Characteristics of and Strategies for Teaching Students with Mild Disabilities

Series
Prentice Hall
Author
Martin Henley / Robert F. Algozzine / Roberta S. Ramsey  
Publisher
Pearson
Cover
Softcover
Edition
6
Language
English
Total pages
456
Pub.-date
July 2008
ISBN13
9780205608386
ISBN
0205608388
Related Titles


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9780205608386
Characteristics of and Strategies for Teaching Students with Mild Disabilities
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Description

Describes the characteristics of students with mild disabilities, and clearly explains the best teaching practices for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities and emotional disturbance.

 

This new edition includes an elaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators.  This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified. 

Features

Major attention given to such topics as collaboration between special and general educators, Response to Intervention (RTI),  meta-cognitive strategies, positive behavioral supports, functional behavioral assessment, classroom management, and instructional accommodations. 

 

Includes a chapter on family members that highlights strategies for enhancing the school-family partnership (Ch.11).

   

Appendices include: chronological history of special education, drug side effects, analysis of frequently used tests, and a sample IEP (Individualized Education Program)

 

 

New to this Edition

Book has been re-organized to present the overview of mild disabilities earlier in the book (now chapter 2).  This chapter includes new information on Asperger’s Syndrome, pervasive developmental delay and non-verbal learning disabilities, as well as expanded information on ADHD.

 

Response To Intervention (RTI).  New information on RTI and how it creates opportunities for general education reading specialists to establish preventive reading programs for at-risk students.  Included is specific scientifically based reading strategies identified by the National Institute for Literacy (Chapter 5)

 

Contains updated information on IDEA ’04 and No Child Left Behind with an emphasis on how these laws affect teaching, assessing and managing the behavior of students with mild disabilities

 

New information on using technology with students with mild disabilities.

 

Expanded sections on teaching approaches including differentiated instruction, graphic organizers, multiple intelligence, and testing accommodations.

 

Increased emphasis on preventive discipline and positive behavior supports.

 

A new feature occurs in every chapter called “Speedbumps.” Speedbumps break up lengthy sections of text with concise comments, humor or questions to keep reader interest.  There are approximately 10 speedbumps interspersed throughout each chapter.

  

Includes discussion of new guidelines established by the American Association on Intellectual and Developmental Disabilities for identification of students with mild intellectual disabilities.  Throughout the text new terminology, "students with mild intellectual disabilities" is used insted of the term,  "mild mental retardation."

 

Updated demographics and statistics on students with mild intellectual disabilities

 

Academics expanded to include Put Reading First research.  This research identifies 5 validated scientific reading interventions:  phonemic awareness, phonics, fluency instruction, vocabulary instruction, and text comprehension instruction (Chapter 3)

 

The terminology"emotional disturbance" used throughout the text in place of "emotional/behavioral disorders;" reflects the federal definition of emotional disturbance in IDEA

  

New information about ADHD including how schools implement 504 plans for students with ADHD (Chapter two)

 

 New section on sociometrics and sociograms (Chapter 10)

 

New section onassistive technology; additional information about story grammar marker; edited technology section (chapter 7)

 

New information regarding making accommodations in academic areas: reading, language arts, mathematics (chapter 8)

 

Updated information regarding federal programs to support families (Chapter 11)

 

Table of Contents

Chapter One

Foundations of Special Education

Chapter Outline

Roots of Special Education

Diversity

Ending Handicappism

        Litigation and Legislation

Federal Laws

        Individuals with Disabilities Education Act

        No Child Left Behind Act

Who Receives Special Education?

        Physical/Sensory Disabilities

        Cognitive Disabilities

        Academic Disabilities

        Communication Disabilities

        Emotional Disabilities

How Many Students Receive Special Education?

Students with Mild Disabilities

        Learning Disability

        Mild Intellectual Disability

        Emotional Disability

Labeling

        Advantages of Labeling

        Disadvantages of Labeling

What to Teach Students

        Individual Education Plan

Where to Teach Students

How to Teach Studens

Summary

Activity

 

 

Chapter Two

Students with Mild Disabilities

Chapter Outline

Cross Categorical Characteristics

          Attention Deficit Hyperactivity Disorder

          Pervasive Developmental Disorder

          Asperger's Syndrome

          Nonverbal Learning Disability

Causes of Mild Disabilities

          Organic Causes

          Environmental Causes

At-Risk Populations

Due Process Procedures

          Prerefferal

          Referral

          Evaluation

          Response to Intervention      

Summary

Activities

Chapter Three

Students with Mild Intellectual Disabilities

Chapter Outline

Foundations

          Lloyd Dunn

          Alfred Binet

          History of Intelligence Testing

Definition and Identification

          The Six Hour Retarded Child

          Types of Intellectual Disabilities

          Prevalence

Causes of Mild Intellectual Disabilities

          Organic Causes

          Environmental Causes

Disproportionate Representation of Minorities

Characteristics

          Cognitive

          Mental Processing

          Academics

          Communciation

          Perceptual/Motor

          Social/Adaptive

Teaching Approaches

          Instructions

          Thinking Skills

          Reading

          Functional Skills

          Adaptive Behavior

          Daily Living Skills

Summary

Activities

Chapter Four

Students with Emotional Disturbance

Chapter Outline

Foundations

          Historical Perspective

Definition and Identification

          Issues and Concerns

          Levels of Emotional Disturbance

Prevalence of Emotional Disturbance

          Attention Deficit Hyperactivity Disorder         

Causes

          Biophysical

          Psychodynamic

          Psychoeducational

          Behavioral

Disturbed or Disturbing

Ecological Model

Characteristics

          Cognitive

          Achievement

          Communication

          Social Adaptive

Positive Behavior Support

          Integration of Treatment Approaches

Cultural Diversity

Summary

Activities

Chapter Five

 

