners" that reflects an increased emphasis on grouping; and expanded coverage of secondary education via chapter-opening interviews, new photos, and new examples throughout the text.

Table of Contents

Features at a Glance	xix
Preface	xxiii
Special Education and Inclusive Schooling	1	(33)
Chapter Outline	1	(1)
Focus Questions	1	(1)
Interview: Tiffany Royal	1	(1)
Introduction	2	(1)
Early Foundations of Special Education	2	(2)
Recent Influences	3	(1)
Idea and the Vocational Rehabilitation Act	4	(12)
The Concept of Least Restrictive Environment	6	(1)
Part-Time Placement in Special Education	7	(1)
Full-Time Placement in Special Education	8	(1)
Special School or Residential Settings	8	(1)
Homebound Instruction	8	(1)
The Individualized Education Program (Iep)	9	(1)
Participants in Iep Meetings	9	(5)
Determining Appropriate Accommodations and Modifications for the Student	14	(1)
Student Involvement	15	(1)
The Iep Process	16	(1)
Responsibilities of Classroom Teachers	16	(11)
Participating in the Referral and Planning Process	17	(2)
The Prereferral Assistance Team	19	(1)
Response to Instruction	19	(1)
Consultation Models	20	(1)
The Teacher Assistance Team	20	(2)
Adapting Instruction	22	(1)
No Child Left Behind Act	22	(2)
Expanding the Impact of Idea	24	(1)
Early Intervention and Transition from Early Childhood to School	24	(1)
Transition from School to Work and Other Postschool Activities	25	(2)
Inclusion	27	(4)
Summary	31	(1)
Key Terms and Concepts	31	(1)
Think and Apply	31	(1)
Read More about It	32	(1)
Websites	33	(1)
Collaborating and Coordinating with Other Professionals and Family	34	(30)
Chapter Outline	35	(1)
Focus Questions	35	(1)
Interview: Angela and Todd Hammond	35	(1)
Introduction	36	(1)
Role of Collaboration in Meeting Students' Needs	36	(2)
Cooperative Teaching	36	(1)
Family Collaboration	37	(1)
Working with Other Professionals	38	(11)
Consultation	39	(2)
Collaboration	41	(1)
Resources Needed for Collaboration	42	(1)
Co-teaching	42	(1)
Co-planning	42	(1)
Co-teaching	43	(2)
Grading	45	(2)
Collaboration Issues and Dilemmas	47	(1)
Concerns about Cooperative Teaching	48	(1)
Student Ownership	48	(1)
Individual versus Class Focus	49	(1)
Content versus Accommodation	49	(1)
Real World versus Student's World	49	(1)
Critical Communication Skills	49	(3)
Acceptance	50	(1)
Listening	50	(1)
Questioning	50	(1)
Staying Focused	51	(1)
Working with Parents	52	(8)
Family Adjustment	52	(1)
Homework	53	(1)
Establishing a Homework Policy	54	(2)
Planned and Unplanned Parent Conferences	56	(2)
Forms of School-to-Home Communication	58	(2)
Summary	60	(1)
Key Terms and Concepts	61	(1)
Think and Apply	61	(1)
Read More about It	62	(1)
Websites	62	(2)
Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder	64	(30)
Chapter Outline	65	(1)
Focus Questions	65	(1)
Interview: Tammy Gregory	65	(1)
Introduction	66	(1)
Learning Disabilities	66	(14)
Definitions and Types of Learning Disabilities	67	(2)
Characteristics of Students with Learning Disabilities	69	(2)
Prevalence of Learning Disabilities	71	(1)
Identification and Assessment of Students with Learning Disabilities	72	(1)
Instructional Techniques and Accommodations for Students with Learning Disabilities	72	(2)
Providing a Framework for Learning	74	(1)
Modeling Processes and Strategies Using Thinking Aloud and Instructional Conversations	74	(2)
Teaching Self-Regulation and Self-Monitoring	76	(1)
Providing Opportunities for Extended Practice and Application	76	(1)
Using Learning Tools and Aids	77	(1)
Adjusting Workload and Time	77	(1)
Presenting Information and Demonstrating Learning in Multipl Ways	78	(1)
Teaching Students to Use Memory Strategies	79	(1)
