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PART I TEACHING LEARNERS WITH SPECIAL NEEDS |
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1 | (157) |
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Education for Learners with Special Needs |
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2 | (14) |
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Target Populations and General Concerns |
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3 | (1) |
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Critical Legislation and Federal Initiatives |
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4 | (3) |
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Individuals with Disabilities Education Act |
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5 | (2) |
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Section 504, Vocational Rehabilitation Act |
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7 | (1) |
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Americans with Disabilities Act |
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7 | (1) |
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Education Reform and Special Education |
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7 | (4) |
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8 | (2) |
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10 | (1) |
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11 | (1) |
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The Teacher as Professional |
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12 | (3) |
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15 | (1) |
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Strategies for Classroom Management: Organization and Planning |
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16 | (44) |
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Managing the Physical Environment |
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17 | (5) |
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17 | (1) |
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18 | (1) |
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Complements to the Instructional Environment |
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19 | (3) |
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Designing Individualized Education Programs |
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22 | (3) |
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22 | (1) |
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22 | (3) |
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Organizing and Planning for Instruction |
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25 | (4) |
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25 | (2) |
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Special Grouping Considerations |
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27 | (2) |
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29 | (6) |
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Opening and Closing Activities |
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30 | (1) |
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Scheduling Academic Periods |
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30 | (3) |
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33 | (1) |
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34 | (1) |
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35 | (3) |
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35 | (1) |
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36 | (2) |
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Planning Homework Strategies |
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38 | (6) |
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Management Considerations |
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38 | (1) |
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Assignment Considerations |
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39 | (1) |
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40 | (1) |
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41 | (3) |
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Developing Record-Keeping Procedures |
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44 | (5) |
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44 | (2) |
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Monitoring Student Performance and Progress |
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46 | (3) |
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Implementing Effective Grading Practices |
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49 | (4) |
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Organizing Material Selection and Use |
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53 | (2) |
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53 | (1) |
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53 | (2) |
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55 | (1) |
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55 | (1) |
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55 | (1) |
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Teacher Tips: Elementary Level |
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56 | (1) |
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Teacher Tips: Secondary Level |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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Strategies for Classroom Management: Behavior Change Strategies |
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60 | (32) |
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Prerequisites to Successful Management |
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61 | (5) |
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62 | (1) |
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62 | (3) |
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65 | (1) |
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Schoolwide Management Systems |
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65 | (1) |
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Functional Behavioral Assessment |
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66 | (3) |
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Increasing Appropriate Behavior |
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69 | (6) |
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Principles of Positive Reinforcement |
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69 | (3) |
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Positive Reinforcement Programs |
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72 | (3) |
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Behavior Reduction Techniques |
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75 | (6) |
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Natural and Logical Consequences |
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75 | (1) |
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Differential Reinforcement Strategies |
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76 | (1) |
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77 | (1) |
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78 | (3) |
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81 | (5) |
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Strategies for Adolescents |
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81 | (1) |
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Maintenance and Generalization |
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82 | (1) |
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83 | (3) |
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Behavioral Intervention Plans |
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86 | (2) |
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88 | (1) |
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Teacher Tips: Elementary Level |
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89 | (1) |
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Teacher Tips: Secondary Level |
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90 | (1) |
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91 | (1) |
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91 | (1) |
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Effective Instructional and Accommodative Practices |
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92 | (28) |
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Effective Teaching Practices |
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94 | (8) |
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Teacher-Directed Instruction |
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94 | (3) |
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97 | (2) |
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99 | (3) |
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102 | (14) |
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Access to the General Curriculum |
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103 | (2) |
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Curricular Content Adaptations |
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105 | (2) |
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Instructional Material Adaptations |
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107 | (2) |
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Instructional Adaptations |
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109 | (4) |
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Product and Assignment Adaptations |
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113 | (3) |
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116 | (1) |
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Teacher Tips: Elementary Level |
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116 | (1) |
