Table of contents for Teaching students with mild and moderate disabilities : research-based practices / Libby G. Cohen, Loraine J. Spenciner.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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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.