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Contents Part 1 Special Education and Adolescence 1 Introduction to Adolescents with High-Incidence Disabilities Factors Influencing Development of Secondary Education Programs The Individuals with High-Incidence Disabilities and How They are Defined Definitions/Identification Characteristics Impact of Response to Treatment Legislative Foundations Issues in Secondary Education of Students with Mild and High-Incidence Disabilities Full Inclusion of Adolescents with High-Incidence Disabilities Preparation of General and Special Educators Summary Questions to Ponder References 2 Adolescence and Its Characteristics Rationale Theories of Adolescence G. Stanley Hall's Views Sigmund Freud's Theories Erikson's Theory of Identity Development Peter Blos's Views Lewin's Theory Havighurst's Developmental Tasks of Adolescence Piaget's Cognitive Theory of Adolescence Kohlberg's Views on Adolescent Morality Selman's Theory of Social Cognition Elkind's Theory of Adolescent Egocentrism Sullivan's Theory of Adolescent Interpersonal Development Albert Bandura's Social Cognitive Theory Loevinger's Ego Development Theory in Adolescence Adolescent Development Physical Development Cognitive Development Psychological and Other Disorders of Adolescence Applications to Adolescents with Disabilities Summary Questions to Ponder References 3 Co-Teaching and Collaboration at the Secondary Level Co-Teaching, Consultation, and Collaboration Definition of Terms Models of Co-Teaching Stages of Co-Teaching Issues and Challenges of Co-Teaching at the Secondary Level Implementation Challenges Administrative Challenges Content-Area Instruction for Students with High-Incidence Disabilities General Education Curriculum Teacher-Focused Interventions Implementing Interventions as the Co-Teacher Summary Questions to Ponder References Part 2 Instructional Methods 4 Behavior Management Techniques Effective Instruction Defining Behaviors Effective Teaching Behaviors Direct Instruction Classroom Management at the Secondary Level Measuring Behavior: Direct Observation Increasing Behaviors in the Classroom Decreasing Behaviors in the Classroom Functional Behavioral Assessment Self-Management of Behavior and Generalization Techniques with Adolescents Summary Questions to Ponder References 5 Reading Instruction Students with Mild and High-Incidence Disabilities and Reading Problems Teaching Reading as a Complex Process Assessment of Reading Skills at the Secondary Level Why Assess Reading? How Does One Assess Reading? Using Informal Reading Assessment Procedures Reading Instruction at the Secondary Level Vocabulary Development Comprehension Instruction Critical Features of Reading Instruction Special Considerations in Reading Instruction of Adolescents with High- Incidence Disabilities in General Education Classrooms Importance of Motivation for Learning Importance of Teaching Reading Skills for Use in All Content-Area Classrooms Adaptations /Accommodations in Content-Area Classrooms Summary Questions to Ponder References 6 Written Language Instruction Students with High-Incidence Disabilities and Written Language Challenges Assessment of Written Language Skills at the Secondary Level Using Standardized, Criterion-Referenced, and Diagnostic Tests: Selected Instruments Using Informal Written Language Assessment Procedures Written Language Instruction at the Secondary Level Instruction Using Cognitive Models Instruction Using Reciprocal Peer Editing Concluding Comments on Instruction Special Considerations in Written Language Instruction of Adolescents with High-Incidence Disabilities in General Education Classrooms Summary Questions to Ponder References 7 Mathematics Instruction Assessing Math Skills Standardized, Criterion-Referenced, and Diagnostic Tests Informal Assessment Procedures Research-Validated Math Instruction Functional Math Instruction Mathematical Process Instruction Math Instruction via Cognitive Strategies Commercial Mathematics Curricula for Adolescents Mathematics Instruction of Adolescents with High-Incidence Disabilities in General Education Classes Additional Considerations in Math Instruction Summary Questions to Ponder References 8 Study Skills Instruction Teaching Cognitive Strategy Training at the Secondary Level Impetus for Developing Cognitive Strategy Training Procedures Distinction Between Cognitive Strategy Training and Study Skills Training Informal Assessment of Cognitive Learning Strategies Selected Study Skills Materials Development of a Cognitive Learning Strategies Curriculum Selection of Strategy Content Design of Strategy Content Usefulness of Learning Strategies Instruction of Learning Strategies Specific Examples of Cognitive Learning Strategies Reading Written Language Mathematics Study Skills Generalization of Strategy Training Adaptations to General Education Classrooms Homework Completion Summary Questions to Ponder References 9 Social Skills Instruction Rationale for Social Skills Instruction Definitions Assessment Procedures Direct Observation Sociometry Teacher Rating Scales Intervention Methods Social Skills Training Curricula Noncommercial Social Skills Training Procedures Social Skills Training for Employment Teaching Social Skills in General Education Classrooms Important Considerations in the Teaching of Social Skills Summary Questions to Ponder References Part 3 Beyond Secondary Schools 10 Postsecondary Programs Impetus for Studying Postsecondary Training with Students with High- Incidence Disabilities Postsecondary-Level Educational Programs for Adults with High- Incidence Disabilities Legal Foundations for Postsecondary Educational Programs Diversity and Scope of Programs Specific Two-Year and Four-Year College Programs Community Colleges and Two-Year Postsecondary Institutions Technical Education and Vocational Rehabilitation Programs Supported Employment Models Assessment Issues Preparing Students for Postsecondary Training Specific Guidelines for Preparing Students for Postsecondary Training Review of Commercial Curriculum Guides for Postsecondary Institutions Issues at the Postsecondary Level Administrative Considerations Service Delivery Issues Assistive Technology Issues Summary Questions to Ponder References 11 Transition to Independent Living Rationale and Introduction Definitions Transition: Employment Issues Transition: Collateral Areas Assessment for Transition Programming Career Education in the Transition Process Community-Based Instruction at the Secondary Level Role of the Educator in the Transition Process Curriculum Teaching Self-Determination Interagency Cooperation Other Issues in Transition Programming Summary Questions to Ponder References Name Index Subject Index Note: Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing and it is inevitable that some of the Internet addresses listed in this textbook will change.
Library of Congress Subject Headings for this publication:
Learning disabled youth -- Education (Secondary) -- United States.
Problem youth -- Education (Secondary) -- United States.
Youth with mental disabilities -- Education (Secondary) -- United States.