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Teacher Tips: Secondary Level |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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Strategies for Collaboration |
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120 | (37) |
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121 | (1) |
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Consultation and Collaboration: Models and Skills |
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121 | (8) |
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Definitions of Collaboration |
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121 | (1) |
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Stages of Collaborative Consultation |
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122 | (2) |
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Skills Required for Collaboration |
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124 | (3) |
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Personnel Preparation Strategies |
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127 | (2) |
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Collaboration with Students |
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129 | (1) |
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Collaboration with Families |
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129 | (4) |
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Changing Paradigms to More Family-Centeredness |
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130 | (1) |
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Strategies to Promote Family Partnerships |
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130 | (3) |
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Collaboration with General Educators |
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133 | (7) |
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Barriers to Collaboration |
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133 | (1) |
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Changing Relations, Changing Options |
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133 | (1) |
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Collaboration Models Linking General and Special Education |
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133 | (2) |
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Taking the First Steps: Deciding to and Selecting Who |
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135 | (1) |
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Planning Roles and Responsibilities |
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135 | (3) |
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Discussing Implementation Issues |
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138 | (1) |
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139 | (1) |
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140 | (1) |
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Collaboration with Paraeducators |
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140 | (8) |
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140 | (1) |
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141 | (1) |
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Taking the First Steps: Recruitment and Employment of Paraeducators |
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141 | (1) |
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Defining Roles and Responsibilities |
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142 | (1) |
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Identifying Strengths, Weaknesses, and Work Styles |
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143 | (3) |
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146 | (1) |
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Paraeducator Professional Development Activities |
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146 | (2) |
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Monitoring and Feedback Techniques |
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148 | (1) |
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Collaboration with Other Personnel |
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148 | (2) |
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Evaluating the Collaborative Experience |
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150 | (1) |
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150 | (2) |
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152 | (1) |
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Teacher Tips: Elementary Level |
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153 | (1) |
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Teacher Tips: Secondary Level |
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154 | (1) |
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155 | (1) |
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156 | (1) |
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157 | (405) |
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Strategies for Curriculum Development and Program Design |
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159 | (25) |
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Basic Curricular Orientations |
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160 | (3) |
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160 | (1) |
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161 | (1) |
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Universal Design for Learning |
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162 | (1) |
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Differentiated Instruction |
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163 | (1) |
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Standards-Based Education |
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163 | (4) |
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Access to the General Curriculum |
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163 | (1) |
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Impact of the No Child Left Behind Act |
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164 | (1) |
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Standards-Based Education |
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165 | (2) |
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167 | (11) |
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General Education Curriculum without Supports/Accommodations |
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167 | (1) |
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General Education Curriculum with Supports/Accommodations |
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167 | (7) |
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Specialized Curriculum with a Focus on Academic and Social Skills Development and Remediation |
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174 | (2) |
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Specialized Curriculum with Focus on Adult Outcomes |
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176 | (2) |
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178 | (3) |
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Program Orientation and Service Delivery |
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179 | (1) |
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Categorical versus Noncategorical Programming |
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179 | (1) |
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179 | (1) |
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180 | (1) |
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180 | (1) |
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Cross-Curricular Integration |
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180 | (1) |
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181 | (1) |
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Teacher Tips: Elementary Level |
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181 | (1) |
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Teacher Tips: Secondary Level |
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181 | (1) |
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182 | (1) |
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183 | (1) |
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184 | (41) |
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Communication, Language, Speech, and Literacy |
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185 | (1) |
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186 | (1) |
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187 | (1) |
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188 | (4) |
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188 | (2) |
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190 | (1) |
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191 | (1) |
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Literal and Figurative Language |
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191 | (1) |
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192 | (8) |
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192 | (1) |
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193 | (1) |
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Developing Language Stage |
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194 | (1) |
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Language for Learning Stage |
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195 | (4) |
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Adolescent/Advanced Language Stage |
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199 | (1) |
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200 | (2) |
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Language Difference versus Language Disorder |
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201 | (1) |