Attention Deficit Hyperactivity Disorder	80	(11)
Definitions and Types of Attention Deficit Hyperactivity Disorder	81	(1)
Characteristics of Students with Attention Deficit Hyperactivity Disorder	82	(2)
Prevalence of Attention Deficit Hyperactivity Disorder	84	(1)
Identification and Assessment of Students with Attention Deficit Hyperactivity Disorder	84	(1)
Instructional Guidelines and Accommodations for Students with Attention Deficit Hyperactivity Disorder	85	(1)
Educational Interventions	86	(3)
Medication as One Aspect of Treatment for Adhd	89	(2)
Summary	91	(1)
Key Terms and Concepts	91	(1)
Think and Apply	91	(1)
Read More about It	92	(1)
Websites	93	(1)
Teaching Students with Communication Disorders	94	(26)
Chapter Outline	95	(1)
Focus Questions	95	(1)
Interview: Lorri Johnson	95	(1)
Introduction	96	(1)
Communication Disorders	96	(10)
Speech Disorders	97	(1)
Articulation Disorders	97	(1)
Fluency Disorders	98	(1)
Voice Disorders	99	(1)
School-Age Language Disorders	99	(1)
Language Content	99	(1)
Vocabulary	99	(1)
Word Categories and Word Relationships	100	(1)
Multiple Meanings	100	(1)
Figurative Language	101	(1)
Language Form	101	(1)
Phonology	101	(1)
Morphology	102	(1)
Syntax	103	(1)
Language Use	104	(1)
Metalinguistics	105	(1)
Prevalence of Communication Disorders	106	(1)
Identification and Assessment of Students with Communication Disorders	107	(2)
Working with the Speech and Language Pathologist	108	(1)
Instructional Guidelines and Accommodations for Students with Communication Disorders	109	(7)
Facilitating Speech Development	109	(1)
Facilitating Language Development	110	(1)
Teaching Language in Purposive Contexts	110	(1)
Teaching Comprehension and Production	110	(1)
Presenting New Concepts	111	(1)
Demonstrating Connections between Concepts	111	(2)
Using Conversation	113	(1)
Using Wait Time	113	(1)
Adjusting the Pace	114	(1)
Using Self-Talk and Parallel Talk	114	(1)
Using Modeling	114	(1)
Promoting Language through Expansion and Elaboration	115	(1)
Using Language as an Intrinsic Motivator	115	(1)
Spotlight on Cultural and Linguistic Diversity	115	(1)
Working with Parents to Extend Language Concepts	116	(1)
Summary	117	(1)
Key Terms and Concepts	117	(1)
Think and Apply	117	(1)
Read More about It	118	(1)
Websites	119	(1)
Teaching Students with Emotional and Behavioral Disorders	120	(22)
Chapter Outline	121	(1)
Focus Questions	121	(1)
Interview: Juline Truesdell	121	(1)
Introduction	122	(1)
Definitions of Emotional and Behavioral Disorders	122	(1)
Prevalence of Students with Emotional or Behavioral Disorders	123	(1)
Types and Characteristics of Emotional or Behavioral Disorders	124	(4)
Conduct Disorders and Aggression	126	(1)
Hyperactivity	126	(1)
Socialized Aggression	126	(1)
Immaturity	127	(1)
Depression	127	(1)
Anxiety-Withdrawal	128	(1)
Causes of Emotional and Behavioral Disorders	128	(1)
Identification and Assessment of Students with Emotional and Behavioral Disorders	129	(1)
Teaching Guidelines and Accommodations for Students with Emotional or Behavioral Disorders	130	(10)
Maintaining an Organized Physical Environment	131	(1)
Establishing Positive Relationships	131	(1)
Changing Behavior	132	(2)
Resolving Conflicts and Promoting Self-Control	134	(2)
School-Based Wraparound	136	(1)
Using the Life-Space Crisis Intervention	136	(1)
Adapting Instruction	137	(1)
Providing Instruction That Allows All Students to Succeed	137	(1)
Providing Opportunities for Students to Learn Academically and Socially	137	(1)
Using a Variety of Commercial and Individually Created Materials	138	(1)
Teaching Self-Monitoring Skills to Increase Engagement and Academic Performance	138	(2)
Summary	140	(1)
