The Complete Learning Disabilities Handbook: Ready-to-Use Strategies and Activities for Teaching Students with Learning Disabilities » książka
The Complete Learning Disabilities Handbook: Ready-to-Use Strategies and Activities for Teaching Students with Learning Disabilities
ISBN-13: 9780787997557 / Angielski / Miękka / 2008 / 416 str.
The Complete Learning Disabilities Handbook: Ready-to-Use Strategies and Activities for Teaching Students with Learning Disabilities
ISBN-13: 9780787997557 / Angielski / Miękka / 2008 / 416 str.
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The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential.
Acknowledgments xv
About the Authors xvii
About This Book xix
1 An Overview of the Field of Learning Disabilities 1
History of Learning Disabilities 2
Causal Factors 6
Incidence 8
Primary Characteristics of Learning Disabilities 8
Comorbid or Co–occurring Conditions 9
Attention Deficit Hyperactivity Disorder 9
Conduct Disorder 10
Tourette Syndrome 10
Prognosis 10
Programs and Settings for the Learning Disabled 11
Facts About Learning Disabilities 12
Summary 14
List of Major Organizations for the Learning Disabled 14
Periodicals on Learning Disabilities 15
2 Research in the Field of Learning Disabilities 17
Overview of the Brain, Biology, and Behavior 17
Brain Injury 20
Structural Brain Differences 22
Biochemical Infl uences 25
Research on Memory 27
Research on Metacognition 28
Research on Phonological Processing Problems 42
Research on Maturation and Retention 43
Research on Communication Problems 45
Research on Self–Concept, Self–Esteem, and Self–Efficacy 45
Research on Teachers Perceptions 46
Research on Social Competence and Social Skills Training 46
Summary 47
3 Understanding the Laws 48
Parental Rights 50
Parents as Advocates 53
Student Rights 53
Teacher Rights and Obligations 53
Behavioral Goals and Behavioral Improvement Plans 54
Student and Parental Rights Regarding Suspension or Expulsion 56
Summary 57
4 Early Childhood Education for At–Risk Students 58
Special Education Services from Birth Through Age Two 62
Special Education Services for Children Ages Three Through Five 63
Assessment of Young Children 64
The Components of an Effective Early Childhood Education Program 65
Maturation and Readiness for Kindergarten 66
Summary 67
5 The Student Study Team Process 68
The Case for Early Intervention 69
Recognizing the Need 69
Talking with Parents 69
Parent and Student Preparation for the Student Study Team (SST) 71
Predictable Parental Feelings and Reactions 74
Initiating a Request for a Student Study Meeting 74
The Student Study Team Process 74
The Roles of the SST Members 76
Digital Classroom Accommodations 83
Sensory Accommodations 85
6 Formal Assessment and Identifi cation of the Student with Learning Disabilities 86
The Multidisciplinary Team Process 86
Roles of the Members of the Multidisciplinary Team 87
Guidelines for Assessment 88
Intellectual Assessment 89
Intelligence Quotient (IQ) 89
Visual Perception 91
Auditory Perception 93
Memory 94
Academic Assessment 94
Commonly Used Tests 95
Classroom and Playground Observations 96
Time–on–Task Assessment 100
Language Assessment 102
Health Assessment 103
Behavioral Assessment 103
Summary 104
7 Planning for the Student with Learning Disabilities 110
Eligibility Issues 111
The Discrepancy Model 113
Exclusionary Criteria 114
Assessment Scores and Their Implication for Learning 115
Eligible or Not Eligible? Developing the Individual Education Plan (IEP) 117
Choosing the Appropriate Educational Setting ( Least Restrictive Environment ) 117
Determining the Number of Hours 118
Writing Appropriate, Measurable Objectives 119
The Purpose of Goals 119
Dissenting Opinions 120
Reviews of the IEP 120
The Annual Review 120
The Triennial Review 120
Special Reviews 120
Due Process 120
8 Classroom Management for Teachers 127
Creating an Attractive and Useful Classroom 127
Planning the First Week s Activities 128
Behavioral Management Considerations 129
Positive Reinforcement 129
Rules 130
Settling Students After a Recess 132
Projecting a Positive Feeling 132
