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Adolescents with Disabilities | |
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Types of Development | |
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Intellectual Development | |
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Physical Development | |
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Emotional/Psychological Development | |
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Social Development | |
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Moral/Ethical Development | |
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Adolescents with Disabilities | |
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Intellectual Disability | |
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Learning Disabilities | |
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Behavioral/Emotional Disorders | |
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Autism Spectrum Disorders: Autism and Asperger's Syndrome | |
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Low-Incidence Categories | |
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Cerebral Palsy | |
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Traumatic Brain Injury | |
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Summary | |
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Activities | |
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References | |
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Services for Adolescents with Disabilities in Middle and Secondary Schools | |
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Introduction | |
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Secondary Public Education | |
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Organization of Secondary Education | |
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Purpose of Secondary Schools | |
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Secondary School Curricula | |
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Diversity in Secondary Schools | |
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Challenges in Secondary Schools | |
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Teaching in Secondary Schools | |
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Special Education Services in Secondary Schools | |
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Traditional Services for Adolescents with Disabilities in Middle and Secondary Schools | |
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Current Programming Models | |
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Inclusion of Students with Disabilities in Secondary Schools | |
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The Inclusion Movement | |
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Rationale Supporting Inclusion | |
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Advantages and Disadvantages of Inclusion | |
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Parent and Teacher Support for Inclusion | |
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Legal Basis for Special Education Services | |
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Individuals with Disabilities Education Act | |
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Section 504 and the ADA | |
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Litigation and Special Education | |
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Goals for Adolescents with Disabilities in Middle and Secondary Schools | |
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Issues Facing Secondary Special Education | |
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Dropping Out of School | |
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Increasing Accountability | |
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Role of Teachers | |
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Summary | |
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Activities | |
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References | |
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The Special Education Process in Middle/Secondary Schools | |
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Introduction | |
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Referral | |
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Behaviors Suggesting Referral | |
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Legal Requirements | |
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Referral Meeting | |
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Teacher's Role in the Referral Process | |
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Response to Intervention | |
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Assessment | |
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Legal Requirements | |
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Types of Assessment | |
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Norm-References Tests | |
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Criterion-Referenced Tests | |
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Other Forms of Assessment | |
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Selecting Types of Assessment | |
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Teacher's Role in the Assessment Process | |
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Determining Eligibility | |
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Individualized Educational Programming | |
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Legal Requirements | |
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The IEP Process | |
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Behavior Intervention Planning | |
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Legal Requirements | |
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Transition Planning | |
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Legal Requirements | |
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Transfer of Rights | |
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Facilitating IEP Participation | |
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Facilitating Parental Involvement | |
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Facilitating Student Involvement | |
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Teacher's Role in the IEP Process | |
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Least Restrictive Environment | |
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Legal Requirements | |
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Continuum of Placement Options | |
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Due Process | |
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Role of Special Education and Classroom Teachers in the Special Education Process | |
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Summary | |
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Activities | |
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References | |
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Transition Programming for Adolescents with Disabilities | |
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Introduction | |
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Vertical Transition | |
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Transitions Within Secondary School | |
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Transitions out of School | |
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Student-Centered Planning | |
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Transition Curriculum | |
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Postsecondary Education Goal | |
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Vocational Goal | |
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Postsecondary Independent Living Goal | |
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Legal Requirements for Transition of Students with Disabilities | |
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Transition Assessment for Planning | |
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The Transition Planning Team | |
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The Transition Plan | |
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Age of Majority | |
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Summary | |
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Activities | |
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References | |
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Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom | |
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Introduction | |
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Collaboration | |
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Impact of Family Involvement | |
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Standards and Family Involvement | |
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Legal Mandate for Family Involvement | |
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The Family | |
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Characteristics of Families | |
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Tips for Communicating with Families | |
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Impact of a Child with Disabilities on the Family | |
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Parents and Stress | |
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Siblings and Stress | |
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Extended Family and Stress | |
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Professionals and Family Stress | |
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Families from Diverse Backgrounds | |
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Diversity in Family Structure | |
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Tips for Working with Families with Diverse Family Structures | |
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Diversity in Culture and Language | |
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Tips for Working with Families with Culture and Language Differences | |
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Developing a Culturally Sensitive Classroom | |
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School and Family Collaboration | |
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Encouraging Parental Participation | |
