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Contents Foundations for Teaching Chapter 1 Preparing to Teach Students with Mild and Moderate Disabilities Chapter Objectives Preparing to Teach Federal Legislation and the Education of Students with Disabilities 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 Students with Disabilities and High Academic Standards Planning the Individualized Education Program Questioned the Team considered Individualizing the Individualized Education Program Environments Where Special Educators Work 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 Extending Learning References Research to Practice: The Digital Divide Using Technology: Assistive Technology Devices Considering Diversity: A Wealth of Classroom Experiences and Expectations Using Technology: Keeping Current Chapter 2 Knowing Students with Mild to Moderate Disabilities: Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Other Health Impairments Chapter Objectives Individual Characterisitcs When Students Experience Difficulties: The Preferral Process The Special Education Process Referral Determining Eligibility Program Planning Monitoring Progress Evaluating Progress Students with Learning Disabilities Causes of Learning Disabilities Characteristics of Students with Learning Disabilities Students with Attention Deficit Hyperactivity Disorder Causes of Attention Deficit Hyperactivity Disorder Characteristics of Students with Attention Deficit Hyperactivity Disorder Students with Other Health Impairments Causes of Other Health Impairments Characteristics of Students with Other Health Impairments Students with Mild Disabilities Summary Extending Learning References Using Technology: Web-Based Professional Resources Using Technology: Learning More About Learning Disabilities Research to Practice: Brain-Based Research Using Technology: Learning More About Attention Deficit Hyperactivity Disorder Considering Diversity: English Language Learners Using Technology: Learning More About Other Health Impairments Chapter 3 Knowing Students with Mild to Moderate Disabilities: Emotional Disturbance, Mental Retardation, and Autism Spectrum Disorders Chapter Objective: Students with Moderate Disabilities Students with Emotional Disturbance Causes of Emotional Disturbance Characteristics of Students with Emotional Disturbance Students with Mild and Moderate Mental Retardation Causes of Mental Retardation Characteristics of Students with Mental Retardation Students with Autism Spectrum Disorders Causes of Autism Characteristics of Students with Autism Characteristics of Students with Asperger's Syndrome Summary Extending Learning References Considering Diversity: Conceptual Framework of Cultural Competence Research to Practice: Cultural Identity Using Technology: Learning More Emotional Disturbance Using Technology: Augmentative or Alternative Communication Systems Using Technology: Learning More About Mental Retardation Using Technology: Learning More About Autism Spectrum Disorders How Teachers Teach Chapter 4 Assessing Students with Mild and Moderate Disabilities Chapter Objectives Contemporary Views of Learning Professional Standards in Educational Assessment Linking Assessment with Instruction Federal Mandates: Assessment and Students with Disabilities 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 Linkiing Assessment with Instruction Selecting Appropriate Assessment Approaches Curriculum-Based Assessment Probes Error Analysis Teacher-Constructed Quizzes and Exams Student Self-Reports Performance-Based Assessment Portfolio Assessment Summary Extending Learning References Considering Diversity: Representation of Culturally Diverse Groups Research to Practice: Large-Scale and High-Stakes Assessment Using Technology: District and Statewide Assessments, Students with Disabilities,and Assistive Technologies Considering Diversity: Using Appropriate Assessment Practices Using Technology: Digital Grading Using Technology: Online Assignments and Products of Student Work Chapter 5 Planning and Organizing Instruction for Students with Mild and Moderate Disabilities Chapter Objectives Classroom Environments Physical Environment Social Environment Learning Environment Content Standards and Performance Indicators The Special Education Process Planning the Individualized Education Program Identifying Performance Levels Writing Annual Goals Writing Short-Term Objectives Planning Instruction Linking Assessment with Instruction Planning Units Planning Lessons and Instructional Activities Planning for Accommodations or Modifications Planning for Integrating Assistive Technology Planning Student Grouping Organizing Instruction Professional Standards for Teachers Summary Extending Learning References Research to Practice: Classroom Organization Considering Diversity: Considering the Physical, Social, and Learning