Learning Disabilities Bridging the Gap Between Research and Classroom Practice

ISBN-10: 0131116568

ISBN-13: 9780131116566

Edition: 2007

List price: $104.00
30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy


Covering characteristics and methods, this comprehensive book discusses how to teach and understand students with learning and other mild disabilities.nbsp; Each chapter includes case studies, examples, and narratives from teachers and professionals who work with preK-12 students with learning disabilities. Discussion of the IDEA Improvement Act of 2004 appears throughout, including topics such as: ADHD, inclusion, collaboration, families and communities, diversity and functional behavioral assessment. nbsp;
what's this?
Rush Rewards U
Members Receive:
You have reached 400 XP and carrot coins. That is the daily max!
Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Customers also bought

Book details

List price: $104.00
Copyright year: 2007
Publisher: Prentice Hall PTR
Publication date: 11/17/2006
Binding: Paperback
Pages: 336
Size: 7.25" wide x 9.00" long x 1.00" tall
Weight: 1.584
Language: English

Definitions, Characteristics, and Current Issues
Practical Considerations in Defining a Learning Disability
What Is a Learning Disability?
The Definitions of Learning Disabilities
Kirk and Bateman
Minimal Brain Dysfunction: National Project on Learning Disabilities in Children
The National Advisory Committee on Handicapped Children
Northwestern University
The U.S. Office of Education (1976)
The U.S. Office of Education (1977)
The National Joint Committee on Learning Disabilities (NJCLD)
The Interagency Committee on Learning Disabilities (ICLD)
The Current Definition of Learning Disabilities
Major Components of the Definition
Achievement-Intellectual Functioning Discrepancy
Central Nervous System Factors
How Schools Define Learning Disabilities
Male versus Female
Learning Disabilities and Minority Status
Characteristics of Students with Learning Disabilities
Motor Problems
Perceptual Deficits
Attention Deficits
Memory Disorders
Language Disorders
Social Perceptual Disorders
Emotional Overlay
Academic and Instructional Characteristics
Current Issues
Identification of Learning Disabilities
Bridging the Gap Between Research and Classroom Practice
Springboards for Reflection and Discussion
The History of Learning Disabilities
History of Learning Disabilities
European Foundation Period (1800-1920)
US Foundation Period (1920-1960)
Emergent Period (1960-1975)
Solidification Period (1975-1985)
Turbulent Period (1985-2000)
Federal Government Recognition and Funding
Prior to PL 94-142
Education of All Handicapped Children Act of 1975
Individuals with Disabilities Education Act (IDEA)
IDEA of 1997
Impact on Learning Disabilities
Other Legislation that Impacts Teaching Students with Learning Disabilities
Case Law
Learning Disabilities in the 21st Century
Springboards for Reflection and Discussion
Causes of Learning Disabilities
What Causes a Learning Disability?
Factors Related to Prenatal, Perinatal, and Postnatal Development
Prenatal Factors
Perinatal Factors
Postnatal Factors
Medical Causes
Simple Neuroanatomy
Diagnosis of Neurological Functions
Neurological Exam
Neurodiagnostic Testing
Genetic Causes
Controversial Approaches
Scotopic Sensitivity Training
Visual Training
Feingold Diet
Springboards for Reflection and Discussion
Attention Deficit Hyperactivity Disorder and Underlying Process Disorders
Attention Deficit Hyperactivity Disorder (ADHD)
Prevalence and Causation
Identifying ADHD
Diagnosis of ADHD
Learning Disabilities and ADHD
Medical Intervention
Cognitive Processes
Information Processing
Implications for Instruction
Instructional Strategies for Attention
Behavioral Intervention for Students with ADHD
Instructional Strategies for Students with ADHD
Working with Parents of Students with ADHD
Instructional Strategies for Memory
Instructional Strategies for Information Processing
Springboards for Reflection and Discussion
Prereferral Intervention Strategies
The Prereferral Process
Prereferral Teams
Instructional Support Team (1ST)
Instructional Strategies
Best Practices: The 1ST Meeting
Prereferral Instructional Modifications
Levittown: How One District Utilized a Prereferral Team
Major Components of the Staff Development Program
Consultant Services
Building-Level Teams
Building-Level Team Members
