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| Special Education and Inclusive Schooling | |
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| IDEA and the Vocational Rehabilitation Act | |
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| Responsibilities of Classroom Teachers | |
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| Role of Collaboration in Meeting Students' Special Needs | |
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| Inclusion | |
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| Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder | |
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| Learning Disabilities | |
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| Definitions and Types of Learning Disabilities | |
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| Characteristics of Students with Learning Disabilities | |
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| Prevalence of Learning Disabilities | |
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| Identification and Assessment of Students with Learning Disabilities | |
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| Instructional Techniques and Accommodations with Students with Learning Disabilities | |
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| Attention Deficit Hyperactivity Disorder | |
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| Definitions and Types of Attention Deficit Hyperactivity Disorder | |
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| Characteristics of Students with Attention Deficit Hyperactivity Disorder | |
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| Prevalence of Attention Deficit Hyperactivity Disorder | |
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| Identification and Assessment of Students with Attention Deficit Hyperactivity Disorder | |
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| Instructional Guidelines and Accommodations for Students with Attention Deficit Hyperactivity Disorder | |
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| Teaching Students with Communication Disorders and with Pervasive Developmental Disorders | |
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| Communication Disorders | |
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| Prevalence of Communication Disorders | |
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| Identification and Assessment of Students with Communication Disorders | |
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| Instructional Guidelines and Accommodations for Students with Communication Disorders | |
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| Pervasive Developmental Disorders | |
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| Prevalence of Pervasive Developmental Disorders | |
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| Identification and Assessment of Students with Pervasive Developmental Disorders | |
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| Instructional Guidelines and Accommodations for Students with Pervasive Developmental Disorders | |
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| Addressing Challenging Behaviors | |
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| Teaching Students with Emotional and Behavioral Disorders | |
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| Definitions of Emotional and Behavioral Disorders | |
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| Prevalence of Students with Emotional or Behavioral Disorders | |
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| Types and Characteristics Emotional or Behavioral Disorders | |
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| Causes of Emotional and Behavioral Disorders | |
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| Identification and Assessment of Students with Students with Emotional and Behavioral Disorders | |
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| Teaching Guidelines and Accommodations for Students with Emotional or Behavioral Disorders | |
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| Teaching Students with Mental Retardation and Severe Disabilities | |
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| Definition and Types of Mental Retardation and Severe Disabilities | |
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| Prevention of Mental Retardation | |
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| Prevalence of Mental Retardation and Severe Disabilities | |
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| Characteristics of Students with Mental Retardation and Severe Disabilities | |
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| Identification and Assessment of Students with Mental Retardation and Severe Disabilities | |
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| Instructional Guidelines and Accommodations for Teaching Students with Mental Retardation and Severe Disabilities | |
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| Teaching Students with Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, or Traumatic Brain Injury | |
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| Students with Visual Impairments | |
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| Definition and Types of Visual Impairments | |
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| Characteristics of Students with Visual Impairments | |
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| Prevalence of Visual Impairments | |
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| Identification and Assessment of Students with Visual Impairments | |
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| Instructional Guidelines and Accommodations for Students with Visual Impairments | |
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| Students with Hearing Loss | |
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| Definition and Types of Hearing Loss | |
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| Characteristics of Students with Hearing Loss | |
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| Prevalence of Hearing Loss | |
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| Identification and Assessment of Students with Hearing Loss | |
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| Instructional Guidelines and Accommodations for Students with Hearing Loss | |
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| Students with Physical Disabilities and Health Impairments | |
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| Definition and Types of Physical Disabilities and Health Impairments | |
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| Prevalence of Physical Disabilities and Health Impairments | |
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| Characteristics of Students with Physical Disabilities and Health Impairments | |
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| Identification and Assessment of Students with Physical Disabilities and Health Impairments | |
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| Instructional Guidelines and Accommodations for Students with Physical Disabilities and Health Impairments | |
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| Planning and Grouping Strategies for Special Learners | |
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| Model of the Planning Process | |
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| Long-Term Planning | |
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| Unit Planning | |
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| Lesson Planning | |
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| An Overview of Instructional Grouping | |
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| Grouping Patterns | |
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| Managing Student Behavior | |
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| Basic Principles of Managing Student Behavior | |
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| Establishing the Classroom Climate | |
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| Practices for Providing Positive Behavioral Support | |
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| Enhancing Students' Self-Concepts | |
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| Teaching Social and Self-Management Skills | |
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| Collaborating and Coordinating with Other Professionals and Family Members | |
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| Consultation and Collaboration | |
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| Cooperative Teaching | |
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| Critical Communication Skills | |
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| Working with Parents | |
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| Teaching Culturally and Linguistically Diverse Students | |
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| Diversity in Classrooms and Schools | |
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| Multicultural Education | |
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| Linguistic Diversity and Second Language Acquisition | |
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| Instructional Guidelines and Accommodations for Culturally and Linguistically Diverse Students | |
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| Accommodating for Other Special Needs: Students At Risk and Students with Special Talents | |
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| Defining Students At Risk | |
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| Conditions That Place Students At Risk | |
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| Prevalence of Students At Risk | |
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| Identifying Students At Risk | |
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| Programs for Students At Risk | |
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| Defining Giftedness | |
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| Characteristics of Students Who Are Gifted and Talented | |
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| Prevalence of Giftedness | |
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| Identifying Students Who Are Gifted and Talented | |
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| Programs for Students Who Are Gifted and Talented | |
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| Instructional Guidelines and Accommodations | |
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| Teaching All Students to Succeed in Reading | |
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| Current Trends in Reading Programs | |
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| Effective Reading Instruction for Struggling Readers | |
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| Strategies for Helping All Students with Phonological Awareness, Letter-Sound Correspondence, and the Alphabet Principle | |
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| Strategies for Teaching Word Identification | |
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| Strategies for Helping All Students Develop Fluency | |
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| Strategies for Helping All Students Improve Reading Comprehension | |
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| Teaching All Students to Succeed in Writing | |
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| Current Trends in Writing Curriculum and Instruction | |
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| Teaching Writing as a Process | |
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| Strategies for Establishing an Environment That Promotes Writing | |
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| Strategies for Conducting a Writing Workshop | |
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| Strategies for Teaching Narrative Writing | |
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| Strategies for Teaching Expository Writing | |
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| Strategies for Helping All Students Acquire Spelling Skills | |
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| Strategies for Helping All Students Develop Handwriting Skills | |
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| Teaching All Students to Succeed in Mathematics | |
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| Current Trends in Mathematics Curriculum and Instruction | |
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| Difficulties in Learning Mathematics | |
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| Effective Math Instruction for All Learners | |
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| Strategies for Helping All Students Acquire Basic Math Skills | |
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| Strategies for Helping All Learners Acquire and Use Computation Skills | |
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| Strategies for Helping All Students Develop Problem Solving Skills | |
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| Teaching All Students to Succeed in the Content Areas Critical Issues in Content Area Instruction | |
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| Learning Difficulties in the Content Areas | |
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| Effective Content Area Instruction for All Learners | |
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| Effective Content Area Reading Instruction for All Learners | |
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| Effective Content Area Assignments, Homework, and Tests for All Learners | |
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| Planning Interdisciplinary Thematic Units | |
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| Glossary | |
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| Appendix: What Every Teacher Should Know About IDEA 2004 | |
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| Index | |