Key Terms and Concepts	140	(1)
Think and Apply	140	(1)
Read More about It	141	(1)
Websites	141	(1)
Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders	142	(18)
Mark F. O'Reilly
Jeff Sigafoos
Giulio Laneioni
Chapter Outline	143	(1)
Focus Questions	143	(1)
Interview: Michael Bernard	143	(1)
Introduction	144	(1)
Definitions of Autism Spectrum Disorders and Pervasive Developmental Disorders	144	(3)
Autism	145	(1)
Rett Syndrome	146	(1)
Childhood Disintegrative Disorder	146	(1)
Asperger Syndrome	147	(1)
Pervasive Developmental Disorder-Not Otherwise Specified	147	(1)
Characteristics of Students with Autism Spectrum Disorders	147	(1)
Social Skills	147	(1)
Communication Skills	147	(1)
Repetitive Behaviors and Routines	148	(1)
Prevalence of Autism Spectrum Disorders	148	(1)
Identification and Assessment of Students with Autism Spectrum Disorders	148	(1)
Curricular and Instructional Guidelines for Students with Autism Spectrum Disorders	149	(7)
Assess Preferences	149	(1)
Establish a Classroom Routine	149	(1)
Teach Communication Skills	150	(2)
Teach Social Skills	152	(2)
Social Problem Solving	154	(1)
Social Story Interventions	154	(1)
Selecting Social Skills for Intervention	155	(1)
Addressing Challenging Behaviors	156	(2)
Summary	158	(1)
Key Terms and Concepts	158	(1)
Think and Apply	158	(1)
Read More about It	159	(1)
Websites	159	(1)
Teaching Students with Developmental Disabilities	160	(24)
Chapter Outline	161	(1)
Focus Questions	161	(1)
Interview: Susie Speelman, Mary Robinson, and Steve Canty	161	(1)
Introduction	162	(1)
Definitions and Types of Developmental Disabilities	162	(3)
Mental Retardation	163	(1)
Severe Disabilities	164	(1)
Multiple Disabilities	165	(1)
Dual Sensory Impairments	165	(1)
Prevention of Developmental Disabilities	165	(1)
Prevalence of Developmental Disabilities	166	(1)
Characteristics of Students with Developmental Disabilities	166	(3)
Intellectual Functioning	167	(1)
Social Skills	168	(1)
Motor Skills	168	(1)
Communication Skills	168	(1)
Identification and Assessment of Students with Developmental Disabilities	169	(3)
Instructional Guidelines and Accommodations for Teaching Students with Developmental Disabilities	172	(10)
Role of the General Education Teacher	172	(1)
Planning Systems	173	(1)
Functional Assessment, Discrepancy Analysis, and Task Analysis	174	(1)
Authentic Assessment	175	(1)
Partial Participation	175	(1)
Curriculum Adaptations	176	(1)
Peer Support and Peer Tutoring	176	(1)
Strategies to Support Students in the General Education Classroom	177	(1)
Increasing a Student's Sense of Belonging	177	(1)
Accepting Varied Learning Goals	178	(2)
Making Environmental Accommodations	180	(1)
Team Teaching	180	(1)
Cooperative Learning	180	(1)
Accommodating Personal Learning Styles	180	(1)
Providing Hands-On Instruction	181	(1)
Providing Opportunities for Functional Practice	181	(1)
Encouraging Parental Involvement	181	(1)
Summary	182	(1)
Key Terms and Concepts	182	(1)
Think and Apply	182	(1)
Read More about It	182	(1)
Websites	183	(1)
Teaching Students with Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, or Traumatic Brain Injury	184	(26)
Chapter Outline	185	(1)
Focus Questions	185	(1)
Interview: Peggy Kirkland	185	(1)
Introduction	186	(1)
Students with Visual Impairments	186	(7)
Definitions and Types of Visual Impairments	186	(1)
Legal Definitions	186	(1)
Educational Definitions	187	(1)
Causes of Visual Impairment	187	(1)
Characteristics of Students with Visual Impairments	187	(1)
Prevalence of Visual Impairments	188	(1)
Identification and Assessment of Students with Visual Impairments	188	(1)
Instructional Guidelines and Accommodations for Students with Visual Impairments	189	(1)
