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| Definitions, Characteristics, and Current Issues | |
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| Practical Considerations in Defining a Learning Disability | |
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| What Is a Learning Disability? | |
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| The Definitions of Learning Disabilities | |
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| Kirk and Bateman | |
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| Minimal Brain Dysfunction: National Project on Learning Disabilities in Children | |
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| The National Advisory Committee on Handicapped Children | |
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| Northwestern University | |
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| The U.S. Office of Education (1976) | |
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| The U.S. Office of Education (1977) | |
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| The National Joint Committee on Learning Disabilities (NJCLD) | |
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| The Interagency Committee on Learning Disabilities (ICLD) | |
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| The Current Definition of Learning Disabilities | |
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| Major Components of the Definition | |
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| Achievement-Intellectual Functioning Discrepancy | |
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| Central Nervous System Factors | |
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| How Schools Define Learning Disabilities | |
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| Prevalence | |
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| Male versus Female | |
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| Learning Disabilities and Minority Status | |
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| Characteristics of Students with Learning Disabilities | |
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| Motor Problems | |
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| Perceptual Deficits | |
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| Attention Deficits | |
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| Memory Disorders | |
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| Language Disorders | |
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| Social Perceptual Disorders | |
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| Emotional Overlay | |
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| Academic and Instructional Characteristics | |
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| Current Issues | |
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| Identification of Learning Disabilities | |
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| Disproportionality | |
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| Bridging the Gap Between Research and Classroom Practice | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| The History of Learning Disabilities | |
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| History of Learning Disabilities | |
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| European Foundation Period (1800-1920) | |
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| US Foundation Period (1920-1960) | |
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| Emergent Period (1960-1975) | |
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| Solidification Period (1975-1985) | |
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| Turbulent Period (1985-2000) | |
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| Federal Government Recognition and Funding | |
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| Prior to PL 94-142 | |
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| Education of All Handicapped Children Act of 1975 | |
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| Individuals with Disabilities Education Act (IDEA) | |
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| IDEA of 1997 | |
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| Impact on Learning Disabilities | |
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| Other Legislation that Impacts Teaching Students with Learning Disabilities | |
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| Case Law | |
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| Advocacy | |
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| Learning Disabilities in the 21st Century | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Causes of Learning Disabilities | |
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| What Causes a Learning Disability? | |
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| Factors Related to Prenatal, Perinatal, and Postnatal Development | |
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| Prenatal Factors | |
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| Perinatal Factors | |
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| Postnatal Factors | |
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| Medical Causes | |
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| Simple Neuroanatomy | |
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| Diagnosis of Neurological Functions | |
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| Neurological Exam | |
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| Neurodiagnostic Testing | |
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| Genetic Causes | |
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| Controversial Approaches | |
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| Scotopic Sensitivity Training | |
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| Visual Training | |
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| Feingold Diet | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Attention Deficit Hyperactivity Disorder and Underlying Process Disorders | |
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| Perception | |
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| Attention | |
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| Attention Deficit Hyperactivity Disorder (ADHD) | |
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| Prevalence and Causation | |
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| Terminology | |
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| Identifying ADHD | |
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| Diagnosis of ADHD | |
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| Learning Disabilities and ADHD | |
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| Medical Intervention | |
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| Memory | |
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| Cognitive Processes | |
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| Information Processing | |
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| Implications for Instruction | |
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| Instructional Strategies for Attention | |
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| Behavioral Intervention for Students with ADHD | |
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| Instructional Strategies for Students with ADHD | |
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| Working with Parents of Students with ADHD | |
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| Instructional Strategies for Memory | |
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| Instructional Strategies for Information Processing | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Prereferral Intervention Strategies | |
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| The Prereferral Process | |
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| Prereferral Teams | |
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| Instructional Support Team (1ST) | |
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| Instructional Strategies | |
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| Best Practices: The 1ST Meeting | |
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| Prereferral Instructional Modifications | |
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| Implementation | |
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| Levittown: How One District Utilized a Prereferral Team | |
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| Major Components of the Staff Development Program | |
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| Consultant Services | |
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| Building-Level Teams | |
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| Building-Level Team Members | |
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| Building-Level Needs Assessment | |
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| Program Implementation | |
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| Initial Training | |
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| Ongoing Training | |
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| Impact | |
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| Evaluating the Prereferral | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Identification of Students with Learning Disabilities | |
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| Referral Process | |
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| Prereferral Teams | |
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| Identification Process | |
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| Parents' Right to Request an Evaluation | |
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| Problems with the Discrepancy Formula | |
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| Response to Instruction | |
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| Assessment Practices | |
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| Practical Considerations in Test Selection | |
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| Guiding Principles for a Model of Educational Assessment | |
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| Clear Definition of the Purpose of the Assessment | |
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| Diagnostic Questions Guiding the Assessment | |
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| Diagnostic Questions Regarding Student Context | |
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| Diagnostic Questions Regarding Sociocultural Context | |
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| Diagnostic Questions Regarding Instructional Context | |
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| Assessing the Classroom | |
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| Classroom-Based Assessment | |
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| Performance Assessments and Portfolios | |
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| Traditional Assessment | |
