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| Preface | |
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| Educational Perspectives in Secondary Special Education | |
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| Foundations of Secondary Special Education | |
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| Legislative Foundations | |
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| Special Education | |
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| Vocational Education | |
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| Implications of Special and Vocational Education Legislation | |
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| A Transition Perspective | |
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| Identifying Goals and Objectives | |
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| Transfer of Training | |
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| Articulation of Services | |
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| The Goals of Secondary Special Education | |
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| Factors Influencing the Development of Secondary Special Education Programs | |
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| Attitude toward Secondary Special Education | |
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| Structure of Regular Secondary Education | |
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| Curricular Emphasis | |
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| Teacher Preparation Programs | |
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| Insufficient Database | |
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| Lack of Appropriate Materials | |
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| Summary | |
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| References | |
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| Postsecondary Service Options | |
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| Postsecondary Educational Programs | |
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| Two-Year Colleges | |
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| Four-Year Colleges and Universities | |
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| Postsecondary Technical Programs | |
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| Business and Industry | |
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| Vocational Rehabilitation | |
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| Sheltered Rehabilitation Centers | |
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| Supported Employment Services | |
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| Postsecondary Service Selection | |
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| Summary | |
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| References | |
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| Challenges of Adolescence | |
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| Juvenile Delinquency | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Dropouts | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Substance Abuse | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Depression | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Suicide | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Sexually Transmitted Diseases | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Teenage Pregnancy | |
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| Incidence | |
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| Causes | |
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| Intervention Needs | |
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| Teacher Responsibilities | |
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| Summary | |
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| References | |
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| General Instructional Approaches | |
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| Instructional Methods for Secondary Learners with Disabilities | |
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| Direct Instruction | |
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| Direct-Instruction Curriculum Design | |
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| The Sequence of Direct-Instruction Activities | |
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| Identify Learner Characteristics | |
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| Establish Goals | |
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| Identify Objectives | |
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| Design Instruction | |
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| Implement Instruction | |
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| Evaluate Mastery of the Objectives | |
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| Determine Whether the Goals Have Been Achieved | |
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| Learning Strategies | |
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| Characteristics of a Learning Strategy | |
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| Teaching a Learning Strategy | |
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| Constructivism | |
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| Grading | |
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| Summary | |
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| References | |
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| Assessment for Placement and Instruction | |
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| Norm-Referenced Testing | |
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| Characteristics | |
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| Placement and Summative Evaluations | |
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| Statewide Assessment and Alternative/Accommodative Strategies | |
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| Curriculum-Based Assessment | |
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| Formative Evaluation | |
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| Diagnostic Evaluation | |
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| Selection of Curriculum-Based Instruments | |
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| Developing Paper-and-Pencil Tests | |
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| Develop the Performance Objective | |
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| Enumerate Subskills | |
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| Describe the Question-and-Answer Format | |
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| Prepare Instructions for the Test | |
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| Prepare Test Items | |
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| Establish Scoring Procedures | |
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| Observation Procedures | |
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| Selection of Monitoring Procedures | |
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| Observation Methods | |
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| Interobserver Agreement | |
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| Graphing Observational Data | |
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| Interpreting Graphs | |
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| Mean | |
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| Level | |
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| Trend | |
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| Latency | |
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| Portfolio-Based Assessment | |
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| Portfolio Content | |
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| Evaluation of Entries | |
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| Summary | |
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| References | |
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| Managing the Learning Environment | |
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| Antecedent Control | |
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| Physical Arrangement | |
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| Rules | |
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| Routine Classroom Procedures | |
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| Student Schedules | |
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| Time Management | |
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| Systematic Instruction | |
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| Functional, Age-Appropriate Activities and Materials | |
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| Rate of Success | |
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| Teacher-Student Interactions | |
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| Interaction with Nondisabled Peers | |
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| Modeling | |
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| Review of the Educational Program | |
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| Related Personal Characteristics | |
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| Academic Success | |
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| Social Skills | |
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| Emotional Learning | |
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| Consequence Control | |
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| Positive Reinforcers | |
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| Extinction | |
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| Punishment | |
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| Group Contingencies | |
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| Self-Management | |
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| Schoolwide Systems | |
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| Detention | |
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| In-School Suspension | |
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| Out-of-School Suspension and Expulsion | |
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| Functional Behavior Assessment | |
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| Summary | |
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| References | |
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| Collaboration and the Role of the Consultant Teacher | |
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| The Consultant Teacher | |
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| Principles of Successful Collaboration | |
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| Advantages of Consulting | |
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| Developing a Consultant Teacher Program | |
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| Characteristics of the Consultant Teacher | |
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| Gaining Acceptance | |
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| Responsibilities of Consultants | |
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| Barriers to Successful Collaboration | |
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| Resource Rooms | |
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| Defining the Resource Room | |
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| Advantages of Resource Room Placement | |
