Teaching Learners with Mild Disabilities Integrating Research and Practice

, by Meese, Ruth Lyn; Overton, Terry; Whitfield, Patty

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ISBN: 9780534211028 | 053421102X
Cover: Paperback
Copyright: 9/17/1993

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This very applied book introduces preservice readers to best practices for teaching learners with mild disabilities. The authors illustrate interactions among regular teachers, special education teachers and students with mild disabilities through the use of eight hypothetical case studies of students and teachers.

Preface	p. xv
Foundations for Instruction	p. 1
The Learners and Their Teachers	p. 2
Schools, Society, and Achievement	p. 5
Special Programs	p. 9
Compensatory Education Programs	p. 9
Special Education Programs	p. 10
Section 504 Services	p. 11
Special Students: Their Schools and Teachers	p. 13
Oak Hill Elementary School	p. 13
Apple County Middle School and Apple County High School	p. 15
Summary	p. 17
Application Exercises	p. 18
Learners with Mild Disabilities	p. 20
Services, Labels, and Children with Mild Disabilities	p. 22
Cognitive Characteristics	p. 27
Intellectual Ability	p. 27
Attentional Deficits	p. 28
Memory and Thinking Skills	p. 29
Academic Characteristics	p. 31
Reading	p. 32
Language Arts	p. 32
Mathematics	p. 33
Social-Emotional Characteristics	p. 33
Individualizing Instruction	p. 35
The Individualized Education Program	p. 37
Summary	p. 38
Application Exercises	p. 38
Approaches to Teaching Learners with Mild Disabilities	p. 40
Services, Curriculum, and Instruction	p. 43
Services	p. 43
Curriculum	p. 43
Instruction	p. 44
Issues Regarding Special Education Services, Instruction, and Inclusion	p. 44
Popular Teaching Approaches and Fads	p. 49
Stimulus Reduction	p. 50
Multisensory Approaches and Modality-Based Instruction	p. 51
Diet/Drug Therapies	p. 52
Fads	p. 54
Research-Based Approaches	p. 54
Applied Behavior Analysis	p. 55
Direct Instruction	p. 55
Cognitive Strategy Instruction	p. 56
Peer Tutoring	p. 56
Cooperative Learning	p. 57
Authentic Learning	p. 58
Consultation and Collaboration	p. 58
Summary	p. 61
Application Exercises	p. 62
Organizing for Instruction	p. 63
Communicating for Student Success	p. 64
Consulting and Collaborating	p. 66
Communication Skills	p. 67
Consultation	p. 69
Collaboration	p. 72
Collaborative Teaching to Facilitate Inclusion	p. 77
Parents as Partners	p. 78
Notes, Letters, and Two-Way Notebooks	p. 80
Telephone Calls	p. 82
Communication About Homework	p. 83
Parent Conferences	p. 84
Paraprofessionals and Volunteers	p. 85
Summary	p. 92
Application Exercises	p. 92
Managing the Classroom Environment	p. 94
Classroom Management and Discipline	p. 96
Promoting a Positive Atmosphere	p. 97
Classroom Climate	p. 100
Rules and Routines	p. 102
Time Management and Transitions	p. 106
Using Computers to Maximize Instructional Time	p. 111
Maintaining a Positive Classroom Environment	p. 114
Reinforcement	p. 115
Punishment	p. 119
Special Considerations: IDEA and Behavior	p. 123
Summary	p. 126
Application Exercises	p. 127
Assessing Student Progress	p. 128
Informal Assessment in the Classroom	p. 131
Curriculum-Based Assessment	p. 131
Authentic, Performance-Based Assessment and Portfolios	p. 139
Criterion-Referenced Assessment	p. 141
Observational Recording Procedures	p. 143
Checklists and Rating Scales	p. 145
Standards Assessment and Grading	p. 147
Referral, Screening, and Eligibility for Special Education	p. 151
Referral, Screening, and Evaluation for Special Education Eligibility	p. 152
Eligibility	p. 157
Assessment of Culturally, Ethnically, and Linguistically Diverse Learners	p. 158
Summary	p. 159
Application Exercises	p. 160
Planning for Successful Instruction	p. 162
How Teachers Plan	p. 166
Backward Planning and Thematic Units	p. 167
Writing Educational Objectives	p. 168
Instructional Options and Grouping	p. 173
Stages of Learning	p. 176
The Acquisition Stage	p. 176
The Proficiency Stage	p. 177
The Maintenance Stage	p. 178
The Generalization Stage	p. 178
Stages of Learning and Planning	p. 179
Planning and the IEP	p. 180
Planning for Collaborative Teaching in Inclusive Classrooms	p. 185
Summary	p. 189
Application Exercises	p. 190
Providing Instruction	p. 193
Effective Teacher Behaviors	p. 194
Empiricist and Constructivist Teaching Philosophies	p. 196
Empiricist Philosophies	p. 197
Constructivist Philosophies	p. 197
Research on the Use of Time	p. 199
Research on Teacher Effectiveness	p. 199
Direct Instructional Strategies	p. 201
Opening the Lesson	p. 205
Demonstrating the New Skill or Concept	p. 206
Giving Guided Practice	p. 206
Providing Independent Practice	p. 210
Closing the Lesson	p. 212
Evaluating Instruction	p. 212
Integrating Empiricist and Constructivist Philosophies	p. 213
Summary	p. 215
Application Exercises	p. 216
Student-Mediated Learning	p. 218
Cooperative Learning	p. 220
Student Teams-Achievement Divisions (STAD)	p. 224
Teams-Games-Tournaments (TGT)	p. 225