Students with Learning Disabilities

Chapter Outline

Foundations

          Early Research

          Brain Research

Causes of Learning Disabilities

Definition and Identification

Prevalence

Characteristics

          Cognitive

          Mental Processing

          Academics

          Communication

          Perceptual-Motor

          Social/Adaptive

Teaching Approaches

          Psychological Model

          Behavioral Model

          Cognitive Model

          Young Adults

Summary

Activities

Chapter Six

The Inclusive Classroom

Chapter Outline

Least Restrictive Environment

          Court Cases

          Organizing Inclusion Programs

Collaboration

          Characteristics of Collaboration

Inclusion Models

          Consulting Teacher

          Co-Teacher

          Co-Teaching Plan

          Co-Teaching Tips

Collaborative Instruction

          Peer Tutoring

          Cooperative Learning

Common Ground

          Teacher Expectations

          Classroom Organization

          Standardized Tests

Summary

Activities

Chapter Seven

Learning and Teaching

Chapter Outline

Today's Schools

          Student Perception

          Child and Adolescent Development

Student Centered Learning

          Brain-Compatible Instruction

          Emotions and Learning

          Multiple Intelligence

Instructional Models

          Direct Instruction

          Multi-Sensory Instruction

          Differentiated Instruction

          Task Analysis

          Precision Teaching

          Learning Strategies

Instructional Scaffolds

Technology

          Assistive Technology

Functional Curriculum

Comprehensive Teaching

Summary

Activities

 

Chapter Eight

Instructing Students with Mild Disabilities

Chapter Outline

Best Teaching Practices

          Time Management

          Academic Learning Time

          Selecting Instructional Materials

          Teacher and Student Communication
          Graphic Organizers

          Student Organization

          Student Performance

Instructional Accommodations, Modifications, and Strategies

          Accommodations Using Technology

          Testing and Grading Accommodations

          Test Taking Skills

          Testing Accommodations

          Curriculum Based Assessment

The Educator's Tool Kit

Summary

Activities

Chapter Nine

Classroom Management

Chapter Outline

Discipline:  An Overview

Proactive Discipline

          Teacher Values

          Teacher Needs

          Know Your Students

          Classroom Organization

Positive Behavior Support

          Functional Behavior Assessment

Managing Student Behavior

          Behavior Modification

          Nonverbal Interventions

          Verbal Inteventions

Managing Conflict Situations

          Life Space Crisis Intervention

          Discipline and IDEA

Punishment

Theory into Practice

Summary

Activities

 

Chapter Ten

Teaching Social Skills

Chapter Outline

Emotional Intelligence

Teaching Social Skills

          Selecting A Curriculum

A Sample Social Skills Curriculum

          Impulse Control

          Assessment of Social Reality

          Managing Group Situations

          Stress Management

          Solving Social Problems

Character Education

Moral Development

Sociometrics

A Functional Model for Problem Behavior

Summary

Activities

 

Chapter Eleven

Building Family Partnerships

Chapter Outline

 

America's Children

Family Members and Teachers:  Valuable Partners

Understanding Families

          Feelings

          Family Unit

Support for Families

          Emotional Support

          Information

          Government Programs

Teacher-Family Communication

          Conference

          Telephone

          Written

          Technology

IEP Meeting

Summary

Activities    

 

 

 

 

 

 

 

Back Cover

This book describes the characteristics of students with mild disabilities while clearly explaining the best teaching practices for inclusive education, behavior management and social skill instruction. In this completely up-to-date resource the authors provide strategies for of modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities, and emotional disturbance.

 

Highlights of the New Edition:

  • Book has been re-organized to present the overview of mild disabilities earlier in the book (now chapter 2).  This chapter includes new information on Asperger's Syndrome, pervasive developmental delay and non-verbal learning disabilities, as well as expanded information on ADHD.
  • Response To Intervention (RTI).  New information on RTI and how it creates opportunities for general education reading specialists to establish preventive reading programs for at-risk students.  Included is specific scientifically based reading strategies identified by the National Institute for Literacy (Chapter 5).
  • New information on using technology with students with mild disabilities.
  • A new feature occurs in every chapter called “Speedbumps.” Speedbumps break up lengthy sections of text with concise comments, humor or questions to keep reader interest.  There are approximately 10 speedbumps interspersed throughout each chapter.
  • Includes discussion of new guidelines established by the American Association on Intellectual and Developmental Disabilities for identification of students with mild intellectual disabilities.  Throughout the text new terminology--"students with mild intellectual disabilities"--is used insted of the term "mild mental retardation."


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