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| Authentic Assessment | |
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| Portfolio Assessment | |
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| Parent-Teacher Observation and Interview | |
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| Student Ability Conference | |
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| Criticism of Standardized Tests | |
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| Curriculum-Based Assessment | |
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| From Research to Practice: Developing a Curriculum-Based Assessment | |
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| Implications for Teachers | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Collaboration with Colleagues, Families, and the Community | |
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| Collaboration | |
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| What Is Collaboration | |
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| Characteristics of Collaboration | |
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| Collaboration Is Voluntary | |
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| Collaboration Requires Parity Among Professionals | |
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| Collaboration Is Based on Mutual Goals | |
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| Collaboration Depends on Shared Responsibility for Participation in Decision Making | |
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| Individuals Who Collaborate Share Resources | |
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| Individuals Who Collaborate Share Accountability for Actions | |
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| Teams | |
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| Multidisciplinary Teams | |
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| The IEP Team | |
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| Developing Culturally Competent Teams | |
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| Collaborative Teams | |
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| One Teach, One Observe | |
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| One Teach, One Drift | |
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| Station Teaching | |
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| Parallel Teaching | |
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| Alternate Teaching | |
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| Team Teaching | |
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| How Do You Decide Which Coteaching Approach to Use? | |
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| What Does the Research Say About Coteaching? | |
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| Collaborating with Families | |
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| Collaboration with Families, Not Just Parents | |
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| Guiding Principles for Parenting Programs | |
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| Culturally and Linguistically Diverse Families | |
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| Communicating with Families | |
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| Formal Meetings | |
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| The IEP Conference | |
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| Informal Meetings | |
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| Using Technology to Collaborate | |
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| Manifestations of Learning Disabilities in the Home and Community | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Resources for Parents | |
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| Educational Placements | |
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| Least Restrictive Environment | |
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| Mainstreaming and the Least Restrictive Enrollment | |
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| Inclusion | |
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| Principles of Inclusion | |
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| Resource Room | |
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| Definition | |
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| Rationale | |
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| The Role of the Resource Room Teacher | |
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| Conducting Educational Evaluation | |
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| Implementing and Evaluating the Intervention Plan | |
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| Communicating with Regular Classroom Teachers | |
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| The Physical Setting | |
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| Scheduling | |
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| Consultant Teacher Model | |
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| Student Perceptions of Educational Placements | |
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| Combination of Approaches | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Preschool Students with Learning Disabilities | |
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| Characteristics of Preschoolers at Risk for Learning Disabilities | |
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| Practical Concerns | |
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| Laws Governing Preschoolers with Special Needs | |
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| Learning Disabilities Has Traditionally Been Defined as an Academic Disorder | |
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| The More Severe the Disability, the More Likely the Child Will Be Identified | |
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| The More Severe the Disability, the More Services Are Available | |
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| The Exclusionary Clause in the Federal Government's Definition of Learning Disabilities Negates the Presence of One of the Greatest Predicators of School Failure | |
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| Issues Related to Students from Culturally and Linguistically Diverse Urban Areas Complicate the Process | |
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| Predicators of Learning Disabilities in Early Childhood | |
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| Characteristics of Learning Disabilities During the Preschool Years | |
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| Assessment | |
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| Comprehensive Developmental Assessment | |
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| Early Childhood Interventions | |
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| The Typical School Day of Preschoolers with Learning Disabilities | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Middle School and High School Students with Learning Disabilities | |
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| Transition from Middle to High School | |
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| Adolescence: A Time of Transition | |
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| Characteristics of Adolescents with Learning Disabilities | |
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| Academic Deficits | |
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| Cognitive and Metacognitive Deficits | |
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| Social Interactive Deficits | |
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| Motivation Deficits | |
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| The Link Between Juvenile Delinquency and Learning Disabilities | |
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| Increased Demands on Adolescents with Learning Disabilities | |
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| High-Stakes Testing | |
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| Inclusion and the Adolescent with Learning Disabilities | |
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| Access to the Regular Education Curriculum | |
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| Differentiated Instruction | |
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| Universal Design | |
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| Providing Appropriate Instruction | |
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| Learning Strategies | |
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| Critical Features of Learning Strategies Approach | |
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| Instructional Principles | |
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| Implementing the Model | |
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| Examples of Learning Strategies | |
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| Analyzing Visual Aids | |
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| Written Language | |
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| Test-Taking Strategies | |
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| Reading in the Content Area | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Transition Planning and Adults with Learning Disabilites | |
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| Practical Considerations:Louis, an Adult Whose Learning Disabilities Were Not Properly Addressed | |
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| Reasons for Studying Adults with Learning Disabilities | |
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| Life Beyond High School | |
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| Individualized Transition Educational Plan (ITEP) | |
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| IDEA 2004 Transition Requirements | |
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| Postsecondary Education Problems of Individuals with Learning Disabilities | |
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| Laws Affecting Adults with Learning Disabilities | |
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| College Programs for Students with Disabilities | |
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| What Are Colleges Required to Provide? | |
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| Faculty Receptiveness to Accommodations | |
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| Vocational Programs | |
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| Self-Determination | |
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| The World of Work | |
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| Successful Adults with Learning Disabilities | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Spoken Language Disorders | |
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| Normal Language Development | |
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| Components of Language | |
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| Phonology | |