Finding Better Ways to Talk to Students 133
Preventing Misbehavior 134
Keep the Environment Consistent and Structured 134
Help Students Succeed 134
Use Rewards, Contracts, Tokens, and Reinforcers 135
Rewards 135
Contracts 136
Lotteries 136
Token Economies 136
Handling Misbehavior 138
Ball in Your Court Technique 139
Timeout 139
Crisis Management 140
Four Types of Challenging Students 140
Record Keeping 143
Using the Classroom Aide Effectively 144
Twenty Tips for Successful Classroom Management 144
Sample Approaches to Handling Inappropriate Behaviors 146
Summary 149
9 Academic Management Considerations 150
Curriculum, Setting, and Students Needs 151
Getting to Know Your Students Academic Needs Quickly Through Informal Testing 152
Goal Setting and Effective Lesson Design 152
Planning the School Day 155
Planning for Flexibility 156
Scheduling and Pacing 156
Using a Variety of Activities 156
Grouping Students 156
Allowing Students Some Choice in Assignments and Rewards 156
Transforming Passive Students into Participatory Students 157
Overcoming Failure Syndrome 157
Planning Cooperative Learning Tasks 158
Suggestions for Maximizing Educational Results 159
Improving Lesson Results Through Feedback 160
Improving Learning Through Specifi c Teaching Techniques 161
Tests That Teach 161
Story Mapping, Advanced Organizers, and Webs 162
Mnemonics 164
Use of Higher–Level Thinking Activities 164
Issues of Grading and Evaluation 165
Tips for Academic Management 166
10 Interventions for Specific Problems 168
Visual Perceptual Deficits 169
Auditory Processing Deficits 172
Spatial Awareness Deficits 174
Conceptual Deficits 175
Memory Deficits 177
Students with Poor Work Habits 180
Interventions for Other Common LD Classroom Problems 182
Students with Poor Social Relationships or Behaviors 185
Students with Dyslexia 191
Sample History Assignment 193
Students with ADD or ADHD 194
Medical Treatment of ADD and ADHD 194
Behavioral Considerations for Students with ADD or ADHD 196
Tips for Classroom Teachers 197
11 Reading and the Student with Learning Disabilities 199
Who Will Have Trouble Learning to Read? 200
Elements of a Balanced Literacy Program 200
Phonemic Awareness 201
Sample Phonemic Awareness Lesson 1: Kindergarten Grade 1 202
Sample Phonemic Awareness Lesson 2: Kindergarten Grade 1 203
Sample Phonemic Awareness Lesson 3: Grades 1 2 (Instructional Level) 205
Sample Phonemic Awareness Lesson 4: Any Grade to High School 206
A Step–by–Step Guide for Teaching Reading to Students with Learning Disabilities 207
Letter Recognition and Sound Knowledge 210
Working with the Nonreader 211
Working with the Emergent Reader 216
Materials for Beginning and Emergent Readers 218
Working with the Guided Reader 220
Tips for Teaching Reading 228
12 Writing, Spelling, and Speaking 256
Printing 259
Teaching the Mechanics of Writing 260
Sample Interactive Writing Lesson (Instructional Level 1.3) 262
Sample Writing Lesson (Instructional Level 2.5) 265
Spelling for Young Students with Learning Disabilities 266
Materials 266
Methods 267
Speaking Activities for Young Students with Learning Disabilities 270
Handwriting Skills for Older Students with Learning Disabilities 271
The Mechanics of Writing for Older Students with Learning Disabilities 274
Letter Writing 277
E–mails and Digital Communication 278
Report Writing 278
Journal Writing 279
Spelling Activities for Older Students with Learning Disabilities 280
Speaking Opportunities for Older Students with Learning Disabilities 285
Sample Lesson: Recognizing Nouns 286
Sample Lesson: Recognizing Verbs 288
Writing Activities 290
My Accident 291
Title of My Story 292
13 Teaching Mathematically Challenged Students 297
Diagnosing a Student s Difficulties 297
Teaching Techniques 299
Levels of Understanding: Concrete, Representational, and Abstract 299
Incorporating Reading into the Math Curriculum 303
Teaching Specific Skills 305
Counting Symbols and One–to–One Correspondence 305
Beginning Addition 306
Counting and Understanding the Numbers 0 100 307
Recognizing and Counting Coins 309
Place Value: Ones and Tens Place 309
Counting by Fives 311