Environments Using Technology: Content Standards Using Technology: Individualized Education Program Software Using Technology: Web Resources for Planning Instruction Using Technology: Technology Standards for Teachers Chapter 6 Methods for Teaching Students with Mild and Moderate Disabilities Chapter Objectives Theories of Learning Cognitive Theories Behavioral Theory Social Cognitive Theory Research-Based Teaching Methods Cognitive Apprenticeship Direct Instruction Inquiry-Based Learning High-Performing Schools Elementary Schools High Schools Summary Extending Learning References Research to Practice: Direct Instruction Research to Practice: Teaching Methods and Specific Content Focus Considering Diversity: Research-Based Teaching Methods and Latino Students Using Technology: Tablets, Laptops, and Handheld Computers: Tools or Obstacles? Chapter 7 Selecting Instructional Strategies Chapter Objectives Strategies That Support the Construction of Meaning Preteaching Coaching Cueing Modeling Monitoring Scaffolding Sequencing Shaping Reciprocal Learning Guided Practice Teaching ProblemSolving Strategies in Acquiring, Understanding and Interpreting Information Supporting All Learners Cooperative Learning Peer Tutoring and Peer Teaching Explicit or Conspicuous Instruction Universal Design Improving Learning Outcomes Assistive Technology Electronic Texts Summary Extending Learning References Research to Practice: Wait Time Using Technology: Cooperative E-learning Considering Diversity: Being Responsive to All Students Chapter 8 Developing and Enhancing Social Skills Chapter Objectives Planning Social Skills Instruction Linking Assessment with Social Skills Instruction Selecting Social Skills to Teach Preparing Lessons and Activities Social Skills Instructional Framework Skillstreaming Research-Based Teaching Methods Elementary School Middle School High School Creating Safe Classrooms Bullying Prevention Program Understanding Bullying Behaviors and Developing Social Skills Summary Extending Learning References Using Technology: Personal Digital Assistants in the Classroom: Part I Research to Practice: Teaching Social Skills Considering Diversity: Familiarity, Dissonance, or Disabilty? Research to Practice: The Bullying Prevention Program Chapter 9 Promoting Positive Behavior Chapter Objectives Students with Problem Behaviors Setting Events and Student Behavior Selected Contemporary Theories That Shape Practice Cognitive Evaluation Theory Social Cognitive Theory Behavioral Theory Expanding Positive Learning Opportunites IDEA and Students with Emotional Disturbance Functional Behavioral Assessment Behavioral Intervention Plans Classroom Instruction 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 Professional Perspectives Schoolwide Behavior Support Systems Working with Professionals in Community Agencies Tapping Community Mentors Collaborating with Families Summary Extending Learning References Using Technology: Personal Digital Assistants in the Classroom Part II: Engaging Students in Positive Behavioral Support Research to Practice: Dropout Prevention Considering Diversity: Creating Culturally Relevant Educational Experiences Chapter 10 Partnering with Educators, Professionals, Paraprofessionals, and Families Chapter Objectives Models for Working with Others Knowledge, Skills, and Strategies Confidentiality Gaining Trust Collaborating Problem Solving Resolving Conflicts Evaluating Personal Skills Working with Educators and Other Professionals Collaborative Teaming Consulting Working with Paraprofessionals Planning and Scheduling Instructional Support Working with Parents Developing Communication Skills Conducting Parent Conferences Working with Community Partners Summary Extending Learning References Using Technology: Enhancing Communication Using Technology: National Organizations That Support Families Research to Practice: School, Home, and Community Partnerships Considering Diversity: Community Partnerships Curriculum Areas Chapter 11 Literacy Chapter Objectives Reading Disabilities Linking Assessment with Reading Instruction Probes Cloze Procedure Think-Alouds Retelling Informal Reading Inventories Standardized Tests Observing Students in Various Environments Instructional Strategies Letter-Sound Association Sight Vocabulary Cueing Building Comprehension Reading Aloud to Students Guided Reading Guided Questioning Language Experience Approach Repeated Reading Duet Reading Echo Reading Shared Reading Scaffolding Functional Reading Selecting Reading Materials Predictable/Pattern Texts Basal Readers Series Books Children's Literature Big Books High-Interest/Low-Vocabulary Books Specialized Approaches Success for All/Roots and Wings Reading Recovery Fernald Method Orton-Gillingham Method Wilson Reading System Strategies for Involving Families in Children's Reading Summary Extending Learning References