| |
| |
| Preface | |
| |
| |
| |
| Foundations for Instruction | |
| |
| |
| |
| The Learners and Their Teachers | |
| |
| |
| Schools, Society, and Achievement | |
| |
| |
| Special Programs | |
| |
| |
| Compensatory Education Programs | |
| |
| |
| Special Education Programs | |
| |
| |
| Section 504 Services | |
| |
| |
| Special Students: Their Schools and Teachers | |
| |
| |
| Oak Hill Elementary School | |
| |
| |
| Apple County Middle School and Apple County High School | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Learners with Mild Disabilities | |
| |
| |
| Services, Labels, and Children with Mild Disabilities | |
| |
| |
| Cognitive Characteristics | |
| |
| |
| Intellectual Ability | |
| |
| |
| Attentional Deficits | |
| |
| |
| Memory and Thinking Skills | |
| |
| |
| Academic Characteristics | |
| |
| |
| Reading | |
| |
| |
| Language Arts | |
| |
| |
| Mathematics | |
| |
| |
| Social-Emotional Characteristics | |
| |
| |
| Individualizing Instruction | |
| |
| |
| The Individualized Education Program | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Approaches to Teaching Learners with Mild Disabilities | |
| |
| |
| Services, Curriculum, and Instruction | |
| |
| |
| Services | |
| |
| |
| Curriculum | |
| |
| |
| Instruction | |
| |
| |
| Issues Regarding Special Education Services, Instruction, and Inclusion | |
| |
| |
| Popular Teaching Approaches and Fads | |
| |
| |
| Stimulus Reduction | |
| |
| |
| Multisensory Approaches and Modality-Based Instruction | |
| |
| |
| Diet/Drug Therapies | |
| |
| |
| Fads | |
| |
| |
| Research-Based Approaches | |
| |
| |
| Applied Behavior Analysis | |
| |
| |
| Direct Instruction | |
| |
| |
| Cognitive Strategy Instruction | |
| |
| |
| Peer Tutoring | |
| |
| |
| Cooperative Learning | |
| |
| |
| Authentic Learning | |
| |
| |
| Consultation and Collaboration | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Organizing for Instruction | |
| |
| |
| |
| Communicating for Student Success | |
| |
| |
| Consulting and Collaborating | |
| |
| |
| Communication Skills | |
| |
| |
| Consultation | |
| |
| |
| Collaboration | |
| |
| |
| Collaborative Teaching to Facilitate Inclusion | |
| |
| |
| Parents as Partners | |
| |
| |
| Notes, Letters, and Two-Way Notebooks | |
| |
| |
| Telephone Calls | |
| |
| |
| Communication About Homework | |
| |
| |
| Parent Conferences | |
| |
| |
| Paraprofessionals and Volunteers | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Managing the Classroom Environment | |
| |
| |
| Classroom Management and Discipline | |
| |
| |
| Promoting a Positive Atmosphere | |
| |
| |
| Classroom Climate | |
| |
| |
| Rules and Routines | |
| |
| |
| Time Management and Transitions | |
| |
| |
| Using Computers to Maximize Instructional Time | |
| |
| |
| Maintaining a Positive Classroom Environment | |
| |
| |
| Reinforcement | |
| |
| |
| Punishment | |
| |
| |
| Special Considerations: IDEA and Behavior | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Assessing Student Progress | |
| |
| |
| Informal Assessment in the Classroom | |
| |
| |
| Curriculum-Based Assessment | |
| |
| |
| Authentic, Performance-Based Assessment and Portfolios | |
| |
| |
| Criterion-Referenced Assessment | |
| |
| |
| Observational Recording Procedures | |
| |
| |
| Checklists and Rating Scales | |
| |
| |
| Standards Assessment and Grading | |
| |
| |
| Referral, Screening, and Eligibility for Special Education | |
| |
| |
| Referral, Screening, and Evaluation for Special Education Eligibility | |
| |
| |
| Eligibility | |
| |
| |