General Accommodations	189	(1)
Using Braille and Braille Devices	189	(1)
Using Orientation and Mobility Skills	190	(1)
Using Optical, Nonoptical, and Instructional Aids	190	(2)
Testing Accommodations	192	(1)
Students with Hearing Loss	193	(4)
Definitions and Types of Hearing Loss	193	(1)
Characteristics of Students with Hearing Loss	194	(1)
Prevalence of Hearing Loss	195	(1)
Identification and Assessment of Students with Hearing Loss	195	(1)
Instructional Guidelines and Accommodations for Students with Hearing Loss	196	(1)
Using Amplification	196	(1)
Making Classroom Accommodations	196	(1)
Using Interpreters and Note Takers	197	(1)
Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury	197	(9)
Definitions and Types of Physical Disabilities, Health Impairments, and Traumatic Brain Injury	198	(1)
Characteristics of Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury	199	(1)
Asthma	199	(1)
Cerebral Palsy	199	(1)
Spina Bifida	199	(1)
Epilepsy	199	(1)
Muscular Dystrophy	200	(1)
Hiv and Aids	200	(1)
Traumatic Brain Injury	201	(1)
Prevalence of Physical Disabilities, Health Impairments, and Traumatic Brain Injury	201	(1)
Identification and Assessment of Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury	202	(1)
Instructional Guidelines and Accommodations for Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury	202	(1)
Transdisciplinary Teaming and Support Providers	202	(1)
Using Assistive Technology	203	(1)
Making Environmental Modifications	203	(1)
Providing Instruction for Motor Skills	203	(1)
Promoting Literacy Development	203	(1)
Educating Classmates	204	(1)
Dealing with Death	205	(1)
Summary	206	(1)
Key Terms and Concepts	206	(1)
Think and Apply	207	(1)
Read More about It	207	(1)
Websites	208	(2)
Planning and Grouping Strategies for Special Learners	210	(24)
Chapter Outline	211	(1)
Focus Questions	211	(1)
Interview: Lisa Geller	211	(1)
Introduction	212	(1)
Model of the Planning Process	212	(2)
Types of Planning	212	(1)
Preplanning	213	(1)
Interactive Planning	213	(1)
Postplanning	214	(1)
Long-Term Planning	214	(1)
Procedure for the Course Planning Routine	214	(1)
Unit Planning	215	(2)
Procedure for the Unit Planning Pyramid	216	(1)
Degrees of Learning	216	(1)
Cautions and Comments	216	(1)
Deciding What Concepts to Teach	217	(1)
An Example of the Unit Planning Pyramid	217	(1)
Lesson Planning	217	(3)
Procedure for the Lesson Planning Pyramid	217	(1)
An Example of the Lesson Planning Pyramid	218	(1)
Monitoring Student Learning during the Lesson	219	(1)
An Overview of Instructional Grouping	220	(4)
Traditional Instructional Grouping	220	(2)
Current Issues in Instructional Grouping	222	(1)
Same-Ability Groups	222	(1)
Considering the Diverse Needs of Students	222	(1)
Flexible Groups	222	(2)
Teaching Students How to Work Together	224	(1)
Planning for Multiple Grouping Structures	224	(1)
Grouping Patterns	224	(7)
Whole Class	224	(1)
Small Groups	225	(1)
Same-Ability Small Groups	225	(1)
Mixed-Ability Small Groups	225	(2)
Cooperative Learning Groups	227	(1)
Cooperative Learning and Students with Disabilities	228	(1)
Learning Partners in Pairs	229	(1)
One-on-One Instruction	230	(1)
Progress Monitoring	230	(1)
Summary	231	(1)
Key Terms and Concepts	231	(1)
Think and Apply	231	(1)
Read More about It	232	(1)
Websites	232	(2)
Managing Student Behavior and Promoting Social Acceptance	234	(30)
Chapter Outline	235	(1)
Focus Questions	235	(1)
Interview: Nina Zaragoza	235	(1)
Introduction	236	(1)
Basic Principles of Managing Student Behavior	236	(9)
Looking for the Positive	236	(1)
Using Reinforcers to Encourage Positive Behavior	237	(3)
Establishing a Few Clear Rules with Known Consequences	240	(1)
