Table of contents for Teaching students with mild and high-incidence disabilities at the secondary level / Edward J. Sabornie, Laurie U. deBettencourt.

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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 
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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.