| |
| |
| |
| Learner Characteristics (Mary Anne Prater) | |
| |
| |
| Definitions and Prevalence Rates | |
| |
| |
| Categorical vs. Cross-Categorical Disabilities | |
| |
| |
| Students with Learning Disabilities | |
| |
| |
| Students with Emotional/Behavioral Disabilities | |
| |
| |
| Students with Mental Retardation Students with Attention Deficit Hyperactive Disorder | |
| |
| |
| Multiple Diagnoses | |
| |
| |
| Characteristics that Impact Instruction | |
| |
| |
| Cognitive Characteristics | |
| |
| |
| Memory | |
| |
| |
| Concept Formation | |
| |
| |
| Academic Skills | |
| |
| |
| Social Competence | |
| |
| |
| Motivation and Attribution | |
| |
| |
| Students from Ethnically Diverse Populations | |
| |
| |
| Socio Economic and Family Structure Diversity | |
| |
| |
| Students with Disabilities | |
| |
| |
| |
| Law and Reform Impacting Special Education (Mary Anne Prater) | |
| |
| |
| Key Legislation | |
| |
| |
| Individuals with Disabilities Education Act | |
| |
| |
| Section 504 of the Rehabilitation Act | |
| |
| |
| No Child Left Behind Act | |
| |
| |
| The IEP Process | |
| |
| |
| IEP Team Members | |
| |
| |
| Parent Participation | |
| |
| |
| General Educator Participation | |
| |
| |
| Student Participation | |
| |
| |
| The IEP Document | |
| |
| |
| Present Levels of Academic Achievement and Functional Performance | |
| |
| |
| Annual Goals, Benchmarks, and Short-term Objectives | |
| |
| |
| Special Education and Related Services | |
| |
| |
| Service Delivery | |
| |
| |
| Continuum of Services | |
| |
| |
| Inclusive Education | |
| |
| |
| IEP Review and Revision | |
| |
| |
| Curriculum and Standards | |
| |
| |
| Curriculum | |
| |
| |
| Standards | |
| |
| |
| Access to General Education Curriculum | |
| |
| |
| Universal Design | |
| |
| |
| Aligning Curriculum, Standards and IEPs | |
| |
| |
| |
| Educational Collaboration (Mary Anne Prater) | |
| |
| |
| Models of Working Together | |
| |
| |
| Working to Improve Student Performance | |
| |
| |
| Consultation | |
| |
| |
| Co-Teaching | |
| |
| |
| Working to Improve Teacher Performance | |
| |
| |
| Coaching | |
| |
| |
| Mentoring | |
| |
| |
| Collaboration as a Process | |
| |
| |
| Collaboration Skills | |
| |
| |
| Interactive Communication | |
| |
| |
| Problem-Solving Process | |
| |
| |
| Conflict Resolution | |
| |
| |
| Working with Specific Groups | |
| |
| |
| Paraeducators | |
| |
| |
| Parents and Other Family Members | |
| |
| |
| Collaborating Across Diverse Cultures | |
| |
| |
| Four Cultural Dimensions | |
| |
| |
| Efficiency | |
| |
| |
| Independence | |
| |
| |
| Equity | |
| |
| |
| Communication Styles | |
| |
| |
| Working with Others from Culturally Diverse Population | |
| |
| |
| |
| Behavior and Classroom Management and Organization (Mary Anne Prater) | |
| |
| |
| Behavioral Model | |
| |
| |
| Classroom Management Physical Classroom | |
| |
| |
| Furniture, Materials and the Human Factor | |
| |
| |
| Classroom Ambiance | |
| |
| |
| Effective Time Management | |
| |
| |
| C | |