Helping Students to Change Inappropriate Behavior	241	(1)
Ignoring on Purpose	241	(1)
Time Out	241	(1)
Punishment	241	(1)
Recognizing Students' Mistaken Goals	242	(3)
Establishing the Classroom Climate	245	(4)
Creating a Learning Community	245	(1)
Using Class Meetings	246	(2)
Increasing Social Acceptance of Students with Disabilities and Exceptional Learners	248	(1)
Practices for Providing Positive Behavioral Support	249	(3)
Positive Behavioral Support as Prevention	249	(2)
Developing a Functional Behavioral Assessment	251	(1)
Preventing Violence	252	(1)
Enhancing Students' Self-Concepts	252	(3)
Teaching Social and Self-Management Skills	255	(5)
Principles for Conducting Social Skills Training	255	(2)
Example of a Social Skills Program for Adolescents	257	(1)
Teaching Self-Management Skills	258	(2)
Summary	260	(1)
Key Terms and Concepts	261	(1)
Think and Apply	261	(1)
Read More about It	261	(1)
Websites	262	(2)
Teaching Culturally and Linguistically Diverse Students	264	(28)
Chapter Outline	265	(1)
Focus Questions	265	(1)
Interview: Kristina Zayas-Bazan	265	(1)
Introduction	266	(1)
Diversity in Classroom and Schools	266	(5)
Understanding Diverse Cultures	267	(2)
Cultural Characteristics	269	(1)
Cultural Boundaries	269	(1)
Assessment of Students with Cultural and Linguistic Differences	270	(1)
Multicultural Education	271	(3)
Dimensions of Multicultural Education	271	(1)
Desired Student Outcomes	272	(1)
Multicultural Curricula	273	(1)
Contributions Approach	273	(1)
Additive Approach	273	(1)
Transformation Approach	273	(1)
Social Action Approach	273	(1)
Linguistic Diversity and Second Language Acquisition	274	(7)
Framework for Second Language Acquisition	277	(1)
Situational Factors	277	(1)
Linguistic Input	278	(1)
Learner Characteristics	278	(1)
The Learning and Developmental Process	279	(1)
Secondary Language Output	279	(1)
Language Variation and Dialect	280	(1)
Historical Perspective on Esl Instruction and Bilingual Education	281	(1)
Instructional Guidelines and Accommodations for Culturally and Linguistically Diverse Students	281	(7)
Programs for Promoting Second Language Acquisition	283	(1)
Instruction in English as a Second Language	284	(1)
Bilingual Education	284	(3)
Promoting Language Learning during Content Instruction	287	(1)
Summary	288	(1)
Key Terms and Concepts	288	(1)
Think and Apply	289	(1)
Read More about It	289	(1)
Websites	290	(2)
Promoting Success for All Learners: Teaching Students Who Are at Risk and Students Who Are Gifted and Talented	292	(38)
Chapter Outline	293	(1)
Focus Questions	293	(1)
Interview: Mary Ellsworth	293	(1)
Introduction	294	(1)
Defining Students at Risk	294	(2)
Remediation	296	(1)
Retention	296	(1)
Dropping Out	296	(1)
Substandard Basic Skills	296	(1)
Conditions That Place Students at Risk	296	(5)
Family Conditions	297	(1)
Family Poverty	297	(2)
Family Instability	299	(1)
Risks to Health and Safety	299	(1)
At-Risk Schools	300	(1)
Prevalence of Students at Risk	301	(1)
Identifying Students at Risk	301	(1)
Programs for Students at Risk	302	(3)
Compensatory Education	302	(1)
Add-On Programs	302	(1)
Tracking	303	(1)
Early Intervention Programs	303	(1)
Reading Recovery	303	(1)
Success for All	304	(1)
Full-Service Schools	305	(1)
Defining Giftedness	305	(2)
Federal Definitions of Gifted and Talented	305	(2)
Alternative Definitions of Gifted and Talented	307	(1)
Multiple Intelligence	307	(1)
Characteristics of Students Who Are Gifted and Talented	307	(4)
Intellectually Gifted	309	(1)
Creatively Gifted or Talented	309	(2)
The Invisible Gifted	311	(1)
Prevalence of Giftedness	311	(1)
Identifying Students Who Are Gifted and Talented	311	(3)