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202 | (4) |
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Culturally and Linguistically Diverse Backgrounds |
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202 | (1) |
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203 | (2) |
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Assessing Students Who Might Need Augmentative or Alternative Communication |
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205 | (1) |
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206 | (15) |
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208 | (11) |
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Metapragmatic, Metalinguistic, and Metacognitive Abilities |
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219 | (1) |
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Teaching Students with AAC Systems |
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220 | (1) |
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221 | (1) |
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Teacher Tips: Elementary Level |
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222 | (1) |
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Teacher Tips: Secondary Level |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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Reading: Introduction and Word Recognition |
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225 | (34) |
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226 | (3) |
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Reading in the Curriculum |
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229 | (2) |
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Decoding and Whole Language: Perspective |
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230 | (1) |
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231 | (4) |
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Teaching-Oriented Assessment |
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231 | (1) |
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232 | (3) |
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235 | (1) |
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Word Recognition Instruction |
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235 | (16) |
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Decoding via Sound-Symbol Correspondence |
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235 | (7) |
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Phonological Awareness and Decoding Programs |
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242 | (1) |
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243 | (4) |
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247 | (2) |
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249 | (1) |
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Using Word Recognition Strategies |
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250 | (1) |
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251 | (1) |
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251 | (3) |
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Teacher Tips: Elementary Level |
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254 | (2) |
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Teacher Tips: Secondary Level |
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256 | (1) |
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Teacher Tips: Secondary Level |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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259 | (40) |
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260 | (1) |
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The Nature of Reading Comprehension |
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261 | (1) |
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Conceptual Aspects of Reading Comprehension |
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262 | (3) |
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Principal Components of Comprehension |
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262 | (1) |
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Text Comprehension Skills |
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263 | (1) |
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263 | (1) |
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Specific Phases of the Reading Process |
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264 | (1) |
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Implications for Instruction |
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264 | (1) |
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Assessing Reading Comprehension |
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265 | (3) |
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265 | (1) |
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266 | (2) |
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268 | (10) |
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269 | (2) |
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Language Experience Approach (LEA) |
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271 | (1) |
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272 | (1) |
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Source Material Using Literature |
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273 | (5) |
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Specialized Reading Programs |
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278 | (1) |
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Word Knowledge Strategies |
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278 | (2) |
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Text Comprehension Strategies |
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280 | (10) |
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Teacher-Directed Questioning Strategies |
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281 | (2) |
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Student-Directed Questioning Strategies |
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283 | (2) |
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285 | (1) |
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285 | (4) |
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289 | (1) |
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General Instructional Considerations |
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290 | (2) |
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290 | (1) |
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291 | (1) |
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292 | (1) |
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292 | (1) |
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292 | (3) |
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Teacher Tips: Elementary Level |
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295 | (1) |
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Teacher Tips: Secondary Level |
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296 | (1) |
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297 | (1) |
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298 | (1) |
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299 | (44) |
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Written Language in the Curriculum |
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300 | (2) |
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302 | (6) |
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Assessment of Handwriting Skills |
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303 | (1) |
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Handwriting Prerequisites |
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304 | (1) |
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304 | (1) |
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305 | (1) |
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Manuscript and Cursive Writing |
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306 | (1) |
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Proficiency and Maintenance |
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306 | (1) |
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307 | (1) |
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308 | (1) |
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308 | (11) |
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309 | (1) |
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310 | (8) |
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318 | (1) |
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319 | (17) |
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319 | (1) |
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320 | (14) |
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334 | (1) |
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335 | (1) |
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336 | (1) |
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337 | (2) |
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Teacher Tips: Elementary Level |
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339 | (1) |
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Teacher Tips: Secondary Level |
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340 | (1) |
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341 | (1) |
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342 | (1) |
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343 | (53) |
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Goals of Mathematics Instruction |
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344 | (22) |
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344 | (4) |
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348 | (1) |
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Standardized Measures of General Achievement |
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348 | (3) |
