Characteristics of and Strategies for Teaching Students with Mild Disabilities / Edition 6

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Overview

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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Editorial Reviews

Booknews
Intended for general and special education majors at the graduate and undergraduate levels, this text provides an overview of the characteristics of students with mild mental retardation, behavior disorders, and learning disabilities. It then describes the teaching practices that are best suited for these students. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780205608386
  • Publisher: Pearson
  • Publication date: 8/15/2008
  • Series: MyEducationLab Series
  • Edition description: New Edition
  • Edition number: 6
  • Pages: 436
  • Sales rank: 285,761
  • Product dimensions: 7.06 (w) x 9.20 (h) x 0.60 (d)

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

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  • Posted July 27, 2011

    Embarrassing

    I purchased this book for one of the college courses I'm taking this semester, and quickly found that the spelling and grammar in it are appalling. I can't believe this book was written for current and future teachers, and it actually made its way to the printing press with so many obvious errors. Can I have the senior editor's job please, or is she actually still employed?

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