Programs for Students Who Are Gifted and Talented	314	(3)
Approaches to Content of Instruction	314	(1)
Acceleration	314	(1)
Enrichment	315	(1)
Administrative Arrangements	315	(1)
Resource Programs	316	(1)
Self-Contained Programs	316	(1)
Inclusion Programs	316	(1)
Instructional Guidelines and Accommodations	317	(9)
Communicating High Expectations	317	(1)
Creating a Positive Classroom Climate	318	(1)
Pull-Out Models	319	(1)
In-Class Programs	319	(1)
Differentiating Instruction	319	(1)
Enhancing Motivation	320	(1)
Using Authentic Learning Tasks	321	(1)
Higher-Order Thinking	322	(1)
Depth of Knowledge	322	(1)
Connectedness to the World beyond the Classroom	322	(1)
Promoting Inquiry and Independent Learning	322	(2)
Involving Other Adults	324	(1)
Parent Involvement	325	(1)
Volunteer Programs	325	(1)
Business-School Partnerships	326	(1)
Summary	326	(1)
Key Terms and Concepts	327	(1)
Think and Apply	327	(1)
Read More about It	328	(1)
Websites	329	(1)
Facilitating Reading	330	(34)
Chapter Outline	331	(1)
Focus Questions	331	(1)
Interview: Ines Lezcano	331	(1)
Introduction	332	(1)
Current Trends in Reading and Reading Instruction	333	(3)
Learning Difficulties in the Process of Reading	334	(1)
Components of Reading Instruction	334	(2)
Effective Reading Instruction for Struggling Readers	336	(5)
Establishing an Environment to Promote Reading	336	(1)
Using Assessment and Progress Monitoring	336	(4)
Providing Intensive Instruction	340	(1)
Obtaining Early Intervention	341	(1)
Strategies for Teaching Phonological Awareness, Letter-Sound Correspondence, and the Alphabetic Principle	341	(3)
Teaching Phonological Awareness	342	(1)
Teaching Letter-Sound Correspondence and the Alphabetic Principle	343	(1)
Strategies for Teaching Word Identification	344	(6)
Teaching Sight Words	344	(1)
Teaching Decoding Strategies for Identifying Words	345	(1)
Phonic Analysis	346	(1)
Onset-Rime	346	(1)
Structural Analysis and Syllabication	346	(2)
Syntax and Semantics	348	(1)
Techniques for Teaching Decoding and Sight Words	348	(1)
Making Words, Word Sorting, and Using Word Walls	348	(1)
Using the Dissect Strategy	348	(1)
The Sight Word Association Procedure	349	(1)
Strategies for Helping Students Develop Fluency	350	(1)
Reading Aloud	350	(1)
Repeated Reading	350	(1)
Peer Tutoring	351	(1)
Strategies for Improving Reading Comprehension	351	(8)
K-W-L Strategy	353	(1)
Question-Answer Relationships Strategy	353	(1)
Story Retelling	354	(1)
Collaborative Strategic Reading	355	(1)
Previewing	355	(1)
Click and Clunk	355	(1)
Getting the Gist	355	(1)
Wrap-Up	356	(1)
Cooperative Learning Groups	356	(1)
Putting It All Together	357	(2)
Summary	359	(1)
Key Terms and Concepts	360	(1)
Think and Apply	360	(1)
Read More about It	361	(1)
Websites	362	(2)
Facilitating Writing	364	(32)
Chapter Outline	365	(1)
Focus Questions	365	(1)
Interview: Rozetta Jones	365	(1)
Introduction	366	(1)
Current Trends in Writing Curriculum and Instruction	366	(2)
Movement toward Standards-Based Writing Instruction and Research-Based Practices	367	(1)
Increased Emphasis on Assessment	368	(1)
Emphasis on Balanced and Effective Writing Instruction for All Students	368	(1)
Teaching Writing as a Process	368	(4)
Writing as an Interactive Process	369	(1)
Writing as a Strategic Process	369	(1)
Writing as a Process of Constructing Meaning	370	(2)
Writing as a Student-Centered Process	372	(1)
Writing as a Socially Mediated Language-Learning Activity	372	(1)
Strategies for Establishing an Environment That Promotes Writing	372	(1)
Physical Environment	372	(1)
Social Environment	373	(1)
Strategies for Conducting a Writing Workshop	373	(7)
Prewriting: Getting Started	376	(1)