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| Morphology | |
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| Syntax | |
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| Semantics | |
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| Pragmatics | |
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| Theories of Language Development | |
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| Behavioral Approach | |
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| Psycholinguistic/Syntactic Approach | |
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| Semantic/Cognitive Approach | |
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| Pragmatic Approach | |
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| Characteristics of Students with Spoken Language Disorders | |
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| Disorders of Auditory Receptive Language | |
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| Disorders of Auditory Expressive Language | |
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| Behaviors Associated with Spoken Language Disorders | |
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| Assessment of Spoken Language Disorders | |
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| Informal Assessment | |
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| Standardized Assessment Procedures | |
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| Considerations for Culturally and Linguistically Diverse Students | |
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| Social-Cultural Context of Spoken Language Disorders | |
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| General Interventions | |
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| Language Comprehension | |
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| Language Production | |
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| Specific Interventions | |
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| Word Finding | |
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| Sentence Formation | |
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| Word Meaning | |
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| Application of Technology | |
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| Inclusionary Practices | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Reading Disorders | |
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| Teaching Students with Reading Disorders | |
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| Dyslexia versus Reading Disorders | |
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| Characteristics of Dyslexia | |
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| Early Indicators of Reading Disorders | |
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| Assessment of Reading Disorders | |
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| Standardized Tests of Reading | |
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| Informal Measures | |
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| Observing Reading Performance | |
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| Assessment of Phonemic Awareness | |
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| Informal Reading Inventory (IRI) | |
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| Miscue Analysis | |
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| Interventions | |
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| Direct Instructions in Reading | |
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| Reading Approaches | |
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| Phonemic Awareness | |
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| Phonetic Approaches | |
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| Language Experience Approach | |
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| Whole Word Approaches | |
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| Whole Language Approach | |
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| Reading Comprehension | |
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| Teaching Reading in the Content Areas | |
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| Application of Technology | |
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| Special Reading Approaches | |
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| Fernald Method | |
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| Orton-Gillingham Approach | |
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| Wilson Reading System | |
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| Reading Recovery (RR) | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Written Language Disorders | |
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| Handwriting | |
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| Characteristics | |
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| Assessment | |
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| Interventions | |
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| Spelling | |
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| Characteristics | |
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| Assessment | |
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| Interventions | |
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| Written Expression | |
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| Characteristics | |
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| Assessment | |
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| Interventions | |
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| The Writing Process | |
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| Learning Strategies | |
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| Direct Instruction in Written Language | |
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| Application of Technology in Written Language | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Mathematical Disorders | |
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| Characteristics of Students with Math Disorders | |
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| Subtypes of Students with Math Disorders | |
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| Assessment | |
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| Formal Assessment | |
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| Criterion-Referenced Assessment | |
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| Error Analysis | |
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| Curriculum-Based Assessment | |
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| Other Classroom-Based Assessment Procedures | |
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| Interventions | |
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| General Principles of Mathematical Instruction | |
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| Increasing Instructional Time | |
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| Using Effective Instruction | |
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| Varying Group Size | |
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| Using Real-Life Examples | |
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| Varying Reinforcement Styles | |
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| Direct Instruction in Mathematics | |
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| A Balanced Approach | |
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| A Plan for Teaching Computation or Problem Solving | |
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| Teaching Basic Math Facts | |
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| Teaching Computation Skills | |
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| Teaching Problem Solving | |
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| Calculators | |
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| Computer-Aided Instruction | |
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| Middle and High School Students | |
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| Math Anxiety | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| Social-Emotional and Behavioral Aspects of Learning Disabilities | |
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| Characteristics of Social-Emotional and Behavioral Components of Learning Disorders | |
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| Self-Concept | |
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| Affect (Emotions) | |
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| Social Information Processing | |
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| Social Cognition | |
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| Communicative Competence | |
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| Social Behavior | |
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| Assessment | |
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| Formal Assessment | |
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| Informal Assessment | |
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| Event Recording | |
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| Duration Recording | |
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| Time Sample Recording | |
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| Charting Baseline Data | |
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| Functional Behavioral Assessment (FBA) | |
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| Developing a Behavior Intervention Plan (BIP) | |
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| Interventions | |
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| Behavior Intervention Plan | |
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| Social Skills Training | |
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| Applied Behavior Analysis | |
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| Reinforcement | |
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| Punishment | |
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| Token Economies | |
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| Contracting | |
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| Conflict Resolution | |
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| Academic Interventions | |
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| Teaching Social-Emotional Behaviors Through the Curriculum | |
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| Modeling and Reinforcing a Kind, Caring Classroom Environment | |
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| Providing Positive Behavioral Support (PBS) | |
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| Self-Regulation | |
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| Summary | |
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| Springboards for Reflection and Discussion | |
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| References | |
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| Name Index | |
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| Subject Index | |