Team Assisted Individualization (TAI)	p. 225
Cooperative Integrated Reading and Composition (CIRC)	p. 226
Numbered Heads Together	p. 226
Forming Cooperative Teams	p. 226
Integrating Students with Disabilities into Cooperative Learning Groups	p. 230
Peer Tutoring	p. 232
Same-Age Tutorial Programs	p. 232
Class-Wide Peer Tutoring	p. 233
Cross-Age Peer Tutoring	p. 235
Cognitive Behavior Modification Strategies	p. 236
Self-Management Strategies	p. 236
Teaching Learning Strategies	p. 240
Summary	p. 246
Application Exercises	p. 247
Oral Language Instruction	p. 248
The Nature of Language and Language Development	p. 251
Form	p. 251
Content	p. 253
Social Functions	p. 253
Language Development	p. 254
Language and Children with Mild Disabilities	p. 256
Phonological Awareness Skills and Reading Problems	p. 257
Activities to Develop Semantic, Syntactic, and Phonological Ability	p. 258
Content	p. 259
Form	p. 259
Sample Commercial Materials, Tests, and Computer Software	p. 263
Students with Cultural Differences or English as a Second Language	p. 265
Summary	p. 270
Application Exercises	p. 270
Reading Instruction	p. 272
The Nature of Reading and Reading Problems	p. 275
Whole Language and Reading Instruction	p. 276
Developmental Reading	p. 278
Basal Reading Series	p. 278
Research on Developmental Reading Approaches	p. 281
Remedial Reading Approaches	p. 284
Phonics Instruction and Phonics Programs	p. 284
Sight Word Instruction and Sight Word Programs	p. 295
Specialized Remedial Reading Approaches	p. 302
Teaching Comprehension Skills	p. 308
Activating Background Knowledge	p. 309
Building Fluency	p. 310
Vocabulary	p. 312
Direct Instruction of Main Idea	p. 314
Comprehension Strategies	p. 316
Computer Software for Building Comprehension Skills	p. 324
Integrating Reading Instruction and the Language Arts	p. 324
Summary	p. 325
Application Exercises	p. 326
Written Language Instruction	p. 328
Spelling, Handwriting, and Students with Mild Disabilities	p. 331
Spelling	p. 331
Handwriting	p. 339
Written Expression	p. 345
The Writing Process	p. 349
Prewriting Activities	p. 349
Drafting Activities	p. 357
Revising Activities	p. 358
Editing Activities	p. 361
Promoting a Classroom Atmosphere Conducive to Writing	p. 362
Summary	p. 364
Application Exercises	p. 365
Mathematics Instruction	p. 366
Factors Affecting Math Performance	p. 368
Math Deficits and Students with Mild Disabilities	p. 369
Mathematics Standards and Curriculum	p. 371
Mathematics Programs for Children with Mild Disabilities	p. 375
DISTAR Arithmetic	p. 378
Connecting Math Concepts	p. 379
Corrective Mathematics	p. 379
Edmark	p. 379
Project MATH	p. 379
Real Life Math	p. 380
The Strategic Math Series	p. 380
Tic Tac Toe Math	p. 380
Touch Math	p. 380
Generalizable Procedures for Teaching Mathematics	p. 383
Curriculum-Based Assessment and Error Analysis	p. 383
Concrete-to-Semiconcrete-to-Abstract Sequencing	p. 385
Direct Instructional Teaching Techniques	p. 386
Sequencing and Rule-Based Instruction	p. 387
Building Strategies into Teaching Sequences	p. 388
Providing Motivation for Practice	p. 390
Developing Understanding and Modeling Problem Solving through Teacher-Student Dialogues	p. 394
Procedures for Teaching Specific Skills and Concepts	p. 396
Basic Number Concepts and Number Sense	p. 398
Basic Facts and Operations	p. 403
Complex Operations and Algorithms	p. 415
Other Essential Concepts and Skills	p. 418
Algebra	p. 422
Arithmetic Word Problems	p. 422
Summary	p. 424
Application Exercises	p. 425
Content Instruction in the Inclusive Classroom	p. 426
Factors Affecting Success in the Regular Classroom	p. 433
School Survival Skills	p. 433
Academic Skills and Learning Strategies	p. 434
The Standard Curriculum and Instructional Approaches	p. 435
Adapting Instruction, Textbooks, Tests, and Assignments	p. 439
Adapting Instruction	p. 440
Adapting Textbooks	p. 451
Adapting Assignments and Tests and Modifying Grades	p. 455
Teaching Learning Strategies and School Survival Skills	p. 459
Class Preparation and Assignment Completion Strategies	p. 464
Class Participation Strategies	p. 467
Textbook Strategies	p. 470
Study and Test-Taking Strategies	p. 474
Empowerment Strategies	p. 476
Summary	p. 477
Application Exercises	p. 478
Instruction in Social and Independent Living Skills	p. 480
Social Skills and Students with Mild Disabilities	p. 483
Teaching Social Skills	p. 486
Social Skills Programs	p. 488
Independent Living Skills	p. 493
Adult Outcomes and Transitioning	p. 493
Transitioning Services	p. 495
Individualized Transition Plans	p. 497
Independent Living Skills Instruction	p. 503
Assistive Technology	p. 513
Summary	p. 514
Application Exercises	p. 515
Detailed Information on the Students	p. 517
Materials and Organizations	p. 557
References	p. 561
Index	p. 613
Photo Credits	p. 629
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Teaching Learners with Mild Disabilities Integrating Research and Practice

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