Selecting Topics	376	(1)
Problems in Topic Selection	377	(1)
Planning	377	(1)
Composing	378	(1)
Revising and Editing	378	(1)
Peer Editing	378	(1)
Publishing	378	(1)
Sharing	378	(1)
Conferencing	379	(1)
Teaching Writing Skills	379	(1)
Strategies for Teaching Narrative Writing	380	(1)
Using Story Webs to Plan	380	(1)
Instruction in Story Development	380	(1)
Strategies for Teaching Expository Writing	381	(1)
Paragraph Writing	381	(1)
Essay Writing	381	(1)
Research Paper Writing	382	(1)
Strategies for Teaching Persuasive Writing	382	(1)
Assessing Student Writing	382	(1)
Writing Rubrics	382	(1)
Writing Portfolio	383	(1)
Strategies for Helping All Students Acquire Spelling Skills	383	(6)
Traditional Spelling Instruction	385	(1)
Spelling Instruction for Students with Difficulties in Learning How to Spell	385	(1)
Selecting Words	386	(1)
Providing Instruction and Practice	387	(1)
Monitoring Student Progress	388	(1)
Principles of Effective Spelling Instruction	388	(1)
Teaching Spelling Patterns	388	(1)
Teaching in Small Units	389	(1)
Providing Sufficient Practice and Feedback	389	(1)
Selecting Appropriate Words	389	(1)
Maintaining Previously Learned Words	389	(1)
Teaching for Transfer of Learning	389	(1)
Motivating Students to Spell Correctly	389	(1)
Including Dictionary Training	389	(1)
Strategies for Helping All Students Develop Handwriting and Keyboarding Skills	389	(4)
Traditional Handwriting Instruction	389	(1)
Students with Difficulty in Handwriting	390	(1)
Principles for Effective Handwriting Instruction	390	(1)
Monitoring Student Progress	391	(1)
Legibility	391	(1)
Fluency	392	(1)
Principles of Effective Keyboarding Instruction	393	(1)
Summary	393	(1)
Key Terms and Concepts	393	(1)
Think and Apply	394	(1)
Read More about It	394	(1)
Websites	395	(1)
Helping All Students Succeed in Mathematics	396	(30)
Chapter Outline	397	(1)
Focus Questions	397	(1)
Interview: One Student's Experience	397	(1)
Introduction	398	(1)
Current Trends in Mathematics Curriculum and Instruction	398	(2)
Difficulties in Learning Mathematics	400	(2)
Influences on Mathematics Ability	400	(1)
Developmental Arithmetic Disorder	401	(1)
Nonverbal Math Difficulties	401	(1)
Effective Math Instruction for All Learners	402	(9)
Evaluating Mathematics Curricula	402	(2)
Adapting Basal Materials for Students with Special Needs	404	(1)
Using Curricular Programs for Students with Math Difficulties	404	(1)
Establishing Appropriate Goals.	405	(1)
Student Goal Setting and Self-Monitoring	405	(1)
Cooperative Instructional Practices	405	(1)
Assessment and Progress Monitoring	406	(1)
Being a Model in Math	406	(1)
Diagnosing Students' Learning Needs in Mathematics	406	(2)
Number Sense	408	(1)
Providing Appropriate Instruction	408	(1)
Math Manipulatives	409	(1)
Teaching for Comprehension	410	(1)
Checking for Comprehension: The Case ofTrinette	410	(1)
Constant Time Delay Procedure	410	(1)
Correction and Feedback	411	(1)
Providing Practice	411	(1)
Counting by Numbers	411	(1)
Games	411	(1)
Strategies for Helping All Students Acquire Basic Math Skills	411	(4)
Prenumber Skills	412	(1)
One-to-One Correspondence	412	(1)
Classification	412	(1)
Seriation	412	(1)
Working with Numeration	412	(1)
Estimating	413	(1)
Understanding Regrouping	413	(1)
Understanding Zero	413	(1)
Understanding Place Value	413	(1)
Grouping by Ones and Tens	414	(1)
Naming Tens	414	(1)
Place Value beyond Two Digits	414	(1)
Learning Fractions	414	(1)
Strategies for Helping All Learners Acquire and Use Computation Skills	415	(3)
Patterns of Common Computation Errors	415	(2)
Spatial Organization	417	(1)
Visual Detail	417	(1)
Procedural Error	417	(1)
failure to Shift Operations	417	(1)