Time by the Hour 312
Time by Hour and Minute 312
Beginning Subtraction 314
Doing and Undoing: Plus and Minus 314
Building Numbers 316
Addition and Regrouping 317
More and Less 317
Simple Story Problems 318
Subtraction With and Without Regrouping 318
Rounding Numbers to the Nearest 10 or Nearest 100 320
Recognizing and Spelling Number Words 320
Place Value Through Thousands 323
Linear Measurement 323
Simple Multiplication Techniques 324
Simple Division Techniques 327
Doing and Undoing (Multiplication and Division) 327
Liquid Measurement 328
Fractions 328
Estimating 331
More Complex Story Problems 331
More Complex Division 332
Relating Fractions to Decimals 332
Making Change 333
Summary 333
14 Adolescents and Adults with Learning Disabilities 335
Understanding the Changing Needs of the Adolescent 335
School Changes 335
Physical Changes 336
Efforts to Engage the Junior High Student in the Educational Process 337
Departmentalization (School Within a School) 337
Personal Efforts of Individual Teachers 338
Curriculum for the Junior High School 339
Basic Skills 340
Strategies to Increase Metacognition and Learning 341
The Art of Counseling Adolescent Students 341
Teaching Students to Be Their Own Advocates 343
Transition IEPs 346
Understanding the Needs of the High School Student with Learning Disabilities 346
Work–Study Program 347
Continuation Schools and Independent Study Programs 348
Life and Social Skills 348
Understanding the Needs of the Young Adult with Learning Disabilities 348
Services Available to Students Going to College 350
Vocational Rehabilitation Services for the Learning Disabled 351
Adult Education Opportunities 351
15 The Role of the Family 352
The Role of Parents as Parents 352
The Home Environment 353
Providing Worthwhile Activities 354
The Role of Parents as Teachers 354
Supervision of Homework 354
Helping at School 356
The Role of Parents as Advocates 356
Tips for Helping Your Child 357
16 Education in the New Millennium 359
Increased Mainstreaming 359
Increased Use of Technology 360
Class Size 361
Teacher Preparation Trends and Issues 362
Professional Salaries and Working Conditions 362
Conclusion 363
References 365
Further Reading 373
Index 377
Joan M. Harwell has more than thirty years′ experience as a classroom teacher and special educator. Harwell is the best–selling author of numerous books in the special education field.
Rebecca Williams Jackson has more than twelve years of experience working with students with learning disabilities. She works as an educational consultant and advocate for students with learning disabilities and their families.
The Complete Learning Disabilities Handbook
The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready–to–use materials for helping LD students of all ages learn and perform at their fullest potential.
Harwell and Jackson provide clear explanations of the latest research on learning disabilities as well as a wealth of practical strategies for classroom management, lesson plans, and assessment. This authoritative, up–to–date reference includes:
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An overview of learning disabilities, written in easily accessible terms
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Diagnostic tools and remediation techniques forall types of learning disabilities
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Specific interventions for specific problems
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Strategies for building LD students′ academic skills in all basic content areas
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Ways to increase motivation, participation, andself–esteem in even the most reluctant learner
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Solutions to common problems that may co–exist with LD, like poor social skills and attention deficits
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Classroom management strategies proven to work with LD students
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Tips for working successfully with parents
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