| Assessment of Culturally, Ethnically, and Linguistically Diverse Learners | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Planning for Successful Instruction | |
| |
| |
| How Teachers Plan | |
| |
| |
| Backward Planning and Thematic Units | |
| |
| |
| Writing Educational Objectives | |
| |
| |
| Instructional Options and Grouping | |
| |
| |
| Stages of Learning | |
| |
| |
| The Acquisition Stage | |
| |
| |
| The Proficiency Stage | |
| |
| |
| The Maintenance Stage | |
| |
| |
| The Generalization Stage | |
| |
| |
| Stages of Learning and Planning | |
| |
| |
| Planning and the IEP | |
| |
| |
| Planning for Collaborative Teaching in Inclusive Classrooms | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Providing Instruction | |
| |
| |
| |
| Effective Teacher Behaviors | |
| |
| |
| Empiricist and Constructivist Teaching Philosophies | |
| |
| |
| Empiricist Philosophies | |
| |
| |
| Constructivist Philosophies | |
| |
| |
| Research on the Use of Time | |
| |
| |
| Research on Teacher Effectiveness | |
| |
| |
| Direct Instructional Strategies | |
| |
| |
| Opening the Lesson | |
| |
| |
| Demonstrating the New Skill or Concept | |
| |
| |
| Giving Guided Practice | |
| |
| |
| Providing Independent Practice | |
| |
| |
| Closing the Lesson | |
| |
| |
| Evaluating Instruction | |
| |
| |
| Integrating Empiricist and Constructivist Philosophies | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Student-Mediated Learning | |
| |
| |
| Cooperative Learning | |
| |
| |
| Student Teams-Achievement Divisions (STAD) | |
| |
| |
| Teams-Games-Tournaments (TGT) | |
| |
| |
| Team Assisted Individualization (TAI) | |
| |
| |
| Cooperative Integrated Reading and Composition (CIRC) | |
| |
| |
| Numbered Heads Together | |
| |
| |
| Forming Cooperative Teams | |
| |
| |
| Integrating Students with Disabilities into Cooperative Learning Groups | |
| |
| |
| Peer Tutoring | |
| |
| |
| Same-Age Tutorial Programs | |
| |
| |
| Class-Wide Peer Tutoring | |
| |
| |
| Cross-Age Peer Tutoring | |
| |
| |
| Cognitive Behavior Modification Strategies | |
| |
| |
| Self-Management Strategies | |
| |
| |
| Teaching Learning Strategies | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Oral Language Instruction | |
| |
| |
| The Nature of Language and Language Development | |
| |
| |
| Form | |
| |
| |
| Content | |
| |
| |
| Social Functions | |
| |
| |
| Language Development | |
| |
| |
| Language and Children with Mild Disabilities | |
| |
| |
| Phonological Awareness Skills and Reading Problems | |
| |
| |
| Activities to Develop Semantic, Syntactic, and Phonological Ability | |
| |
| |
| Content | |
| |
| |
| Form | |
| |
| |
| Sample Commercial Materials, Tests, and Computer Software | |
| |
| |
| Students with Cultural Differences or English as a Second Language | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Reading Instruction | |
| |
| |
| The Nature of Reading and Reading Problems | |
| |
| |
| Whole Language and Reading Instruction | |
| |
| |
| Developmental Reading | |
| |
| |
| Basal Reading Series | |
| |
| |
| Research on Developmental Reading Approaches | |
| |
| |
| Remedial Reading Approaches | |
| |
| |
| Phonics Instruction and Phonics Programs | |
| |
| |
| Sight Word Instruction and Sight Word Programs | |
| |
| |
| Specialized Remedial Reading Approaches | |
| |
| |
| Teaching Comprehension Skills | |
| |
| |
| Activating Background Knowledge | |
| |
| |
| Building Fluency | |
| |
| |
| Vocabulary | |
| |
| |
| Direct Instruction of Main Idea | |
| |
| |
| Comprehension Strategies | |