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Summary | |
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Activities | |
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References | |
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Classroom Management and Adolescents with Disabilities | |
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Introduction | |
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Components of Classroom Management | |
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Organization of Classroom Space | |
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Seating Arrangement | |
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Classroom Climate | |
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Classroom Norms | |
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Developing Classroom Rules and Procedures | |
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Planning and Conducting Instruction | |
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Learning and Instructional Time | |
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Maintaining Appropriate Behaviors | |
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Positive Behavior Supports (PBS) | |
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School-Wide Positive Behavioral Support | |
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Empowering Students | |
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Modeling Appropriate Behaviors | |
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Reinforcing Appropriate Behaviors | |
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Decreasing Inappropriate Behaviors | |
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Responding to Minor Inattention and Misbehavior | |
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Behavior Intervention Planning | |
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Determining Underlying Causes | |
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Punishment | |
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Summary | |
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Activities | |
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References | |
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Co-Teaching | |
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Introduction | |
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Cooperative Teaching Model | |
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Benefits of Co-Teaching | |
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Research Base for Co-Teaching | |
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Before Beginning a Co-Teaching Model | |
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Strengthening Co-Teaching Relationships | |
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Co-Teaching Models | |
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Teaming | |
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One Teaching, One Observing | |
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One Teaching, One Assisting | |
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Station Teaching | |
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Parallel Teaching | |
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Alternative Teaching | |
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Role of School Personnel in Co-Teaching | |
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Role of Paraprofessionals | |
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Role of Administration | |
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Role of Other Professionals | |
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Strategies Used in Implementing Co-Teaching | |
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Evaluating Cooperative Teaching | |
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Summary | |
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Activities | |
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References | |
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Differentiated Instruction | |
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Introduction | |
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Evidence-Based Practices on Content Area Strategies | |
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Differentiated Instruction | |
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Key Concepts in Using Differentiation of Instruction | |
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Content | |
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Process | |
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Product | |
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Affect | |
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Learning Environment | |
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Implementing Differentiation of Instruction in Middle and Secondary Classrooms | |
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Summary | |
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Activities | |
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References | |
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Strategies Instruction | |
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Introduction | |
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Teaching Students How to Use Strategies | |
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The Strategic Instruction Model (SIM) | |
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Student-Focused Interventions-Learning Strategies | |
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Strategies to Acquire Information | |
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Strategies for Storing and Retrieving Information | |
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Strategies for Expressing Learned Materials | |
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Summary | |
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Activities | |
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References | |
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Strategies for Teaching Content to Adolescents with Disabilities: | |
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Reading and Language Arts | |
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Introduction | |
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Instruction in Reading | |
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Phonics and Phonemic Awareness | |
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Vocabulary | |
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Fluency | |
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Motivation | |
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Instruction in Writing | |
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Mechanics of Writing | |
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Spelling | |
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Written Expression | |
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Guiding Principles for Literacy Instruction | |
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Strategies to Enhance Content Literacy | |
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Phonics and Phonemic Awareness | |
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Comprehension | |
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DR-TA (Directed Reading-Thinking Activity) | |
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Directed Reading Activity (DRA) | |
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ReQuest | |
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List-Group-Label | |
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Question-Answer-Relationship (QAR) | |
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Cluster Strategies | |
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Semantic Feature Analysis (SFA) | |
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Context-Structure-Sound-Reference (CSSR) | |
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Language Arts and English | |
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Instruction in Social Studies | |
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Summary | |
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Activities | |
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References | |
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Strategies for Teaching Content to Adolescents with Disabilities: | |
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Math and Science | |
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Introduction | |
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Teaching Math to Students with Disabilities | |
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Math Standards | |
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Math Instructional Ideas | |
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General Math Accommodations | |
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Assessing Math Skills | |
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Teaching Science to Students with Disabilities | |
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Traditional Science Teaching Approaches | |
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Other Science Teaching Methods | |
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Accessibility and Science Labs | |
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Connecting Math and Science Instruction | |
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Integrated Curriculum | |
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Summary | |
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Activities | |
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References | |
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Strategies for Teaching Social Skills to Adolescents with Disabilities | |
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Introduction | |
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Importance of Social Skills | |
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Social Skills and Individuals with Disabilities | |
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Social Skills Deficits | |
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Importance of Social Skills for Students with Disabilities | |
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Social Skills Instruction | |