Research to Practice: Thinking About Technological Literacy Using Technology: Software That Supports Development of Phonemic Awareness and Letter-Sound Recognition Using Technology: Text-to-Speech Software Using Technology: Multimedia Considering Diversity: English Language Learners Chapter 12 Written and Spoken Communication Chapter Objectives Classroom Climate Writing Across the Curriculum Linking Assessment with Written Language Instruction Standardized Tests of Written Language Using Rubrics to Evaluate Writing Self-Assessment Error Analysis Peer Assessment Instructional Strategies Fill in the Blanks Writing Prompt Structured Guides Modeling Writing Writing Aloud Sustained Silent Writing Planning and Practicing Writing Revising and Editing Providing Resources Word and Idea Banks Picture and Multimedia Files Teaching Spelling Reflections Word Study Teaching Selected Spelling Rules Word Banks and Personal Dictionaries Using Spelling Strategies Spoken Language and Other Forms of Communication Interventions Considerations for Students from Diverse Language Backgrounds Augmentative and Alternative Communication Augmentative and Alternative Communication Software Augmentative and Alternative Communication Devices Summary Extending Learning References Research to Practice: Teaching Expressive Writing to Students with Learning Disabilities Using Technology: Speech-to-Text Software Using Technology: Portable Keyboards Chapter 13 Mathematics Chapter Objectives Learning Difficulties in Mathematics Linking Assessment with Mathematics Instruction Error Analysis Performance-Based Assessment Observing the Student Within the Environment Standardized Tests Instructional Strategies Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Problem Solving Reasoning and Proof Connection Communication Representative Functional Mathematics Summary Extending Learning References Research to Practice: What Does the Research Say About Tracking Students in Mathematics Considering Diversity: Meet Raasfa Using Technology: Mathematics Teaching Resources Chapter 14 Science and Social Studies Chapter Objectives Science Linking Assessment with Science Instruction Instructional Strategies Teaching and Learning Framework Inquiry-Based Instruction Questioning Reciprocal Teaching Think-Alouds Using Scaffolding to Support Problem Solving Accommodations for Specific Disabilities Students Who Have Learning Disabilities Students Who Have Mobility Disabilities Students Who Have Health Impairments For All Students National Science Foundation Universal Design Social Studies Linking Assessment with Social Studies Instruction Reading Strategies Writing Strategies Instructional Strategies Learning Routines Maps, Models, and Globes Adopting Materials Problem-Based Learning Roots and Wings Summary Extending Learning: Science Extending Learning: Social Studies References Using Technology: Technology for Access Research to Practice: Role Models and Mentors Considering Diversity: World of Science Using Technology: Social Studies Software Using Technology: Digital Resources Considering Diversity: Four Approaches Promoting Independence Chapter 15 Learning and Study Skills Chapter Objectives Linking Assessment with Study Skills Instruction Supporting Students' Learning and Study Skills Organizational Skills Taking Notes Streamlining Note Taking Outlining Listing Marking the Text Gleaning Strategy Skills That Support Students' Reading Comprehension Preview-Read-Recall SQ3R Strategy PQ4R Strategy SNIPS Strategy REAP Strategy Multipass Strategy Test-Taking Strategies 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 Graphic Organizers K-W-L Hierarchies Sequences Matrices Diagrams Think-Alouds Homework Teachers' Reflection on Their Assignments Communication with Parents Summary Extending Learning References Research to Practice: Mnemonics Using Technology: Supporting Learning Considering Diversity: Modified Paired Storytelling Strategy Chapter 16 Transition Chapter Objectives Federal Legislation Linking Assessment with Transition Planning and Instruction Assessment and Self-Determination Types of Transition Activities Four to 5 Years Before Leaving School Two to 3 Years Before Leaving School At Least 1 Year Before Leaving School Further Educations and Training Transition Services Level and Intensity of Support Transition Team Self-Determination, Self-Advocacy, and Person-Centered Planning Student Choice and Self-Determination Self-Advocacy Person-Centered Planning Career Development Career Education Curriculum Summary Extending Learning References Research to Practice: Thinking About Youth with Disabilities Using Technology: Occupational Information Network Considering Diversity: Reaching out to catins. Glossery Name Index Subject Index
Library of Congress Subject Headings for this publication:
Children with disabilities -- Education -- United States.