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Teaching Students with Mild and Moderate Disabilities: Research-Based Practices / Edition 2
     

Teaching Students with Mild and Moderate Disabilities: Research-Based Practices / Edition 2

by Libby G. Cohen, Loraine J. Spenciner
 

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ISBN-10: 0132331381

ISBN-13: 9780132331388

Pub. Date: 05/13/2008

Publisher: Pearson


Comprehensive. Current. Practical.

Today’s teachers need to be skilled and avid connoisseurs of evidence-based practices in the classroom. Libby Cohen and Loraine J. Spenciner have once again produced a current, comprehensive, practical text for teaching students with mild to moderate disabilities and learning or behavior problems. The

Overview


Comprehensive. Current. Practical.

Today’s teachers need to be skilled and avid connoisseurs of evidence-based practices in the classroom. Libby Cohen and Loraine J. Spenciner have once again produced a current, comprehensive, practical text for teaching students with mild to moderate disabilities and learning or behavior problems. The authors emphasize the need to consistently assess, plan, organize, implement, and evaluate instruction based on knowledge of the learner, intended learner outcomes, and the curriculum. Diversity and assessment are thoroughly integrated throughout the comprehensive coverage of both traditional and contemporary approaches to teaching. Considerable attention is given to classroom integration of both educational and assistive technologies. With an interactive format and enthusiastic writing style, Teaching Students with Mild and Moderate Disabilities: Research-Based Practices, Second Edition provides prospective teachers of learners with mild to moderate disabilities a full complement of very practical, yet research-based practices and strategies suitable for Kindergarten through 12th grade classrooms.

 

New Features in this Revision:

NEW–Text has been thoroughly updated to include the most comprehensive coverage of traditional and contemporary approaches for teaching students with mild and moderate disabilities–including the use of the best evidence-based practices, explicit instruction, and differentiated instruction.

NEW–Updated information on the Individuals with Disabilities Education Act of 2004 and the Carl D. Perkins Career andTechnical Education Act.

NEW–Features updated procedures for identifying students with learning disabilities–with current information on Attention Deficit Hyperactivity Disorder (ADHD).

NEW–Revised and expanded topics including: Response To Intervention, definition and discussion of scientifically-based research, National Instructional Materials Accessibility Standard (NIMAS), universal design, assistive technology devices and service, and autism spectrum disorders.

NEW–Updated with expanded information on research findings related to teaching and learning–with special attention given to neuroscience and informational methods and strategies.

NEW–Special features–Considering Cultural and Linguistic Perspectives and In Practice features, updated case studies with practical applications, and new print and internet resources.




Product Details

ISBN-13:
9780132331388
Publisher:
Pearson
Publication date:
05/13/2008
Edition description:
New Edition
Pages:
576
Product dimensions:
7.50(w) x 9.00(h) x 1.00(d)

Table of Contents

Part I Foundations for Teaching

Chapter 1 Preparing to Teach Students with Mild and Moderate Disabilities

PREPARING TO TEACH

FEDERAL LEGISLATION AND THE EDUCATION OF STUDENTS WITH DISABILITIES

THE SPECIAL EDUCATION PROCESS

ENVIRONMENTS WHERE SPECIAL EDUCATION TEACERS WORK

Chapter 2 Understanding Students with Learning Disabilities, Attention Deficit Hyperactivity Disorders, and Other Health Impairments

DISABILITY AND THE EFFECTS ON LEARNING AND BEHAVIOR

STUDENTS WITH LEARNING DISABILITIES

STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

STUDENTS WITH OTHER HEALTH IMPAIRMENTS

Chapter 3 Understanding Students with Emotional Disturbance, Mental Retardation, and Autism Spectrum Disorders

Objectives

STUDENTS WITH EMOTIONAL DISTURBANCE

STUDENTS WITH MENTAL RETARDATION

STUDENTS WITH AUTISM SPECTRUM DISORDERS

UNDERSTANDING STUDENTS WITH DISABILITIES

Chapter 4 Partnering with Educators, Professionals, Paraprofessionals, Parents, and Other Family Members

SKILLS AND KNOWLEDGE FOR EFFECTIVE PARTNERSHIPS

WORKING WITH EDUCATORS AND OTHER PROFESSIONALS

WORKING WITH PARAPROFESSINALS

WORKING WITH PARENTS AND OTHER FAMILY MEMBERS

WORKING WITH COMMUNITY PARTNERS

Part II How Teachers Teach

Chapter 5 Linking Assessment and Instruction

CONTEMPORARY VIEWS OF ASSESSMENT AND INSTRUCTION

ASSESSMENT FOR PLANNING AND MONITORING INSTRUCTION

EVALUATING ACHIEVEMENT

STATE AND FEDERAL MANDATES

PROFESSIONAL STANDARDS AND ETHICAL CONSIDERATIONS

Chapter 6 Planning and Organizing Instruction

CLASSROOM ENVIRONMENTS

INDIVIDUALIZING INSTRUCTION

PLANNING AND ORGANIZING INSTRUCTION

PROFESSIONAL STANDARDS FOR SPECIAL EDUCATORS

Chapter 7 Methods for Teaching and Learning

HOW STUDENTS LEARN

METHODS THAT SUPPORT TEACHING AND LEARNING

EMERGING CONCEPTS

Chapter 8 Effective Strategies for Teaching (Libby Cohen with Tan Liang See)

