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| Acknowledgments | |
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| About the Authors | |
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| About This Book | |
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| An Overview of the Field of Learning Disabilities | |
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| History of Learning Disabilities | |
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| Causal Factors | |
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| Incidence | |
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| Primary Characteristics of Learning Disabilities | |
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| Comorbid or Co-occurring Conditions | |
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| Attention Defi cit Hyperactivity Disorder | |
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| Conduct Disorder | |
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| Tourette Syndrome | |
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| Prognosis.Programs and Settings for the Learning Disabled | |
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| Facts About Learning Disabilities | |
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| List of Major Organizations for the Learning Disabled | |
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| Periodicals on Learning Disabilities | |
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| Research in the Field of Learning Disabilities | |
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| Overview of the Brain, Biology, and Behavior | |
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| Brain Injury | |
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| Structural Brain Differences | |
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| Biochemical Infl uences.Research on Memory | |
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| Research on Metacognition | |
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| Research on Phonological Processing Problems | |
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| Research on Maturation and Retention | |
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| Research on Communication Problems | |
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| Research on Self-Concept, Self-Esteem, and Self-Efficacy.Research on Teachers' Perceptions | |
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| Research on Social Competence and Social Skills Training | |
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| Understanding the Laws | |
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| Parental Rights | |
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| Parents as Advocates | |
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| Student Rights | |
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| Teacher Rights and Obligations | |
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| Behavioral Goals and Behavioral Improvement Plans | |
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| Student and Parental Rights Regarding Suspension or Expulsion | |
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| Early Childhood Education for At-Risk Students | |
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| Special Education Services from Birth Through Age Two | |
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| Special Education Services for Children Ages Three Through Five | |
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| Assessment of Young Children | |
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| The Components of an Effective Early Childhood Education Program | |
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| Maturation and "Readiness" for Kindergarten | |
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| The Student Study Team Process | |
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| The Case for Early Intervention | |
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| Recognizing the Need | |
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| Talking with Parents | |
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| Parent and Student Preparation for the Student Study Team (SST) | |
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| Predictable Parental Feelings and Reactions | |
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| Initiating a Request for a Student Study Meeting | |
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| The Student Study Team Process | |
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| The Roles of the SST Members | |
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| Digital Classroom Accommodations | |
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| Sensory Accommodations | |
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| Formal Assessment and Identification of the Student with Learning Disabilities | |
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| The Multidisciplinary Team Process | |
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| Roles of the Members of the Multidisciplinary Team | |
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| Guidelines for Assessment.Intellectual Assessment | |
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| Intelligence Quotient (IQ) | |
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| Visual Perception.Auditory Perception | |
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| Memory.Academic Assessment | |
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| Commonly Used Tests | |
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| Classroom and Playground Observations | |
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| Time-on-Task Assessment | |
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| Language Assessment | |
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| Health Assessment | |
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| Behavioral Assessment | |
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| Planning for the Student with Learning Disabilities | |
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| Eligibility Issues | |
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| The Discrepancy Model | |
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| Exclusionary Criteria.Assessment Scores and Their Implication for Learning | |
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| Eligible or Not Eligible? Developing the Individual Education Plan (IEP) | |
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| Choosing the Appropriate Educational Setting ("Least Restrictive Environment") | |
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| Determining the Number of Hours | |
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| Writing Appropriate, Measurable Objectives | |
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| The Purpose of Goals | |
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| Dissenting Opinions | |
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| Reviews of the IEP | |
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| The Annual Review | |
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| The Triennial Review | |
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| Special Reviews | |
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| Due Process | |
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| Classroom Management for Teachers | |
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| Creating an Attractive and Useful Classroom | |
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| Planning the First Week's Activities | |
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| Behavioral Management Considerations | |
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| Positive Reinforcement | |
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| Rules | |
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| Settling Students After a Recess | |
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| Projecting a Positive Feeling | |
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| Finding Better Ways to Talk to Students | |
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| Preventing Misbehavior | |
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| Keep the Environment Consistent and Structured | |
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| Help Students Succ | |