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Standardized Diagnostic Measures of Arithmetic Functioning |
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351 | (1) |
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Other Formal Diagnostic Techniques |
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351 | (2) |
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Curriculum-Based Measures |
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353 | (1) |
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Informal Diagnostic Techniques |
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354 | (2) |
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Trends in Mathematics Assessment |
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356 | (2) |
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General Instructional Considerations |
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358 | (1) |
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Relationship of Arithmetic to Mathematics |
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359 | (1) |
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359 | (1) |
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Effective Instructional Practices |
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359 | (1) |
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Concept and Skill Development |
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360 | (1) |
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Accommodating Individual Differences and Diversifying Instruction |
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361 | (1) |
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361 | (3) |
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364 | (2) |
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Approaches to Teaching Mathematics |
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366 | (7) |
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366 | (2) |
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Comprehensive Math Programs |
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368 | (2) |
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Problem-Solving Approaches |
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370 | (3) |
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373 | (1) |
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373 | (1) |
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Strategies for Teaching Specific Skills |
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373 | (15) |
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373 | (5) |
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Applied Math Skills: Measurement |
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378 | (2) |
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Problem-Solving and Reasoning Skills |
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380 | (4) |
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384 | (4) |
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Alternative Delivery Systems |
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388 | (1) |
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388 | (5) |
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Teacher Tips: Elementary Level |
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393 | (1) |
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Teacher Tips: Secondary Level |
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393 | (1) |
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394 | (1) |
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395 | (1) |
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Science and Social Studies |
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396 | (45) |
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Presenting Problems for Students with Special Needs in Science and Social Studies |
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398 | (4) |
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Problems with Curricular Materials |
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398 | (3) |
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Problems with Skill Demands |
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401 | (1) |
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Teaching Science to Learners with Special Needs |
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402 | (1) |
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Nature of Science Education for Students with Special Needs |
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402 | (12) |
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Content of Science Instruction |
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403 | (3) |
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Approaches to Teaching Science |
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406 | (8) |
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Teaching Science to Diverse Students with Disabilities |
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414 | (1) |
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Teaching Social Studies to Learners with Special Needs |
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414 | (6) |
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Nature of Social Studies Education for Students with Special Needs |
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415 | (1) |
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Content of Social Studies Instruction |
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416 | (1) |
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Approaches to Teaching Social Studies |
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417 | (3) |
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Assessment in Science and Social Studies |
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420 | (1) |
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Instructional Practices in Science and Social Studies |
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421 | (7) |
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General Instructional Considerations |
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421 | (2) |
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Specific Instructional Practices for Science |
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423 | (2) |
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Specific Instructional Practices for Social Studies |
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425 | (3) |
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Adaptation Practices for Inclusive Settings |
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428 | (6) |
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434 | (4) |
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Teacher Tips: Elementary Level |
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438 | (1) |
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Teacher Tips: Secondary Level |
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439 | (1) |
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440 | (1) |
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441 | (30) |
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442 | (3) |
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Reading at Different Rates |
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442 | (1) |
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443 | (1) |
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444 | (1) |
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444 | (1) |
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Making Oral Presentations |
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444 | (1) |
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444 | (1) |
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444 | (1) |
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444 | (1) |
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Using Reference Materials |
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445 | (1) |
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445 | (1) |
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445 | (1) |
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Assessment of Study Skills |
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445 | (23) |
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Norm-Referenced Instruments |
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446 | (1) |
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Criterion-Referenced Instruments |
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446 | (2) |
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448 | (1) |
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448 | (1) |
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448 | (1) |
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Steps to Teaching Study Skills |
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448 | (7) |
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Semantic Webbing and Study Skills |
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455 | (1) |
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Study Skills and Cooperative Learning |
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456 | (2) |
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Effective Use of Study Skills and Cooperative Learning |
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458 | (1) |
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Implementing a Study Skills Program |
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459 | (3) |
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Study Skills and Technology |
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462 | (1) |
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462 | (1) |
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Learning Strategies for Effective Study |
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462 | (1) |
