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Contents Part 1 FOUNDATIONS FOR INSTRUCTION 1 1 Students With Special Needs 2 Student Characteristics 6 Cultural Diversity 8 English-Language Learners 10 Effective Teaching Strategies 13 Reductionist Paradigm 14 Constructivist Paradigm 15 Sample Lessons Based on Paradigms 15 Combining Paradigms for Effective Instructional Practice 18 Inclusion 21 National Education and Standards-Based Reform 31 Professional Commitment 33 What We Believe 35 2 Beginning-of-the-Year Planning and Organization 50 Designing Individualized Education Programs and Plans 54 Components of the Individualized Education Program 56 Weekly and Daily Plans 67 Creating Instructional, Assessment and Management Decisions 71 Instructional Grouping Arrangements 71 Student Variables 81 Grading and Record-keeping Procedures 82 Management of the Classroom 94 Scheduling for Instruction 107 Scheduling in Elementary Schools 108 Scheduling in Secondary Schools 111 Students Who Need More Time 117 Efficient Use of Time 118 3 Communication and Collaborative Consultation 139 Communication 144 Factors to Consider in Communication 144 Communication and Collaboration With Parents/Families 151 Barriers to Communication 153 Crisis Confrontation 154 Collaborative Consultation 165 Rationale and Need for Collaborative Consultation 166 Options for Implementing Collaborative Consultation 169 Barriers to and Ingredients of Effective Collaborative Consultation 189 Collaboration with Paraprofessionals 195 Growth and Paraprofessionals 196 Planning Paraprofessional Programs 198 Implementing Paraprofessional Programs 203 Collaboration With Other Partners 207 4 Informal Assessment 248 Assessment Components of IDEA Amendments of 1997 and 2004 253 Portfolio Assessment 259 Plan the Focus 261 Select the Content 261 Teach Students to Self-Assess and Reflect 264 Arrange Periodic Conferences 265 Interviews 265 Exhibitions 267 Probes 268 Checklists 269 Error Analysis 271 Reading 271 Spelling 274 Math 274 Procedures 277 Criterion-Referenced Tests 278 Steps 279 Sample Plan 281 Precision Teaching 284 Steps 286 Sample Plan 300 Curriculum-Based Measurement 303 Reading 304 Spelling 306 Math 307 Written Expression 308 Steps 309 Involving Students in Data Collection 313 5 The Instructional Cycle 353 Universal design for learning 359 Planning 362 Instructional Time 362 Motivation 364 Academic Content 369 Presentation 377 Opening 379 Body 382 Guided Practice 397 Closing 402 Feedback 404 Independent Practice 407 Evaluation 411 Specify the Criteria 413 Vary Ways to Evaluate 414 Teach Students to Self-Evaluate 416 Complete a Self-Evaluation 417 Lesson Plan 420 Part 2 INSTRUCTIONAL TECHNIQUES 447 6 Instructional Materials 448 Selecting Instructional Materials 451 Factors Influencing the Selection of Instructional Materials 451 Materials Selection and the Stages of Learning 455 Analyzing Instructional Materials 457 Adapting Materials 466 Instructional Materials 466 Test Adaptations 472 Addressing Cultural and Linguistic Diversity in Materials 477 Developing Materials 482 Development of Specific Materials 483 7 Strategy Instruction 511 Cognitive Strategies 515 Rationale 515 Strategic Teaching and Learning 516 Metacognition 520 Rationale 521 Description 522 Implementation 524 Cognitive Behavior Modification (CBM) 527 Rationale 528 Description 529 Implementation 531 Reciprocal Teaching (RT) 533 Rationale 535 Description 535 Implementation 539 Strategic Instruction Model (SIM) 544 Rationale 544 Description 547 Implementation 550 Self-Regulated Strategy Development (SRSD) Model 554 Rationale 554 Description 555 Implementation 557 8 Content Instruction 601 Direct Instruction 605 Rationale 607 Description 607 Use 608 Balanced Instruction 611 Universal Design for Learning Units 615 Rationale 619 Description 619 Planning 625 Use of Textbooks 633 Before Instruction 633 During Instruction 635 After Instruction 638 Mathematics 639 Science 640 Social Studies 640 9 Social Skills and Peer-Mediated Instruction 667 Social Skills 671 Identification of Social Skills 672 Social Skills Interventions 676 Peer Tutoring 687 Rationale 689 Description 689 Implementation 697 Cooperative Learning 704 Rationale 707 Description 707 Implementation 717 10 Study Skills Instruction 753 Irationale for Study Skills Instruction 756 Components of Study Skills Instruction 757 Acquisition of Information 760 Listening 760 Note Taking 763 Comprehension 774 Organization and Memorization of Information 786 Memory Strategies 786 Underlining and Highlighting 790 Study Guides 792 Expression of Information 797 Test Preparation and Test Taking 797 Report Writing and Presentation 806 Putting It All Together 810 Discussion Questions 811 Part 3 FACTORS AFFECTING INSTRUCTION 839 11 Technology for Teaching and Learning 840 Technology Legislation 844 Technology as a Way for Students to Access the Curriculum 846 Traditional Applications 846 Exploratory Applications 848 Tool Applications 849 Communication Applications 849 Technology as a Tool for Students 850 Organization 852 Note Taking 854 The Writing Process 854 Productivity Tools 860 Reference Material Tools 863 Cognitive Assistance Tools 864 Software Selection 867 Internet 871 12 Transition From School to Life 930 Best Practices in Transition 936 Preparing for Transition 937 Across the Grade Levels 938 High Stakes Testing 942 Planning for Transition 944 The Individuals with Disabilities Education Act and Transition 944 Other Laws Related to Transition 946 The Transition Individualized Educational Program (TIEP) 947 Teaching for Transition 950 Instruction 951 Social and Interpersonal Skills 965 Social and Interpersonal Skills for Postsecondary Education 965 Social and Interpersonal Skills for Employment 966 Functional Vocational Assessment 969 Daily Living Skills 974 Linking for Transition 976 Family Linkages 976 Intraagency Linkages 977 General Education 978 Interagency Linkages 981
Library of Congress Subject Headings for this publication:
Landscape architecture.
Architecture, Domestic.
Homesites -- Planning.