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Teaching Students With Learning Disabilities A Step-by-Step Guide for Educators

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

29.05.2008

Verlag

Sage Publications

Seitenzahl

192

Maße (L/B/H)

25,4/17,8/1,1 cm

Gewicht

370 g

Sprache

Englisch

ISBN

978-1-4129-1601-1

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

29.05.2008

Verlag

Sage Publications

Seitenzahl

192

Maße (L/B/H)

25,4/17,8/1,1 cm

Gewicht

370 g

Sprache

Englisch

ISBN

978-1-4129-1601-1

Herstelleradresse

Produktsicherheitsverantwortliche/r
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Teaching Students With Learning Disabilities
  • Produktbild: Teaching Students With Learning Disabilities
  • Dedications
    About the Authors
    Preface
    1. Overview of Learning Disabilities
    IDEA Definition of a Specific Learning Disability
    Overview of Specific Learning Disabilities
    Key Facts About Learning Disabilities
    Causes of a Specific Learning Disability
    Age of Onset for Specific Learning Disabilities
    Gender Features for Specific Learning Disabilities
    Cultural Features for Specific Learning Disabilities
    Familial Patterns for Specific Learning Disabilities
    Co-morbidity for Specific Learning Disabilities
    Discrepancy in Diagnosing a Learning Disability
    The Exclusionary Clause
    Characteristics of Specific Learning Disabilities
    Educational Implications of Specific Learning Disabilities
    2. Characteristics of Children With Learning Disabilities
    Overview
    Academic Achievement Deficits
    Language Deficits
    Disorders of Attention
    Achievement Discrepancy
    Memory Deficits
    Cognitive Deficits
    Metacognition Deficits
    Social-Emotional Problems
    Nonverbal Learning Disorders (NLD)
    Motivational and Attribution Problems
    Perceptual Deficits
    3. Types of Learning Disabilities
    Auditory Processing Disorders
    Dyscalculia (Arithmetic Disorder)
    Dysgraphia (Writing Disorders)
    Dyslexia (Reading Disorders)
    Dysorthographia (Spelling Disorders)
    Nonverbal Learning Disabilities (Nonverbal Learning Disorders or NLD)
    Organizational Learning Disorders
    Social Cue Disorder
    Visual Processing Disorders
    4. Eligibility Criteria for Learning Disabilities
    Step I. Becoming Familiar With the Characteristics of Students With Specific Learning Disabilities
    Step II. Determining the Procedures and Assessment Measures To Be Used
    Step III. Determination of Eligibility for a Diagnosis of a Specific Learning Disability
    5. Responsiveness to Intervention (RTI)
    Overview of Responsiveness to Intervention (RTI)
    Purpose of RTI
    Importance of RTI
    Is RTI a New Approach?
    Core Principles of RTI
    Rationale for Replacing the Discrepancy Model With RTI
    Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy
    Why RTI Was Considered in the Process of SLD Determination
    The Role RTI Should Play in the Identification of Children With Specific Learning Disabilities
    Can RTI Be Used as the Sole Determinant for SLD Classification?
    In the Big Picture, How Does RTI Fit Into the Determination of LD Process?
    Continuum of Intervention Support for At-Risk Students
    Parent Involvement, An Important Component for Successful RTI Programs
    Fidelity
    The RTI Process for Teachers
    What Teachers Need in Terms of Professional Development and RTI
    6. Effective Teaching Strategies for Students With LD
    Academic Instruction
    Behavioral Interventions
    Classroom Accommodations
    7. Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting
    Introduction
    Review of Inclusion
    Principles of Effective Inclusion
    Why Are Social Skills Important?
    Social-Cognitive Skill Development
    The Role of Social Skills at School
    Strategies to Foster a Sense of Belonging in the Inclusion Classroom
    Creating a Positive Inclusion Classroom Climate
    Teaching Social Skills Through Role-Playing and Observation
    The Inclusion Classroom Teacher¿s Power to Model Acceptance
    Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting
    8. IEP Development and Educational Placement Options for Students With Learning Disabilities
    Overview of the IEP Committee
    Members of the IEP Committee
    Responsibilities of the IEP Committee
    IDEA 2004 and IEP Committee Meeting: What to Know
    Development of the Information Packet for Presentation to the IEP Committee
    Required Forms
    How Recommendations for Classification Are Made by the IEP Committee
    Specific Educational Placement (LRE) Considerations According to IDEA 2004
    Appealing the Decision of the IEP Committee
    Other Roles of the IEP Committee
    IEP Development
    Components to Be Included in the IEP
    Questions and Answers About the IEP Under IDEA 2004
    9. Transition Services for Students With Learning Disabilities
    The Transitional Process
    The Intent of Transition Services
    The Importance of Transition Services for Individuals With Learning Disabilities
    The Introduction of Transition Services
    The Individualized Transition Plan (ITP)
    Transition Services
    Special Considerations for Students With Learning Disabilities
    Employment Services
    Vocational Assessments
    Leisure/Recreational Experiences
    Advantages of Special Leisure Programs
    Individual Concerns When Faced With Leisure Activities
    Postsecondary Education Options
    When to Begin College Planning
    Understanding Legal Rights Pertaining to Postsecondary Education
    Identifying the Desirable Characteristics of a College
    Disability-Related Support Services
    Assistive Technology
    Glossary
    References
    Index