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462 | (1) |
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463 | (1) |
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463 | (1) |
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463 | (1) |
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463 | (1) |
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463 | (5) |
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468 | (1) |
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Teacher Tips: Elementary Level |
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468 | (1) |
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Teacher Tips: Secondary Level |
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469 | (1) |
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470 | (1) |
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470 | (1) |
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Social Competence and Self-Determination Skills |
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471 | (29) |
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472 | (3) |
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Social and Personal Competence |
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473 | (2) |
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475 | (5) |
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Assessment of Social Competence |
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475 | (1) |
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Assessment of Specific Social, Problem-Solving, and Self-Determination Skills |
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476 | (3) |
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Assessment of Self-Determination Skills |
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479 | (1) |
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Social Skills and Self-Determination Skills: Curricula and Instruction |
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480 | (13) |
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480 | (3) |
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Social and Self-Determination Curricula for Young Children |
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483 | (2) |
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Self-Determination Curricula |
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485 | (5) |
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Direct Instruction of Social and Task Analyzed Self-Determination Skills |
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490 | (1) |
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Generalization of Social, Problem-Solving, and Self-Determination Skills |
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491 | (1) |
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Generalization Strategies and Examples |
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491 | (2) |
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Establishing a Social or Self-Determination Skills Program |
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493 | (2) |
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493 | (1) |
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494 | (1) |
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494 | (1) |
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Prepare for Program Implementation |
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494 | (1) |
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|
494 | (1) |
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Evaluate Student Performances |
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|
495 | (1) |
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Program for Generalization |
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|
495 | (1) |
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|
495 | (1) |
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496 | (2) |
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Teacher Tips: Elementary Level |
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498 | (1) |
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498 | (1) |
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499 | (1) |
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Creative Arts: Visual Arts, Music, Dance, and Drama |
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|
500 | (27) |
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Rationale for Creative Arts Instruction |
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501 | (1) |
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General Instructional Guidelines |
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502 | (2) |
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Instruction in the Visual Arts |
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504 | (6) |
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505 | (2) |
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Teaching Tips for Visual Arts |
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507 | (3) |
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510 | (6) |
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511 | (2) |
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513 | (3) |
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Instruction in Dance and Creative Movement |
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516 | (3) |
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517 | (1) |
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518 | (1) |
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Instruction in Creative Dramatics |
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519 | (4) |
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519 | (2) |
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Teaching Tips for Creative Dramatics |
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|
521 | (2) |
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Sources of Teaching Ideas |
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|
523 | (1) |
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|
523 | (1) |
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Teacher Tips: Elementary Level |
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|
524 | (1) |
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Teacher Tips: Secondary Level |
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|
524 | (1) |
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525 | (1) |
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526 | (1) |
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Transitions, Transition Planning, and Life Skills Education |
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527 | (35) |
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Transitions Along and Across the School Years |
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|
528 | (9) |
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Select Vertical Transitions |
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|
529 | (6) |
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535 | (2) |
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Basic Concepts of Transition from School to Community Settings |
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|
537 | (3) |
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Conceptualizing the Process of Transition from School to Young Adulthood |
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|
537 | (1) |
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538 | (2) |
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Guiding Principles of Transition Planning |
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|
540 | (1) |
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The Transition Planning Process |
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|
540 | (7) |
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Key Areas of Transition Planning |
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|
540 | (2) |
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Assessing Transition Needs |
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|
542 | (3) |
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Planning Based on Needs Assessment |
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|
545 | (1) |
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|
545 | (1) |
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|
545 | (2) |
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Timeline for Transition Planning |
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547 | (1) |
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547 | (1) |
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547 | (11) |
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|
547 | (1) |
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Curricular Considerations |
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|
547 | (5) |
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Instructional Considerations |
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|
552 | (1) |
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Occupational and Vocational Preparation |
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|
552 | (4) |
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Developing a Positive Work Attitude |
|
|
556 | (1) |
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Developing a Usable Occupational Vocabulary |
|
|
557 | (1) |
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Vocational Training Options |
|
|
557 | (1) |
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|
558 | (1) |
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Teacher Tips: Elementary Level |
|
|
559 | (1) |
|
Teacher Tips: Secondary Level |
|
|
560 | (1) |
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|
561 | (1) |
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|
561 | (1) |
| References |
|
562 | (49) |
| Author Index |
|
611 | (7) |
| Subject Index |
|
618 | |
Other versions by this Author