STRATEGIES THAT SUPPORT LEARNING

SOCIAL RELATIONSHIPS THAT MAINTAIN AND FACILITATE LEARNING

USING TECHNOLOGY FOR COLLABORATION AND LEARNING

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

TEACHERS AS PROFESSIONALS

Chapter 9 Developing and Enhancing Social Skills

ASSESSING SOCIAL SKILLS

PLANNING AND IMPLEMENTING INSTRUCTION

RESEARCH-BASED INTERVENTION PROGRAMS

CREATING SAFE CLASSROOMS

Chapter 10 Promoting Positive Behavior

UNDERSTANDING PROBLEM AND CHALLENGING BEHAVIORS

ASSESSING PROBLEM AND CHALLENGING BEHAVIORS

PLANNING AND IMPLEMENTING INSTRUCTION

STRENGTHENING SCHOOL AND COMMUNITY CAPACITY

Chapter 11 Learning and Study Skills

LINKING ASSESSMENT WITH INSTRUCTION

SUPPORTING STUDENTS’ LEARNING AND STUDY SKILLS

TAKING NOTES

SKILLS THAT SUPPORT STUDENTS' READING COMPREHENSION

TEST-TAKING STRATEGIES

INSTRUCTIONAL STRATEGIES FOR DEEPENING UNDERSTANDING AND ENHANCING MEMORY

HOMEWORK

USING TECHNOLOGY TO SUPPORT LEARNING AND STUDY SKILLS

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

Part III Curriculum Areas

Chapter 12 Literacy

THE IMPORTANCE OF BEING LITERATE

READING DISABILITIES

INSTRUCTIONAL STRATEGIES

SPECIALIZED STRATEGIES AND APPROACHES

USING TECHNOLOGY TO SUPPORT READING

STRATEGIES FOR INVOLVING FAMILIES IN CHILDREN’S READING

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

Chapter 13 Written and Spoken Communication

WRITTEN COMMUNICATION

WRITING DISABILITIES

LINKING ASSESSMENT WITH INSTRUCTION

INSTRUCTIONAL STRATEGIES

TEACHING SPELLING

SPOKEN LANGUAGE AND OTHER FORMS OF COMMUNICATION

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

Chapter 14 Mathematics

LEARNING DIFFICULTIES IN MATHEMATICS

LINKING ASSESSMENT WITH INSTRUCTION

INSTRUCTIONAL STRATEGIES

FUNCTIONAL MATHEMATICS

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

USING TECHNOLOGY: MATHEMATICS TEACHING RESOURCES

Chapter 15 Science and Social Studies

SCIENCE AND SOCIAL STUDIES: EDUCATING ALL STUDENTS FOR THE FUTURE

IMPORTANCE OF SCIENCE EDUCATION

LINKING ASSESSMENT WITH INSTRUCTION

INSTRUCTIONAL STRATEGIES

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

THE IMPORTANCE OF SOCIAL STUDIES

LINKING ASSESSMENT WITH INSTRUCTION

INSTRUCTIONAL STRATEGIES

USING TECHNOLOGY

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

Part IV Promoting Independence

Chapter 16 Transition

TRANSITION PROCESS

LINKING ASSESSMENT WITH INSTRUCTION

TYPES OF TRANSITION ACTIVITIES

TRANSITION SERVICES

SELF-DETERMINATION, SELF-ADVOCACY, AND PERSON-CENTERED PLANNING

USING TECHNOLOGY

CAREER DEVELOPMENT

CONSIDERING CULTURAL AND LINGUISTIC PERSPECTIVES

Special Features

Research to Practice

Instructional Consultation Teams and Referral to Special Education Services

Large-Scale and High-Stakes Assessment

Co-Teaching in Inclusive Classrooms

Teaching Methods and Specific Content Focus

Teaching Social Skills to Children with Autism Spectrum Disorders

Teaching Social Skills to Students with Learning Disabilities and Behavior Problems

The Bullying Prevention Program

Dropout Prevention

Thinking About Technological Literacy

What Does the Research Say About Tracking Students in Mathematics?

Role Models and Mentors

Mnemonics

Thinking About Youth with Disabilities

Cultural and Linguistic Perspectives

A Wealth of Classroom Experiences and Expectations

English Language Learners and Learning Disabilities

Cultural Identity

Community Partnerships

Using Appropriate Assessment Practices

Physical, Social, and Learning Environments

Research-Based Teaching Methods and Latino Students

Familiarity, Dissonance, or Disability?

Creating Culturally Relevant Educational Experiences

Meet Raasfa

World of Science

Four Approaches

Modified Paired Storytelling Strategy

Reaching Out to Latinos

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