Efnisyfirlit

• The Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Stude
• Copyright
• Contents
• Acknowledgments
• About the Authors
• About This Book
• Chapter 1: An Overview of the Field of Learning Disabilities
  • History of Learning Disabilities
  • Causal Factors
  • Incidence
  • Primary Characteristics of Learning Disabilities
  • Comorbid or Co-occurring Conditions
    • Attention Deficit Hyperactivity Disorder
    • Conduct Disorder
    • Tourette Syndrome
  • Prognosis
  • Programs and Settings for the Learning Disabled
  • Facts About Learning Disabilities
  • Summary
  • List of Major Organizations for the Learning Disabled
  • Periodicals on Learning Disabilities
• Chapter 2: Research in the Field of Learning Disabilities
  • Overview of the Brain, Biology, and Behavior
    • Brain Injury
    • Structural Brain Differences
    • Biochemical Influences
  • Research on Memory
  • Research on Metacognition
  • Research on Phonological Processing Problems
  • Research on Maturation and Retention
  • Research on Communication Problems
  • Research on Self-Concept, Self-Esteem, and Self-Efficacy
  • Research on Teachers’ Perceptions
  • Research on Social Competence and Social Skills Training
  • Summary
• Chapter 3: Understanding the Laws
  • Parental Rights
  • Parents as Advocates
  • Student Rights
  • Teacher Rights and Obligations
  • Behavioral Goals and Behavioral Improvement Plans
  • Student and Parental Rights Regarding Suspension or Expulsion
  • Summary
• Chapter 4: Early Childhood Education for At-Risk Students
  • Special Education Services from Birth Through Age Two
  • Special Education Services for Children Ages Three Through Five
  • Assessment of Young Children
  • The Components of an Effective Early Childhood Education Program
  • Maturation and “Readiness” for Kindergarten
  • Summary
• Chapter 5: The Student Study Team Process
  • The Case for Early Intervention
  • Recognizing the Need
  • Talking with Parents
  • Parent and Student Preparation for the Student Study Team (SST)
  • Predictable Parental Feelings and Reactions
  • Initiating a Request for a Student Study Meeting
  • The Student Study Team Process
  • The Roles of the SST Members
  • Digital Classroom Accommodations
  • Sensory Accommodations
• Chapter 6: Formal Assessment and Identification of the Student with Learning Disabilities
  • The Multidisciplinary Team Process
  • Roles of the Members of the Multidisciplinary Team
  • Guidelines for Assessment
  • Intellectual Assessment
    • Intelligence Quotient (IQ)
    • Visual Perception
    • Auditory Perception
    • Memory
  • Academic Assessment
    • Commonly Used Tests
    • Classroom and Playground Observations
    • Time-on-Task Assessment
  • Language Assessment
  • Health Assessment
  • Behavioral Assessment
  • Summary
• Chapter 7: Planning for the Student with Learning Disabilities
  • Eligibility Issues
  • The Discrepancy Model
  • Exclusionary Criteria
  • Assessment Scores and Their Implication for Learning
  • Eligible or Not Eligible? Developing the Individual Education Plan (IEP)
  • Choosing the Appropriate Educational Setting (“Least Restrictive Environment”)
  • Determining the Number of Hours
  • Writing Appropriate, Measurable Objectives
  • The Purpose of Goals
  • Dissenting Opinions
  • Reviews of the IEP
    • The Annual Review
    • The Triennial Review
    • Special Reviews
  • Due Process
• Chapter 8: Classroom Management for Teachers
  • Creating an Attractive and Useful Classroom
  • Planning the First Week’s Activities
  • Behavioral Management Considerations
    • Positive Reinforcement
    • Rules
    • Settling Students After a Recess
    • Projecting a Positive Feeling
    • Finding Better Ways to Talk to Students
  • Preventing Misbehavior
    • Keep the Environment Consistent and Structured
    • Help Students Succeed
  • Use Rewards, Contracts, Tokens, and Reinforcers
    • Rewards
    • Contracts
    • Lotteries
    • Token Economies
  • Handling Misbehavior
    • “Ball in Your Court” Technique
    • Timeout
  • Crisis Management
  • Four Types of Challenging Students
  • Record Keeping
  • Using the Classroom Aide Effectively
  • Twenty Tips for Successful Classroom Management
  • Sample Approaches to Handling Inappropriate Behaviors
  • Summary
• Chapter 9: Academic Management Considerations
  • Curriculum, Setting, and Students’ Needs
  • Getting to Know Your Students’ Academic Needs Quickly Through Informal Testing
  • Goal Setting and Effective Lesson Design
  • Planning the School Day
  • Planning for Flexibility
    • Scheduling and Pacing
    • Using a Variety of Activities
    • Grouping Students
    • Allowing Students Some Choice in Assignments and Rewards
  • Transforming Passive Students into Participatory Students
  • Overcoming Failure Syndrome
  • Planning Cooperative Learning Tasks
  • Suggestions for Maximizing Educational Results
  • Improving Lesson Results Through Feedback
  • Improving Learning Through Specific Teaching Techniques
    • Tests That Teach
    • Story Mapping, Advanced Organizers, and Webs
    • Mnemonics
    • Use of Higher-Level Thinking Activities
  • Issues of Grading and Evaluation
  • Tips for Academic Management
• Chapter 10: Interventions for Specific Problems
  • Visual Perceptual Deficits
  • Auditory Processing Deficits
  • Spatial Awareness Deficits
  • Conceptual Deficits
  • Memory Deficits
  • Students with Poor Work Habits
  • Interventions for Other Common LD Classroom Problems
  • Students with Poor Social Relationships or Behaviors
  • Students with Dyslexia
    • Sample History Assignment
  • Students with ADD or ADHD
    • Medical Treatment of ADD and ADHD
    • Behavioral Considerations for Students with ADD or ADHD
    • Tips for Classroom Teachers
• Chapter 11: Reading and the Student with Learning Disabilities
  • Who Will Have Trouble Learning to Read?