Motoric Problems	417	(1)
Memory Problems	417	(1)
Difficulty with Zero	417	(1)
Computation and Calculators	417	(1)
Strategies for Helping All Students Develop Problem-Solving Skills	418	(5)
Problem-Solving Strategies	418	(1)
Integrating Math Problem Solving into the Curriculum	419	(4)
Summary	423	(1)
Key Terms and Concepts	423	(1)
Think and Apply	423	(1)
Read More about It	424	(1)
Websites	424	(2)
Teaching in the Content Areas	426	(30)
Chapter Outline	427	(1)
Focus Questions	427	(1)
Interview: Jerry Schumm	427	(1)
Critical Issues in Content-Area Instruction	428	(3)
Balancing Content and Process	429	(1)
Balancing Depth and Breadth of Content Instruction	429	(1)
Balancing Text-Driven and Activities-Driven Instruction	430	(1)
Integrating the Curriculum	431	(1)
Learning Difficulties in the Content Areas	431	(1)
Effective Content-Area Instruction for All Learners	432	(8)
Utilizing Prelearning Activities	432	(1)
Prelearning Activities	432	(1)
Purpose Setting	433	(1)
Preteaching Vocabulary	433	(1)
Using Graphic Organizers	434	(1)
Semantic Maps	434	(1)
Concept Diagrams	434	(2)
Timelines	436	(1)
Creating Listener-Friendly Lectures	436	(1)
Giving Demonstrations	437	(1)
Facilitating Student Participation	438	(1)
Questioning	438	(1)
Classroom Discussions	438	(2)
Effective Content-Area Reading Instruction for All Learners	440	(6)
Familiarizing Yourself with the Textbook	440	(1)
Subject Matter Content	441	(1)
Social Content	441	(1)
Instructional Design	441	(1)
Readability Level	441	(1)
Friendliness Level	441	(1)
Understanding How Students Interact with and Respond to Text	442	(1)
Making Textbook Adaptations	442	(1)
Study Guides	442	(1)
Text Highlighting	442	(2)
Using Alternative Reading Materials	444	(1)
Recording Text Content	445	(1)
Effective Content-Area Assignments, Homework, and Tests for All Learners	446	(5)
Making and Adapting Class Assignments and Homework	448	(1)
Progress Monitoring	449	(1)
Teacher-Made Tests	449	(1)
High-Stakes Tests	449	(1)
Alternative Assessments	450	(1)
Planning Interdisciplinary Thematic Units	451	(2)
Summary	453	(1)
Key Terms and Concepts	453	(1)
Think and Apply	453	(1)
Read More about It	454	(1)
Websites	454	(2)
Developing Independence in Learning: Teaching Self-Advocacy, Study Skills, and Strategies	456	(28)
Chapter Outline	457	(1)
Focus Questions	457	(1)
Interview: Rita Hernandez Turner	457	(1)
Introduction	458	(1)
Effective Study Skills Instruction: The Teaching-Learning Connection	458	(1)
Difficulties in Developing Independence in Learning	459	(1)
Developing Independence: Personal Responsibility	460	(8)
Goal Setting and Self-Monitoring	462	(2)
Organizational Systems	464	(1)
Time Management	464	(2)
Time Analysis	466	(1)
Planning and Monitoring a Schedule	466	(1)
Self-Advocacy	467	(1)
Developing Independence: Active Learning in the Classroom	468	(5)
Participating in Class	468	(1)
Listening and Taking Notes in Class	469	(1)
Guidelines for Effective Note Taking	469	(1)
Teaching Note Taking	470	(3)
Developing Independence: Active Learning Making Home-School Connections	473	(9)
Completing Assignments	473	(2)
Remembering Information	475	(1)
Mnemonics	475	(1)
Developing Test-Taking Strategies	476	(2)
Guidelines for Studying for Tests	478	(1)
Preparing for Tests Using Grading Rubrics	478	(1)
Guidelines for Taking Tests	479	(1)
Preparing for and Taking High-Stakes Tests	479	(2)
Test Approach Skills	481	(1)
Test-Taking Skills	481	(1)
Test Preparedness Skills	481	(1)
Summary	482	(1)
Key Terms and Concepts	482	(1)
Think and Apply	482	(1)
Read More about It	483	(1)
Websites	483	(1)
appendix
Cec and Intasc Standards	484	(15)
Glossary	499	(12)
References	511	(40)
Index	551