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| Staffing the Resource Room | |
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| Responsibilities of Teachers in Resource Rooms | |
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| Summary | |
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| References | |
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| Instruction in Basic and Functional Skills | |
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| Listening and Speaking | |
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| Listening | |
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| Speech | |
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| Language | |
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| Phonology/Articulation | |
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| Morphology | |
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| Semantics | |
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| Syntax | |
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| Pragmatics | |
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| Assessment of Listening Skills | |
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| Assessment of Speaking Skills | |
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| Form | |
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| Content/Semantics | |
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| Use/Pragmatics | |
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| Strategies to Improve Listening Skills | |
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| Following Directions | |
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| Remembering What Is Heard | |
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| Taking Notes | |
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| Organizing Material | |
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| Effective Questioning | |
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| Strategies to Improve Spoken-Language Skills | |
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| Phonology/Articulation | |
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| Morphology and Semantics | |
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| Syntax | |
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| Pragmatics | |
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| Bidialectism | |
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| Bilingualism | |
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| Summary | |
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| References | |
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| Written Language | |
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| A Writing Curriculum for Students with Learning Problems | |
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| Assessing the Process | |
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| Teaching the Process | |
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| Using Word Processors to Write | |
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| Writing as a Successful Product | |
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| Fluency | |
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| Content | |
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| Conventions | |
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| Syntax | |
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| Vocabulary | |
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| Writing for Different Purposes | |
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| Answering Chapter Questions | |
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| Writing Reports | |
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| Writing for Future Vocations | |
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| Summary | |
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| References | |
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| Reading Instruction | |
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| Reading Abilities of Adolescents with Disabilities | |
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| Assessing Reading Ability | |
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| Formal Reading Assessment | |
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| Informal Reading Assessment | |
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| The Informal Reading Inventory | |
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| Oral Reading Error Analysis | |
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| The Cloze Procedure | |
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| Developmentally Based Reading Objectives | |
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| Reading Objectives Based on Community Demands | |
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| General Principles of Reading Instruction | |
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| Classroom-Based Reading Instruction | |
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| Vocabulary Instruction | |
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| Fluency Instruction | |
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| Comprehension Instruction | |
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| Study Skills Instruction | |
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| Textbook Instruction | |
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| Reading Instruction in Simulation and Community Settings | |
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| Summary | |
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| References | |
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| Mathematics Instruction | |
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| Principles of Effective Secondary Math Instruction | |
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| Process of Effective Transition-Oriented Math Instruction | |
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| Assessing Instructional Demands | |
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| Planning Specific Instruction | |
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| Implementing Math Instruction | |
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| Measuring Program Success | |
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| Summary | |
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| References | |
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| Vocational Instruction | |
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| Self-Determination | |
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| Assessing Interests and Skills | |
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| Vocational Aptitude Tests | |
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| Curriculum-Based Vocational Assessment | |
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| Person-Centered Planning | |
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| Career Awareness Process | |
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| Vocational Objectives | |
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| Basic Skills | |
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| Specific Goal Selection | |
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| General Principles of Vocational Instruction | |
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| Summary | |
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| References | |
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| Leisure Education for Positive Leisure Life-Styles | |
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| Concepts of Leisure and Leisure Education | |
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| General Principles of Leisure Instruction | |
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| Leisure Opportunities | |
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| Mechanisms for Developing Leisure Opportunities | |
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| Identifying Appropriate Leisure Options | |
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| Inventories | |
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| Prioritizing Leisure Options from Inventories | |
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| Cross-Curriculum Instructional Content Addressed through Leisure Education | |
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| Summary | |
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| References | |
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| Social Skill Instruction | |
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| Definition of Social Skills | |
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| Establishing Objectives | |
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| Social Validation of Goals and Objectives | |
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| Assessing Social Competence | |
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| Self-Reports | |
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| Self-Monitoring | |
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| Reports and Ratings by Others | |
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| Direct Observation | |
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| Commercial Instruments | |
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| General Principles of Social Skill Instruction | |
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| Social Reinforcement | |
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| Modeling | |
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| Behavior Rehearsal | |
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| Feedback | |
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| Homework | |
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| Additional Instructional Considerations | |
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| Summary | |
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| References | |
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| Teaching in the Content Areas | |
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| Science Education | |
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| The Science Curriculum | |
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| Approaches to Teaching Science | |
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| Social Studies Education | |
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| Social Studies Goals and Curriculum | |
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| Approaches to Teaching Social Studies | |
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| Content Enhancements | |
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| Advanced Organizers | |
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| Graphic Organizers | |
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| Study Guides | |
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| Mnemonic Devices | |
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| Guided Notes | |
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| Audio Recordings | |
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| Peer-Mediated Strategies | |
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| Summary | |
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| References | |
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| Author Index | |
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| Subject Index | |