Building-Level Needs Assessment
Program Implementation
Initial Training
Ongoing Training
Evaluating the Prereferral
Springboards for Reflection and Discussion
Identification of Students with Learning Disabilities
Referral Process
Prereferral Teams
Identification Process
Parents' Right to Request an Evaluation
Problems with the Discrepancy Formula
Response to Instruction
Assessment Practices
Practical Considerations in Test Selection
Guiding Principles for a Model of Educational Assessment
Clear Definition of the Purpose of the Assessment
Diagnostic Questions Guiding the Assessment
Diagnostic Questions Regarding Student Context
Diagnostic Questions Regarding Sociocultural Context
Diagnostic Questions Regarding Instructional Context
Assessing the Classroom
Classroom-Based Assessment
Performance Assessments and Portfolios
Traditional Assessment
Authentic Assessment
Portfolio Assessment
Parent-Teacher Observation and Interview
Student Ability Conference
Criticism of Standardized Tests
Curriculum-Based Assessment
From Research to Practice: Developing a Curriculum-Based Assessment
Implications for Teachers
Springboards for Reflection and Discussion
Collaboration with Colleagues, Families, and the Community
What Is Collaboration
Characteristics of Collaboration
Collaboration Is Voluntary
Collaboration Requires Parity Among Professionals
Collaboration Is Based on Mutual Goals
Collaboration Depends on Shared Responsibility for Participation in Decision Making
Individuals Who Collaborate Share Resources
Individuals Who Collaborate Share Accountability for Actions
Multidisciplinary Teams
The IEP Team
Developing Culturally Competent Teams
Collaborative Teams
One Teach, One Observe
One Teach, One Drift
Station Teaching
Parallel Teaching
Alternate Teaching
Team Teaching
How Do You Decide Which Coteaching Approach to Use?
What Does the Research Say About Coteaching?
Collaborating with Families
Collaboration with Families, Not Just Parents
Guiding Principles for Parenting Programs
Culturally and Linguistically Diverse Families
Communicating with Families
Formal Meetings
The IEP Conference
Informal Meetings
Using Technology to Collaborate
Manifestations of Learning Disabilities in the Home and Community
Springboards for Reflection and Discussion
Resources for Parents
Educational Placements
Least Restrictive Environment
Mainstreaming and the Least Restrictive Enrollment
Principles of Inclusion
Resource Room
The Role of the Resource Room Teacher
Conducting Educational Evaluation
Implementing and Evaluating the Intervention Plan
Communicating with Regular Classroom Teachers
The Physical Setting
Consultant Teacher Model
Student Perceptions of Educational Placements
Combination of Approaches
Springboards for Reflection and Discussion
Preschool Students with Learning Disabilities
Characteristics of Preschoolers at Risk for Learning Disabilities
Practical Concerns
Laws Governing Preschoolers with Special Needs
Learning Disabilities Has Traditionally Been Defined as an Academic Disorder
The More Severe the Disability, the More Likely the Child Will Be Identified
The More Severe the Disability, the More Services Are Available
The Exclusionary Clause in the Federal Government's Definition of Learning Disabilities Negates the Presence of One of the Greatest Predicators of School Failure
Issues Related to Students from Culturally and Linguistically Diverse Urban Areas Complicate the Process
Predicators of Learning Disabilities in Early Childhood
Characteristics of Learning Disabilities During the Preschool Years
Comprehensive Developmental Assessment
Early Childhood Interventions
The Typical School Day of Preschoolers with Learning Disabilities
Springboards for Reflection and Discussion
Middle School and High School Students with Learning Disabilities
Transition from Middle to High School
Adolescence: A Time of Transition
Characteristics of Adolescents with Learning Disabilities
Academic Deficits
Cognitive and Metacognitive Deficits
Social Interactive Deficits
Motivation Deficits
The Link Between Juvenile Delinquency and Learning Disabilities
Increased Demands on Adolescents with Learning Disabilities
High-Stakes Testing
Inclusion and the Adolescent with Learning Disabilities
Access to the Regular Education Curriculum
Differentiated Instruction
Universal Design
Providing Appropriate Instruction
Learning Strategies
Critical Features of Learning Strategies Approach
Instructional Principles
Implementing the Model
Examples of Learning Strategies
Analyzing Visual Aids
Written Language
Test-Taking Strategies
Reading in the Content Area
Springboards for Reflection and Discussion
Transition Planning and Adults with Learning Disabilites
Practical Considerations:Louis, an Adult Whose Learning Disabilities Were Not Properly Addressed
Reasons for Studying Adults with Learning Disabilities
Life Beyond High School
Individualized Transition Educational Plan (ITEP)
IDEA 2004 Transition Requirements
Postsecondary Education Problems of Individuals with Learning Disabilities
Laws Affecting Adults with Learning Disabilities
College Programs for Students with Disabilities
What Are Colleges Required to Provide?
Faculty Receptiveness to Accommodations
Vocational Programs
The World of Work
Successful Adults with Learning Disabilities
Springboards for Reflection and Discussion
Spoken Language Disorders
Normal Language Development
Components of Language
Theories of Language Development
Behavioral Approach
Psycholinguistic/Syntactic Approach
Semantic/Cognitive Approach
Pragmatic Approach
Characteristics of Students with Spoken Language Disorders
Disorders of Auditory Receptive Language
Disorders of Auditory Expressive Language
Behaviors Associated with Spoken Language Disorders
Assessment of Spoken Language Disorders
Informal Assessment
Standardized Assessment Procedures
Considerations for Culturally and Linguistically Diverse Students
Social-Cultural Context of Spoken Language Disorders
General Interventions
Language Comprehension
Language Production
Specific Interventions
Word Finding
Sentence Formation
Word Meaning
Application of Technology
Inclusionary Practices
Springboards for Reflection and Discussion
Reading Disorders
Teaching Students with Reading Disorders
Dyslexia versus Reading Disorders
Characteristics of Dyslexia
Early Indicators of Reading Disorders
Assessment of Reading Disorders
Standardized Tests of Reading
Informal Measures
Observing Reading Performance
Assessment of Phonemic Awareness
Informal Reading Inventory (IRI)
Miscue Analysis
Direct Instructions in Reading
Reading Approaches
Phonemic Awareness
Phonetic Approaches
Language Experience Approach
Whole Word Approaches
Whole Language Approach
Reading Comprehension
Teaching Reading in the Content Areas
Application of Technology
Special Reading Approaches
Fernald Method
Orton-Gillingham Approach
Wilson Reading System
Reading Recovery (RR)
Springboards for Reflection and Discussion
Written Language Disorders
Written Expression
The Writing Process
Learning Strategies
Direct Instruction in Written Language
Application of Technology in Written Language
Springboards for Reflection and Discussion
Mathematical Disorders
Characteristics of Students with Math Disorders
Subtypes of Students with Math Disorders
Formal Assessment
Criterion-Referenced Assessment
Error Analysis
Curriculum-Based Assessment
Other Classroom-Based Assessment Procedures
General Principles of Mathematical Instruction
Increasing Instructional Time
Using Effective Instruction
Varying Group Size
Using Real-Life Examples
Varying Reinforcement Styles
Direct Instruction in Mathematics
A Balanced Approach
A Plan for Teaching Computation or Problem Solving
Teaching Basic Math Facts
Teaching Computation Skills
Teaching Problem Solving
Computer-Aided Instruction
Middle and High School Students
Math Anxiety
Springboards for Reflection and Discussion
Social-Emotional and Behavioral Aspects of Learning Disabilities
Characteristics of Social-Emotional and Behavioral Components of Learning Disorders
Affect (Emotions)
Social Information Processing
Social Cognition
Communicative Competence
Social Behavior
Formal Assessment
Informal Assessment
Event Recording
Duration Recording
Time Sample Recording
Charting Baseline Data
Functional Behavioral Assessment (FBA)
Developing a Behavior Intervention Plan (BIP)
Behavior Intervention Plan
Social Skills Training
Applied Behavior Analysis
Token Economies
Conflict Resolution
Academic Interventions
Teaching Social-Emotional Behaviors Through the Curriculum
Modeling and Reinforcing a Kind, Caring Classroom Environment
Providing Positive Behavioral Support (PBS)
Springboards for Reflection and Discussion
Name Index
Subject Index
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.