| |
| |
| Computer Software for Building Comprehension Skills | |
| |
| |
| Integrating Reading Instruction and the Language Arts | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Written Language Instruction | |
| |
| |
| Spelling, Handwriting, and Students with Mild Disabilities | |
| |
| |
| Spelling | |
| |
| |
| Handwriting | |
| |
| |
| Written Expression | |
| |
| |
| The Writing Process | |
| |
| |
| Prewriting Activities | |
| |
| |
| Drafting Activities | |
| |
| |
| Revising Activities | |
| |
| |
| Editing Activities | |
| |
| |
| Promoting a Classroom Atmosphere Conducive to Writing | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Mathematics Instruction | |
| |
| |
| Factors Affecting Math Performance | |
| |
| |
| Math Deficits and Students with Mild Disabilities | |
| |
| |
| Mathematics Standards and Curriculum | |
| |
| |
| Mathematics Programs for Children with Mild Disabilities | |
| |
| |
| DISTAR Arithmetic | |
| |
| |
| Connecting Math Concepts | |
| |
| |
| Corrective Mathematics | |
| |
| |
| Edmark | |
| |
| |
| Project MATH | |
| |
| |
| Real Life Math | |
| |
| |
| The Strategic Math Series | |
| |
| |
| Tic Tac Toe Math | |
| |
| |
| Touch Math | |
| |
| |
| Generalizable Procedures for Teaching Mathematics | |
| |
| |
| Curriculum-Based Assessment and Error Analysis | |
| |
| |
| Concrete-to-Semiconcrete-to-Abstract Sequencing | |
| |
| |
| Direct Instructional Teaching Techniques | |
| |
| |
| Sequencing and Rule-Based Instruction | |
| |
| |
| Building Strategies into Teaching Sequences | |
| |
| |
| Providing Motivation for Practice | |
| |
| |
| Developing Understanding and Modeling Problem Solving through Teacher-Student Dialogues | |
| |
| |
| Procedures for Teaching Specific Skills and Concepts | |
| |
| |
| Basic Number Concepts and Number Sense | |
| |
| |
| Basic Facts and Operations | |
| |
| |
| Complex Operations and Algorithms | |
| |
| |
| Other Essential Concepts and Skills | |
| |
| |
| Algebra | |
| |
| |
| Arithmetic Word Problems | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Content Instruction in the Inclusive Classroom | |
| |
| |
| Factors Affecting Success in the Regular Classroom | |
| |
| |
| School Survival Skills | |
| |
| |
| Academic Skills and Learning Strategies | |
| |
| |
| The Standard Curriculum and Instructional Approaches | |
| |
| |
| Adapting Instruction, Textbooks, Tests, and Assignments | |
| |
| |
| Adapting Instruction | |
| |
| |
| Adapting Textbooks | |
| |
| |
| Adapting Assignments and Tests and Modifying Grades | |
| |
| |
| Teaching Learning Strategies and School Survival Skills | |
| |
| |
| Class Preparation and Assignment Completion Strategies | |
| |
| |
| Class Participation Strategies | |
| |
| |
| Textbook Strategies | |
| |
| |
| Study and Test-Taking Strategies | |
| |
| |
| Empowerment Strategies | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Instruction in Social and Independent Living Skills | |
| |
| |
| Social Skills and Students with Mild Disabilities | |
| |
| |
| Teaching Social Skills | |
| |
| |
| Social Skills Programs | |
| |
| |
| Independent Living Skills | |
| |
| |
| Adult Outcomes and Transitioning | |
| |
| |
| Transitioning Services | |
| |
| |
| Individualized Transition Plans | |
| |
| |
| Independent Living Skills Instruction | |
| |
| |
| Assistive Technology | |
| |
| |
| Summary | |
| |
| |
| Application Exercises | |
| |
| |
| |
| Detailed Information on the Students | |
| |
| |
| |
| Materials and Organizations | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| Photo Credits | |