  • Elements of a Balanced Literacy Program
  • Phonemic Awareness
    • Sample Phonemic Awareness Lesson 1: Kindergarten–Grade 1
    • Sample Phonemic Awareness Lesson 2: Kindergarten–Grade 1
    • Sample Phonemic Awareness Lesson 3: Grades 1–2 (Instructional Level)
    • Sample Phonemic Awareness Lesson 4: Any Grade to High School
  • A Step-by-Step Guide for Teaching Reading to Students with Learning Disabilities
    • Letter Recognition and Sound Knowledge
    • Working with the Nonreader
    • Working with the Emergent Reader
    • Materials for Beginning and Emergent Readers
    • Working with the Guided Reader
    • 21 Tips for Teaching Reading
• Chapter 12: Writing, Spelling, and Speaking
  • Printing
  • Teaching the Mechanics of Writing
    • Sample Interactive Writing Lesson (Instructional Level 1.3)
    • Sample Writing Lesson (Instructional Level 2.5)
  • Spelling for Young Students with Learning Disabilities
    • Materials
    • Methods
  • Speaking Activities for Young Students with Learning Disabilities
  • Handwriting Skills for Older Students with Learning Disabilities
  • The Mechanics of Writing for Older Students with Learning Disabilities
    • Letter Writing
    • E-mails and Digital Communication
    • Report Writing
    • Journal Writing
  • Spelling Activities for Older Students with Learning Disabilities
  • Speaking Opportunities for Older Students with Learning Disabilities
  • Sample Lesson: Recognizing Nouns
  • Sample Lesson: Recognizing Verbs
  • Writing Activities
  • My Accident
  • Title of My Story
• Chapter 13: Teaching Mathematically Challenged Students
  • Diagnosing a Student’s Difficulties
  • Teaching Techniques
    • Levels of Understanding: Concrete, Representational, and Abstract
    • Incorporating Reading into the Math Curriculum
  • Teaching Specific Skills
    • Counting Symbols and One-to-One Correspondence
    • Beginning Addition
    • Counting and Understanding the Numbers 0–100
    • Recognizing and Counting Coins
    • Place Value: Ones and Tens Place
    • Counting by Fives
    • Time—by the Hour
    • Time—by Hour and Minute
    • Beginning Subtraction
    • Doing and Undoing: Plus and Minus
    • Building Numbers
    • Addition and Regrouping
    • More and Less
    • Simple Story Problems
    • Subtraction With and Without Regrouping
    • Rounding Numbers to the Nearest 10 or Nearest 100
    • Recognizing and Spelling Number Words
    • Place Value—Through Thousands
    • Linear Measurement
    • Simple Multiplication Techniques
    • Simple Division Techniques
    • Doing and Undoing (Multiplication and Division)
    • Liquid Measurement
    • Fractions
    • Estimating
    • More Complex Story Problems
    • More Complex Division
    • Relating Fractions to Decimals
    • Making Change
  • Summary
• Chapter 14: Adolescents and Adults with Learning Disabilities
  • Understanding the Changing Needs of the Adolescent
    • School Changes
    • Physical Changes
  • Efforts to Engage the Junior High Student in the Educational Process
    • Departmentalization (School Within a School)
    • Personal Efforts of Individual Teachers
  • Curriculum for the Junior High School
    • Basic Skills
    • Strategies to Increase Metacognition and Learning
  • The Art of Counseling Adolescent Students
    • Teaching Students to Be Their Own Advocates
    • Transition IEPs
  • Understanding the Needs of the High School Student with Learning Disabilities
    • Work-Study Program
    • Continuation Schools and Independent Study Programs
    • Life and Social Skills
  • Understanding the Needs of the Young Adult with Learning Disabilities
    • Services Available to Students Going to College
    • Vocational Rehabilitation Services for the Learning Disabled
    • Adult Education Opportunities
• Chapter 15: The Role of the Family
  • The Role of Parents—as Parents
    • The Home Environment
    • Providing Worthwhile Activities
  • The Role of Parents—as Teachers
    • Supervision of Homework
    • Helping at School
  • The Role of Parents—as Advocates
  • Tips for Helping Your Child
• Chapter 16: Education in the New Millennium
  • Increased Mainstreaming
  • Increased Use of Technology
  • Class Size
  • Teacher Preparation Trends and Issues
  • Professional Salaries and Working Conditions
  • Conclusion
• References
• Further Reading
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu