Learning disabilities: a practical approach to foundations, assessment, diagnosis, and teaching
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson A and B
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXI, 410 S. |
| ISBN: | 0205459641 |
Internformat
MARC
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| 100 | 1 | |a Pierangelo, Roger |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Learning disabilities |b a practical approach to foundations, assessment, diagnosis, and teaching |c Roger Pierangelo, George Giuliani |
| 264 | 1 | |a Boston [u.a.] |b Pearson A and B |c 2006 | |
| 300 | |a XXI, 410 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Learning disabled children |x Education |z United States | |
| 650 | 4 | |a Learning disabilities |z United States | |
| 650 | 4 | |a Educational tests and measurements |z United States | |
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| 700 | 1 | |a Giuliani, George A. |d 1938- |e Verfasser |0 (DE-588)132024330 |4 aut | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014645141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-014645141 | ||
Datensatz im Suchindex
| _version_ | 1804135135273025536 |
|---|---|
| adam_text | PREFACE XIX ,2 DEFINITION OF LEAMING DISABILITIES 3 HISTORY OF THE FIELD
4 DISCREPANCY IN DIAGNOSING A LEAMING DISABILITY 9 THE EXCLUSIONARY
CLAUSE 12 CLASSIFICATION CRITERIA 13 PREVALENCE OF LEAMING DISABILITIES
13 GROWTH IN THE IDENTIFICATION OF STUDENTS WITH LEAMING DISABILITIES 15
WAMING SIGNS OF A LEAMING DISABILITY 15 CONCLUSION 16 THEORETICAL
PERSPECTIVES ON THE CAUSES .*.*
Q.F.LII:RG.I:G:GMM[;}:I:~:I:I:U.I:~:I:II:.,JJ~M ~::J.----- _ GENETIC
LINKS 18 ABNORMALITIES IN FETAL BRAIN DEVELOPMENT 18 MATURATIONAL DELAY
19 BRAIN STRUCTURE AND LEAMING DISABILITIES 19 MEASURING THE BRAIN AND
BRAIN FUNCTION 20 BIOLOGICAL BASIS FOR READING DISABILITIES 22
BIOCHEMICAL ABNORMALITIES 23 ENDOCRINE PROBLEMS 23 NUTRITIONAL PROBLEMS
23 COMPLICATIONS OF PREGNANCY AND BIRTH 24 PRENATAL EXPOSURE TO HARMFUL
SUBSTANCES 25 VII VIII CONTENTS TOXINS IN THE CHILD S ENVIRONMENT 29
TAXIEMETALS 29 SEVERE HEAD INJURIES 30 SOCIAL-ENVIRONMENTAL CAUSES 31
LOW SOEIO-EEONOMIESTATUS AND LEARNING DISABILITIES 31 THE RELATIONSHIP
BETWEEN PAARINSTRUCTION AND LEARNING DISABILITIES 32 CONC1USION 32
AEADEMIC AEHIEVEMENT DEFICITS 34 READING DEFICITS 34 ORAL READING
DIFFIEULTIES 35 READING COMPREHENSION DEFIEITS 37 PROBLEMSWITH WARD
REEOGNITION 38 PAARREADING HABITS 39 DYSLEXIA 39 MATH DEFICITS 42
ANALYSIS AND INTERPRETATION OFMATH SKILLS 43 DYSEALEULIA 45 WRITTEN
EXPRESSION DEFICITS 47 HANDWRITING DIFFIEULTIES 48 SPELLING PROBLEMS 49
LANGUAGE DEFICITS 51 ORAL LANGUAGE PROBLEMS 51 LISTENING
COMPREHENSIONPROBLEMS 52 PROBLEMSWITH PRAGMATIES 52 DISORDERS OF
ATTENTION 53 OVERVIEW OFADHD 53 AEHIEVEMENT DISEREPANEY 55 MEMORY
DEFICITS 55 COGNITION DEFICITS 57 METACOGNITION DEFICITS 57
SOCIAL-EMOTIONAL PROBLEMS 58 NONVERBAL LEAMING DISORDERS (NLD) 60
MOTIVATIONAL AND ATTRIBUTION PROBLEMS 61 PEREEPTUAL DEFICITS 61
CONC1USION 62 ROLES AND RESPONSIBILITIES OF THE CHILD STUDY 4 ..
.T:LIJ!IL:!J;LIII):IMMM:L.I!I!~;I:I;I!IIISULIII)J! Y!!MLII!ILM:MT
.::;;!.!!!M!II!;.~ ------- THE CHILD STUDY TEAM (CST) 65 THE CST
MEETING 67 CST RECOMMENDATIONS-PREREFERRAL STRATEGIES 69 EXAMPLES OF
PREREFERRAL STRATEGIES 70 THE MULTIDISCIPLINARY TEAM (MDT) 74 PURPOSEOF
THE MULTIDISCIPLINARY TEAM 74 MEMBERS OF THE MULTIDISCIPLINARY TEAM 75
FORMALREFERRALTO THEMULTIDISCIPLINARY TEAM 77 CONSENTFOR EVALUATION 78
ASSESSMENT OPTIONS OF THE MULTIDISCIPLINARY TEAM 79 PARENTAL
PARTICIPATION IN THE ASSESSMENT PROCESS 82 CONFIDENTIALITY 83 CONCLUSION
84 OVERVIEW OF AESSESSMENT IN THE SPECIAL . EDUCQTION P~OCQ.IS.V 85 _ 5
CONTENTS COMPONENTS OF A COMPREHENSIVE ASSESSMENT 85 NORM-REFERENCED
TESTS 86 STANDARDIZED TESTING 88 INFORMAL ASSESSMENT 89
CRITERION-REFERENCEDTESTS 90 ECOLOGICALASSESSMENT 90 INTERVIEWS 92
CURRICULUM-BASED ASSESSMENT AND CURRICULUM-BASED MEASUREMENT 93
PORTFOLIOASSESSMENT 93 AUTHENTIC/NATURALISTIC/PERFORMANCE-BASED
ASSESSMENT 94 TASKANALYSIS 95 PRIMARY AREAS OF ASSESSMENT 96 IX X
CONTENTS INTELLIGENEE 96 LANGUAGE 98 PEREEPTUALABILITIES 101 ACADEMIE
AEHIEVEMENT 103 BEHAVIORAND EMOTIONAL-SOCIAL DEVELOPMENT 106 116 . 12Q
__ 113 1.30 _ 114 114 118 118 117 114 115 115 EXCLUSION FACTORS 112
OBSERVING AND ASSESSING PERFORMANCE EEOLOGIEALASSESSMENT 113 DYNAMIE
ASSESSMENT 113 CURRIEULUM-BASED ASSESSMENT (CBA) AND CURRIEULUM-BASEDMEASUREMENT (CBM) 113 TASKANALYSIS 113 LEARNING STYLE ASSESSMENT OTHER
DIAGNOSTIE SYMPTOMS INTERVIEWS 114 CLINIEAL INTERVIEW PARENT INTERVIEW
TEAEHERINTERVIEW TESTING 115 INTELLIGENEE TESTING 115 AEHIEVEMENT
TESTING 115 CRITERION-REFERENEEDTESTSAND AUTHENTIE ASSESSMENT PEREEPTUAL
TESTING 117 PSYEHOLOGIEALTESTS/SEALES REVIEWING DOCUMENTS 117 REVIEW
OFCUMULATIVE REPORTS AND REEORDS 117 PORTFOLIOREVIEW 118 LOOKFOR
HISTORIEAL PATTERNS BEHAVIORALMANIFESTATIONS CONCLUSION 118 THE IEP
COMMITTEE 120 MEMBERS OF THE IEP COMMITTEE 120 RESPONSIBILITIES OF THE
IEP COMMITTEE 121 IDEA 2004 AND IEP COMMITTEE MEETINGS-WHAT TO KNOW 122
DEVELOPING THE INFORMATION PACKET FOR THE IEP COMMITTEE 123 REQUIRED
FORMS 123 EVALUATIONS (INITIAL REFERRAL) 124 140 144 8 CONTENTS XI
GUIDANCEAND SCHOOLMATERIALS (INITIAL REJERRAL) 124 OTHER MATERIALS 125
HOW RECOMMENDATIONS FOR CLASSIFICATION ARE MADE BY THE IEP COMMITTEE 127
SPECIFICPLACEMENT (LRE) CONSIDERATIONSACCORDING TO IDEA 2004 127 LRE
PLACEMENTS THE IEP COMMITTEE MAY CONSIDER 131 APPEALING THE
DECISIONOJTHE IEP COMMITTEE 133 OTHER ROLES OJTHE IEP COMMITTEE 133 IEP
DEVELOPMENT 135 COMPONENTS INCLUDED IN THE IEP 136 CONCLUSION 137
TRANSITION SERVICES FOR STUDENTS WITH LEA.RNING;
Q:I~IBJ;LI~I~D.D;;;;;;;;;I!LDD;I!I!!K~;~ID~. _ THE TRANSITION PROCESS
138 THE INTENT OJTRANSITION SERVICES 139 THE IMPORTANCE OJTRANSITION
SERVICESJOR INDIVIDUALS WITH LEARNING DISABILITIES 139 THE INTRODUCTION
OJTRANSITION SERVICES THE INDIVIDUALIZED TRANSITION PLAN (ITP)
TRANSITION SERVICES 145 SPECIAL CONSIDERATIONS FOR STUDENTS WITH
LEARNING DISABILITIES 145 EMPLOYMENT SERVICES 146 VOCATIONALASSESSMENTS
147 ASSESSMENTS HELPFULJOR POSTSECONDARY EDUCATION PLANNING 148
LEISURE/RECREATIONEXPERIENCES 149 POSTSECONDARY EDUCATION OPTIONS 150
WHEN TO BEGIN COLLEGEPLANNING 151 UNDERSTANDING LEGALRIGHTS PERTAINING
TO POSTSECONDARY EDUCATION 152 IDENTIFYING THE
DESIRABLECHARACTERISTICSOJA COLLEGE 152 DISABILITY-RELATED SUPPORT
SERVICES 154 CONCLUSION 158 LEARNING DIFFICULTIES OF STUDENTS WITH LD
161 THE NEED TO BESTRATEGIC LEARNERS 162 XII CONTENTS LEARNING
STRATEGIES 163 RESEARCHBASEJOR LEARNING STRATEGIES 163 TYPES OJLEARNING
STRATEGIES 164 THE 1MPORTANCEOJTEACHINGCHILDREN TO BE STRATEGIE 166
ESSENTIALSTRATEGIES TO TEACH 167 STRATEGIE LEARNING: EXAMPLESJROM THE
READING FIELD 167 EFFECTIVE TEACHING METHODS 169 TEACHINGSTUDENTS TO USE
LEARNING STRATEGIES 170 THE 1MPORTANCEOJPOSITIVE SELF-STATEMENTS 173
OTHER APPROACHES TO STRATEGY 1NSTRUCTION 175 THE EXTENT TO WHICH
STRATEGY 1NSTRUCTION 1STAKINGPLACEIN CLASSROOMS 175 CONCLUSION 176
STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS WITH .~IRNJNG
DIIA.BILITIES IN READING 177 ------ TEACHING READING TO STUDENTS WITH
LEARNING DISABILITIES: AN OVERVIEW 177 PHONOLOGICAL AWARENESS 178
TEACHINGPHONOLOGICALAWARENESS TO STUDENTS WITH LEARNING DISABILITIES 180
SOLUTIONS IN THE CLASSROOM 180 PHONEMIC AWARENESS 183 WHAT DOES
SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT PHONEMIC AWARENESS
1NSTRUCTION? 185 QUESTIONS ABOUT TEACHINGPHONEMIC AWARENESS TO STUDENTS
WITH READING DISABILITIES 187 PHONICS INSTRUCTION 188 WHAT DOES
SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT PHONICS 1NSTRUCTION? 189
QUESTIONS ABOUT TEACHINGPHONICS TO STUDENTS WITH READING DISABILITIES
191 FLUENCY INSTRUCTION 193 WHAT DOES SCIENTIFICALLY BASEDRESEARCHTELL
US ABOUT FLUENCY 1NSTRUCTION? 194 QUESTIONS ABOUT TEACHINGFLUENCY TOSTUDENTS WITH READING DISABILITIES 195 VOCABULARY INSTRUCTION 199 WHAT
DOES SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT VOCABULARY1NSTRUCTION?
199 QUESTIONS ABOUT TEACHINGVOCABULARYTO STUDENTS WITH READING
DISABILITIES 204 STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
LFL:LITL:12L.*I~H:LIT::~~~I:I:LIIMMPIIITIUEI:~I:IIMMI,ILLT:~ ~:LW:~ IIIII:ILLT~LMLLLLM~LM:II:,4ILLT--
STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
WITHL~ARNING.PISABIJITI~IR~TVLATH~.RL~TJ II ::IIIILLLT:~L~:. _
UNDERSTANDING WHY STUDENTS AVOID WRITING 245 SKILL DEVELOPMENT 246
OVERALL GUIDELINESTOHELP STUDENTS AVOID THE AVOIDANCE OJWRITING 247 XIII
TEXT COMPREHENSION INSTRUCTION 206 WHAT DOES SCIENTIFICALLY
BASEDRESEARCHTELL US ABOUT EFFECTIVE TEXT COMPREHENSIONINSTRUCTION? 207
IMPROVING READING COMPREHENSIONJOR STUDENTS WITH LD 210 A FOCUSON
TEACHERTRAINING 212 QUESTIONS ABOUT TEACHINGTEXT COMPREHENSION TO
STUDENTS WITH READING DISABILITIES 212 FUTURE RESEARCH 214 STUDENT
GROUPINGS FOR READING INSTRUCTION IN THE INCLUSIVE CLASSROOM 214
PEERTUTORING 215 CROSS-AGE TUTORING 215 SMALL LEARNING GROUPS 215
COMBINED GROUP FORMATS 216 GENERAL STRATEGIES FOR TEACHING READING TO
STUDENTS WITH LEARNING DISABILITIES 216 CONCLUSION 220 REVIEW OF
DYSCALCULIA 221 MATHEMATICAL DISABILITIES: WHAT WE KNOW AND DON T KNOW
222 HOW COMMON ARE MATH DISABILITIES? 223 WHAT ARE THE COMMON
FEATURESOJMD? 224 WHERE DO WE GOFROM HERE? 227 ADAPTING MATHEMATICS
INSTRUCTION IN THE GENERAL EDUCATION CLASSROOM FOR STUDENTS WITH
MATHEMATICS DISABILITIES 228 HOW CAN GENERALEDUCATION
TEACHERSFACILITATETHE LEARNING OJ MATHEMATICAL SKILLS? 229 TECHNIQUESTO
ENHANCEMATHEMATICS INSTRUCTION 234 SUMMARY 236 10 TIPS FOR SOFTWARE
SELECTION FOR MATH INSTRUCTION 237 HOMEWORK STRATEGIES FOR STUDENTS WITH
MATHEMATICS DIFFICULTIES 239 HOW PARENTS CAN HELP 242 CONCLUSION 244
CONTENTS 11 XIV CONTENTS HELPING STUDENTS WHO STRUGGLE TO WRITE 247
KEYBOARDING 249 NOTE-TAKING 249 SPELLING 250 HAND FATIGUE 250 CAUTIONFOR
TEACHERS 251 STRATEGIES FOR DEALING WITH DYSGRAPHIA 251 REMEDIAL
STRATEGIES 252 COMPENSATORY STRATEGIES 255 A NOTE ON CREATIVITY 256 A
NOTE REGARDING DEVELOPMENT OFWORD PROCESSING SKILLS 256 META-ANALYSIS OF
RESEAREH-BASED INSTRUCTIONAL APPROAEHES FOR TEAEHING WRITTEN EXPRESSION
TO STUDENTS WITH LEARNING DISABILITIES 257 ADHERING TO A
BASICFRAMEWORKOF PLANNING, WRITING, AND REVISION 257 EXPLICITLY
TEACHINGCRITICAL STEPS IN THE WRITING PROCESS 258 PROVIDING
FEEDBACKGUIDED BY THE INFORMATION EXPLICITLY TAUGHT 259 SPECIJICMETHODS
259 CONCLUSION 260 STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
WITH . ATTENTION-DEFICIT HYPERACTIVITY DISORDER 261 _ WHAT ADHD IS AND
HOW IT MANIFESTS 261 IDENTIFYING CHILDREN WITH ADHD 262 CAUSESOFADHD 264
LEGALREQUIREMENTS RELATING TO CHILDREN WITH ADHD 264 AEADEMIC
INSTRUCTION 266 INTRODUCING LESSONS 266 CONDUCTING LESSONS 267
CONCLUDING LESSONS 269 INDIVIDUALIZING INSTRUCTION PRACTICES 269
BEHAVIORAL INTERVENTIONS 275 EFFECTIVE BEHAVIORALINTERVENTION TECHNIQUES
276 CLASSROOM AEEOMMODATIONS 279 SPECIAL SEATING ARRANGEMENTS FOR ADHD
STUDENTS 280 INSTRUCTIONAL TOOLSAND THE PHYSICAL LEARNING ENVIRONMENT
280 CONCLUSION 281 CONTENTS STEP ONE-GATHER INFORMATION ABOUT YOUR
STUDENTS WITH LD 285 STEP TWO-READ IEPS 288 STEP THREE-CONTAET PARENTS
AND STUDENTS 289 CONTACTING THE PARENTS 289 MEETING WITH PARENTS AND THE
STUDENTS 289 STEP FOUR-MEET WITH YOUR ASSISTANT TEAEHER,PARAPROFESSIONAL, OR AIDE BEFORE CLASSES BEGIN 291 WORKING WITH ANOTHER
EDUCATOR IN AN INCLUSION CLASSROOM 292 ALTERNATIVE DELIVERY SYSTEMS 293
STEP FIVE-SET UP YOUR CLASSROOM 294 ARRANGE THE LEARNING CENTERS 294
ARRANGE THE WHOLE-GROUPAREA 295 ARRANGE OPTIONAL LEARNING AREAS 295 STEP
SIX-COMMUNICATE WITH RELATED SERVICE PROVIDERS 296 STEP
SEVEN-COMMUNIEATE WITH CLASSROOM TEAEHERS 297 STEP EIGHT-EVALUTE YOUR
RESOUREES AND ORDER NEW MATERIALS 299 CREATE AN ATTRACTIVE AND USEFUL
CLASSROOM 302 DEVELOP CLASSROOM RULES 303 BASIC CLASSROOM MANAGEMENT FOR
THE FIRST MONTH 304 FOSTERCOMPLETION AND ACCOMPLISHMENT 305 CREATEA
POSITIVE TONE 305 GIVE STUDENTS ADVANCE ORGANIZERS 305 OFFER
FEEDBACKAND SUPPORT 306 DEALWITH INAPPROPRIATEBEHAVIOR 306 THE FIRST
WEEK OF SEHOOL 308 PLAN THE FIRST WEEK SACTIVITIES 308 COMMUNICATE IEP
MODIFICATIONS TO OTHER TEACHERS 312 CURRICULUM CONSIDERATIONS 313 XV XVI
CONTENTS GENERALCURRICULUM AREAS SEEN IN IEPS 313 FACTORSAFFECTING
CURRICULUM 315 MODIFYING GENERALINSTRUCTIONAL CONDITIONS JOR CHILDREN
WITH LD 318 ADAPTING AND MODIFYING THE CURRICULUM 320
STRATEGIESJORADAPTING TESTSAND QUIZZES 322 CHOOSING MATERIALS 325
GRADING PROCEDURES AND THE USE OF INFORMAL ASSESSMENTS 325 DETERMINE
READABILITY LEVELS OF TEXTBOOKS AND OTHER MATERIALS 326 READABILITY
FORMULAS 327 CONDUCT POSITIVE PARENT CONFERENCES 328 PREPARE FOR OPEN
SCHOOL NIGHT AND PARENT- TEACHER CONFERENCES 329 PARENT-
TEACHERCONJERENCES 330
IIII III.IIIIIIIIIIII.FJLI~I IIIILI~IIFIQI~~IIMI IIB~IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII ~III---------
DEVELOPMENTAL LEARNING DISABILITIES 332 ACADEMIC LEARNING DISABILITIES
333 INSTRUCTIONAL DESIGN FOR STUDENTS WITH LEAMING DISABILITIES 333
EXAMPLES OJUDI ADAPTED TO YOUR CLASSROOM 335 EDUCATIONAL PLANS 335
GRADING STUDENTS WITH LEAMING DISABILITIES 337 REPORTING TO PARENTS 338
MEASURING ACADEMIC GROWTH-DISTRICT REQUIREMENT 341 UNDERSTANDING
PARENTS RIGHTS 342 CALLING SPECIAL MEETINGS OF THE IEP COMMITTEE 342
WORKING THROUGHOUT THE YEAR WITH PARENTS 343 HELP PARENTS
UNDERSTAND-WHAT YOU CAN DO 343 HELP PARENTS HELP WITH HOMEWORK 344
WORKING WITH DIFFICULT PARENTS 346 TEACHER REPORTS FOR TRIENNIAL
EVALUATIONS 348 PREPARING FOR ANNUAL REVIEW MEETINGS 349
DECLASSIFICATION OF A STUDENT WITH A LEAMING DISABILITY 350 EXTENDED
SCHOOL YEAR RECOMMENDATIONS 351 WRITING YEAR-END REPORTS TO PARENTS 353
OUESTIONS AND ANSWERS ABOUT STATE ~IPEL) I~ B~ND DISTRICT-WIDE
AISESSMENTS 380 ---- CONTENTS FREQUENTLY ASKED OUESTIONS BIBLIOGRAPHY
390 NAME INDEX 404 SUBJECT INDEX 408 XVII
|
| adam_txt |
PREFACE XIX ,2 DEFINITION OF LEAMING DISABILITIES 3 HISTORY OF THE FIELD
4 "DISCREPANCY" IN DIAGNOSING A LEAMING DISABILITY 9 THE EXCLUSIONARY
CLAUSE 12 CLASSIFICATION CRITERIA 13 PREVALENCE OF LEAMING DISABILITIES
13 GROWTH IN THE IDENTIFICATION OF STUDENTS WITH LEAMING DISABILITIES 15
WAMING SIGNS OF A LEAMING DISABILITY 15 CONCLUSION 16 THEORETICAL
PERSPECTIVES ON THE CAUSES .*.*
Q.F.LII:RG.I:G:GMM[;}:I:~:I:I:U.I:~:I:II:.,JJ~M'~::J.----- _ GENETIC
LINKS 18 ABNORMALITIES IN FETAL BRAIN DEVELOPMENT 18 MATURATIONAL DELAY
19 BRAIN STRUCTURE AND LEAMING DISABILITIES 19 MEASURING THE BRAIN AND
BRAIN FUNCTION 20 BIOLOGICAL BASIS FOR READING DISABILITIES 22
BIOCHEMICAL ABNORMALITIES 23 ENDOCRINE PROBLEMS 23 NUTRITIONAL PROBLEMS
23 COMPLICATIONS OF PREGNANCY AND BIRTH 24 PRENATAL EXPOSURE TO HARMFUL
SUBSTANCES 25 VII VIII CONTENTS TOXINS IN THE CHILD'S ENVIRONMENT 29
TAXIEMETALS 29 SEVERE HEAD INJURIES 30 SOCIAL-ENVIRONMENTAL CAUSES 31
LOW SOEIO-EEONOMIESTATUS AND LEARNING DISABILITIES 31 THE RELATIONSHIP
BETWEEN PAARINSTRUCTION AND LEARNING DISABILITIES 32 CONC1USION 32
AEADEMIC AEHIEVEMENT DEFICITS 34 READING DEFICITS 34 ORAL READING
DIFFIEULTIES 35 READING COMPREHENSION DEFIEITS 37 PROBLEMSWITH WARD
REEOGNITION 38 PAARREADING HABITS 39 DYSLEXIA 39 MATH DEFICITS 42
ANALYSIS AND INTERPRETATION OFMATH SKILLS 43 DYSEALEULIA 45 WRITTEN
EXPRESSION DEFICITS 47 HANDWRITING DIFFIEULTIES 48 SPELLING PROBLEMS 49
LANGUAGE DEFICITS 51 ORAL LANGUAGE PROBLEMS 51 LISTENING
COMPREHENSIONPROBLEMS 52 PROBLEMSWITH PRAGMATIES 52 DISORDERS OF
ATTENTION 53 OVERVIEW OFADHD 53 AEHIEVEMENT DISEREPANEY 55 MEMORY
DEFICITS 55 COGNITION DEFICITS 57 METACOGNITION DEFICITS 57
SOCIAL-EMOTIONAL PROBLEMS 58 NONVERBAL LEAMING DISORDERS (NLD) 60
MOTIVATIONAL AND ATTRIBUTION PROBLEMS 61 PEREEPTUAL DEFICITS 61
CONC1USION 62 ROLES AND RESPONSIBILITIES OF THE CHILD STUDY 4 .
.T:LIJ!IL:!J;LIII):IMMM:L.I!I!~;I:I;I!IIISULIII)J!'Y!!MLII!ILM:MT
.::;;!.!!!M!II!;.~ ------- THE CHILD STUDY TEAM (CST) 65 THE CST
MEETING 67 CST RECOMMENDATIONS-PREREFERRAL STRATEGIES 69 EXAMPLES OF
PREREFERRAL STRATEGIES 70 THE MULTIDISCIPLINARY TEAM (MDT) 74 PURPOSEOF
THE MULTIDISCIPLINARY TEAM 74 MEMBERS OF THE MULTIDISCIPLINARY TEAM 75
FORMALREFERRALTO THEMULTIDISCIPLINARY TEAM 77 CONSENTFOR EVALUATION 78
ASSESSMENT OPTIONS OF THE MULTIDISCIPLINARY TEAM 79 PARENTAL
PARTICIPATION IN THE ASSESSMENT PROCESS 82 CONFIDENTIALITY 83 CONCLUSION
84 OVERVIEW OF AESSESSMENT IN THE SPECIAL . EDUCQTION P~OCQ.IS.V 85 _ 5
CONTENTS COMPONENTS OF A COMPREHENSIVE ASSESSMENT 85 NORM-REFERENCED
TESTS 86 STANDARDIZED TESTING 88 INFORMAL ASSESSMENT 89
CRITERION-REFERENCEDTESTS 90 ECOLOGICALASSESSMENT 90 INTERVIEWS 92
CURRICULUM-BASED ASSESSMENT AND CURRICULUM-BASED MEASUREMENT 93
PORTFOLIOASSESSMENT 93 AUTHENTIC/NATURALISTIC/PERFORMANCE-BASED
ASSESSMENT 94 TASKANALYSIS 95 PRIMARY AREAS OF ASSESSMENT 96 IX X
CONTENTS INTELLIGENEE 96 LANGUAGE 98 PEREEPTUALABILITIES 101 ACADEMIE
AEHIEVEMENT 103 BEHAVIORAND EMOTIONAL-SOCIAL DEVELOPMENT 106 116 . 12Q
_ 113 1.30 _ 114 114 118 118 117 114 115 115 EXCLUSION FACTORS 112
OBSERVING AND ASSESSING PERFORMANCE EEOLOGIEALASSESSMENT 113 DYNAMIE
ASSESSMENT 113 CURRIEULUM-BASED ASSESSMENT (CBA) AND CURRIEULUM-BASEDMEASUREMENT (CBM) 113 TASKANALYSIS 113 LEARNING STYLE ASSESSMENT OTHER
DIAGNOSTIE SYMPTOMS INTERVIEWS 114 CLINIEAL INTERVIEW PARENT INTERVIEW
TEAEHERINTERVIEW TESTING 115 INTELLIGENEE TESTING 115 AEHIEVEMENT
TESTING 115 CRITERION-REFERENEEDTESTSAND AUTHENTIE ASSESSMENT PEREEPTUAL
TESTING 117 PSYEHOLOGIEALTESTS/SEALES REVIEWING DOCUMENTS 117 REVIEW
OFCUMULATIVE REPORTS AND REEORDS 117 PORTFOLIOREVIEW 118 LOOKFOR
HISTORIEAL PATTERNS BEHAVIORALMANIFESTATIONS CONCLUSION 118 THE IEP
COMMITTEE 120 MEMBERS OF THE IEP COMMITTEE 120 RESPONSIBILITIES OF THE
IEP COMMITTEE 121 IDEA 2004 AND IEP COMMITTEE MEETINGS-WHAT TO KNOW 122
DEVELOPING THE INFORMATION PACKET FOR THE IEP COMMITTEE 123 REQUIRED
FORMS 123 EVALUATIONS (INITIAL REFERRAL) 124 140 144 8 CONTENTS XI
GUIDANCEAND SCHOOLMATERIALS (INITIAL REJERRAL) 124 OTHER MATERIALS 125
HOW RECOMMENDATIONS FOR CLASSIFICATION ARE MADE BY THE IEP COMMITTEE 127
SPECIFICPLACEMENT (LRE) CONSIDERATIONSACCORDING TO IDEA 2004 127 LRE
PLACEMENTS THE IEP COMMITTEE MAY CONSIDER 131 APPEALING THE
DECISIONOJTHE IEP COMMITTEE 133 OTHER ROLES OJTHE IEP COMMITTEE 133 IEP
DEVELOPMENT 135 COMPONENTS INCLUDED IN THE IEP 136 CONCLUSION 137
TRANSITION SERVICES FOR STUDENTS WITH LEA.RNING;
Q:I~IBJ;LI~I~D.D;;;;;;;;;I!LDD;I!I!!K~;~ID~. _ THE TRANSITION PROCESS
138 THE INTENT OJTRANSITION SERVICES 139 THE IMPORTANCE OJTRANSITION
SERVICESJOR INDIVIDUALS WITH LEARNING DISABILITIES 139 THE INTRODUCTION
OJTRANSITION SERVICES THE INDIVIDUALIZED TRANSITION PLAN (ITP)
TRANSITION SERVICES 145 SPECIAL CONSIDERATIONS FOR STUDENTS WITH
LEARNING DISABILITIES 145 EMPLOYMENT SERVICES 146 VOCATIONALASSESSMENTS
147 ASSESSMENTS HELPFULJOR POSTSECONDARY EDUCATION PLANNING 148
LEISURE/RECREATIONEXPERIENCES 149 POSTSECONDARY EDUCATION OPTIONS 150
WHEN TO BEGIN COLLEGEPLANNING 151 UNDERSTANDING LEGALRIGHTS PERTAINING
TO POSTSECONDARY EDUCATION 152 IDENTIFYING THE
DESIRABLECHARACTERISTICSOJA COLLEGE 152 DISABILITY-RELATED SUPPORT
SERVICES 154 CONCLUSION 158 LEARNING DIFFICULTIES OF STUDENTS WITH LD
161 THE NEED TO BESTRATEGIC LEARNERS 162 XII CONTENTS LEARNING
STRATEGIES 163 RESEARCHBASEJOR LEARNING STRATEGIES 163 TYPES OJLEARNING
STRATEGIES 164 THE 1MPORTANCEOJTEACHINGCHILDREN TO BE STRATEGIE 166
ESSENTIALSTRATEGIES TO TEACH 167 STRATEGIE LEARNING: EXAMPLESJROM THE
READING FIELD 167 EFFECTIVE TEACHING METHODS 169 TEACHINGSTUDENTS TO USE
LEARNING STRATEGIES 170 THE 1MPORTANCEOJPOSITIVE SELF-STATEMENTS 173
OTHER APPROACHES TO STRATEGY 1NSTRUCTION 175 THE EXTENT TO WHICH
STRATEGY 1NSTRUCTION 1STAKINGPLACEIN CLASSROOMS 175 CONCLUSION 176
STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS WITH .~IRNJNG
DIIA.BILITIES IN READING 177 ------ TEACHING READING TO STUDENTS WITH
LEARNING DISABILITIES: AN OVERVIEW 177 PHONOLOGICAL AWARENESS 178
TEACHINGPHONOLOGICALAWARENESS TO STUDENTS WITH LEARNING DISABILITIES 180
SOLUTIONS IN THE CLASSROOM 180 PHONEMIC AWARENESS 183 WHAT DOES
SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT PHONEMIC AWARENESS
1NSTRUCTION? 185 QUESTIONS ABOUT TEACHINGPHONEMIC AWARENESS TO STUDENTS
WITH READING DISABILITIES 187 PHONICS INSTRUCTION 188 WHAT DOES
SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT PHONICS 1NSTRUCTION? 189
QUESTIONS ABOUT TEACHINGPHONICS TO STUDENTS WITH READING DISABILITIES
191 FLUENCY INSTRUCTION 193 WHAT DOES SCIENTIFICALLY BASEDRESEARCHTELL
US ABOUT FLUENCY 1NSTRUCTION? 194 QUESTIONS ABOUT TEACHINGFLUENCY TOSTUDENTS WITH READING DISABILITIES 195 VOCABULARY INSTRUCTION 199 WHAT
DOES SCIENTIFICALLY BASEDRESEARCHTELL US ABOUT VOCABULARY1NSTRUCTION?
199 QUESTIONS ABOUT TEACHINGVOCABULARYTO STUDENTS WITH READING
DISABILITIES 204 STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
LFL:LITL:12L.*I~H:LIT::~~~I:I:LIIMMPIIITIUEI:~I:IIMMI,ILLT:~'~:LW:~'IIIII:ILLT~LMLLLLM~LM:II:,4ILLT--
STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
WITHL~ARNING.PISABIJITI~IR~TVLATH~.RL~TJ"II"::IIIILLLT:~L~:. _
UNDERSTANDING WHY STUDENTS AVOID WRITING 245 SKILL DEVELOPMENT 246
OVERALL GUIDELINESTOHELP STUDENTS AVOID THE AVOIDANCE OJWRITING 247 XIII
TEXT COMPREHENSION INSTRUCTION 206 WHAT DOES SCIENTIFICALLY
BASEDRESEARCHTELL US ABOUT EFFECTIVE TEXT COMPREHENSIONINSTRUCTION? 207
IMPROVING READING COMPREHENSIONJOR STUDENTS WITH LD 210 A FOCUSON
TEACHERTRAINING 212 QUESTIONS ABOUT TEACHINGTEXT COMPREHENSION TO
STUDENTS WITH READING DISABILITIES 212 FUTURE RESEARCH 214 STUDENT
GROUPINGS FOR READING INSTRUCTION IN THE INCLUSIVE CLASSROOM 214
PEERTUTORING 215 CROSS-AGE TUTORING 215 SMALL LEARNING GROUPS 215
COMBINED GROUP FORMATS 216 GENERAL STRATEGIES FOR TEACHING READING TO
STUDENTS WITH LEARNING DISABILITIES 216 CONCLUSION 220 REVIEW OF
DYSCALCULIA 221 MATHEMATICAL DISABILITIES: WHAT WE KNOW AND DON'T KNOW
222 HOW COMMON ARE MATH DISABILITIES? 223 WHAT ARE THE COMMON
FEATURESOJMD? 224 WHERE DO WE GOFROM HERE? 227 ADAPTING MATHEMATICS
INSTRUCTION IN THE GENERAL EDUCATION CLASSROOM FOR STUDENTS WITH
MATHEMATICS DISABILITIES 228 HOW CAN GENERALEDUCATION
TEACHERSFACILITATETHE LEARNING OJ MATHEMATICAL SKILLS? 229 TECHNIQUESTO
ENHANCEMATHEMATICS INSTRUCTION 234 SUMMARY 236 10 TIPS FOR SOFTWARE
SELECTION FOR MATH INSTRUCTION 237 HOMEWORK STRATEGIES FOR STUDENTS WITH
MATHEMATICS DIFFICULTIES 239 HOW PARENTS CAN HELP 242 CONCLUSION 244
CONTENTS 11 XIV CONTENTS HELPING STUDENTS WHO STRUGGLE TO WRITE 247
KEYBOARDING 249 NOTE-TAKING 249 SPELLING 250 HAND FATIGUE 250 CAUTIONFOR
TEACHERS 251 STRATEGIES FOR DEALING WITH DYSGRAPHIA 251 REMEDIAL
STRATEGIES 252 COMPENSATORY STRATEGIES 255 A NOTE ON CREATIVITY 256 A
NOTE REGARDING DEVELOPMENT OFWORD PROCESSING SKILLS 256 META-ANALYSIS OF
RESEAREH-BASED INSTRUCTIONAL APPROAEHES FOR TEAEHING WRITTEN EXPRESSION
TO STUDENTS WITH LEARNING DISABILITIES 257 ADHERING TO A
BASICFRAMEWORKOF PLANNING, WRITING, AND REVISION 257 EXPLICITLY
TEACHINGCRITICAL STEPS IN THE WRITING PROCESS 258 PROVIDING
FEEDBACKGUIDED BY THE INFORMATION EXPLICITLY TAUGHT 259 SPECIJICMETHODS
259 CONCLUSION 260 STRATEGIES AND INSTRUCTIONAL PRACTICES FOR STUDENTS
WITH . ATTENTION-DEFICIT HYPERACTIVITY DISORDER 261 _ WHAT ADHD IS AND
HOW IT MANIFESTS 261 IDENTIFYING CHILDREN WITH ADHD 262 CAUSESOFADHD 264
LEGALREQUIREMENTS RELATING TO CHILDREN WITH ADHD 264 AEADEMIC
INSTRUCTION 266 INTRODUCING LESSONS 266 CONDUCTING LESSONS 267
CONCLUDING LESSONS 269 INDIVIDUALIZING INSTRUCTION PRACTICES 269
BEHAVIORAL INTERVENTIONS 275 EFFECTIVE BEHAVIORALINTERVENTION TECHNIQUES
276 CLASSROOM AEEOMMODATIONS 279 SPECIAL SEATING ARRANGEMENTS FOR ADHD
STUDENTS 280 INSTRUCTIONAL TOOLSAND THE PHYSICAL LEARNING ENVIRONMENT
280 CONCLUSION 281 CONTENTS STEP ONE-GATHER INFORMATION ABOUT YOUR
STUDENTS WITH LD 285 STEP TWO-READ IEPS 288 STEP THREE-CONTAET PARENTS
AND STUDENTS 289 CONTACTING THE PARENTS 289 MEETING WITH PARENTS AND THE
STUDENTS 289 STEP FOUR-MEET WITH YOUR ASSISTANT TEAEHER,PARAPROFESSIONAL, OR AIDE BEFORE CLASSES BEGIN 291 WORKING WITH ANOTHER
EDUCATOR IN AN INCLUSION CLASSROOM 292 ALTERNATIVE DELIVERY SYSTEMS 293
STEP FIVE-SET UP YOUR CLASSROOM 294 ARRANGE THE LEARNING CENTERS 294
ARRANGE THE WHOLE-GROUPAREA 295 ARRANGE OPTIONAL LEARNING AREAS 295 STEP
SIX-COMMUNICATE WITH RELATED SERVICE PROVIDERS 296 STEP
SEVEN-COMMUNIEATE WITH CLASSROOM TEAEHERS 297 STEP EIGHT-EVALUTE YOUR
RESOUREES AND ORDER NEW MATERIALS 299 CREATE AN ATTRACTIVE AND USEFUL
CLASSROOM 302 DEVELOP CLASSROOM RULES 303 BASIC CLASSROOM MANAGEMENT FOR
THE FIRST MONTH 304 FOSTERCOMPLETION AND ACCOMPLISHMENT 305 CREATEA
POSITIVE TONE 305 GIVE STUDENTS "ADVANCE ORGANIZERS" 305 OFFER
FEEDBACKAND SUPPORT 306 DEALWITH INAPPROPRIATEBEHAVIOR 306 THE FIRST
WEEK OF SEHOOL 308 PLAN THE FIRST WEEK'SACTIVITIES 308 COMMUNICATE IEP
MODIFICATIONS TO OTHER TEACHERS 312 CURRICULUM CONSIDERATIONS 313 XV XVI
CONTENTS GENERALCURRICULUM AREAS SEEN IN IEPS 313 FACTORSAFFECTING
CURRICULUM 315 MODIFYING GENERALINSTRUCTIONAL CONDITIONS JOR CHILDREN
WITH LD 318 ADAPTING AND MODIFYING THE CURRICULUM 320
STRATEGIESJORADAPTING TESTSAND QUIZZES 322 CHOOSING MATERIALS 325
GRADING PROCEDURES AND THE USE OF INFORMAL ASSESSMENTS 325 DETERMINE
READABILITY LEVELS OF TEXTBOOKS AND OTHER MATERIALS 326 READABILITY
FORMULAS 327 CONDUCT POSITIVE PARENT CONFERENCES 328 PREPARE FOR OPEN
SCHOOL NIGHT AND PARENT- TEACHER CONFERENCES 329 PARENT-
TEACHERCONJERENCES 330
IIII'III.IIIIIIIIIIII.FJLI~I'IIIILI~IIFIQI~~IIMI"IIB~IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII"~III---------
DEVELOPMENTAL LEARNING DISABILITIES 332 ACADEMIC LEARNING DISABILITIES
333 INSTRUCTIONAL DESIGN FOR STUDENTS WITH LEAMING DISABILITIES 333
EXAMPLES OJUDI ADAPTED TO YOUR CLASSROOM 335 EDUCATIONAL PLANS 335
GRADING STUDENTS WITH LEAMING DISABILITIES 337 REPORTING TO PARENTS 338
MEASURING ACADEMIC GROWTH-DISTRICT REQUIREMENT 341 UNDERSTANDING
PARENTS' RIGHTS 342 CALLING SPECIAL MEETINGS OF THE IEP COMMITTEE 342
WORKING THROUGHOUT THE YEAR WITH PARENTS 343 HELP PARENTS
UNDERSTAND-WHAT YOU CAN DO 343 HELP PARENTS HELP WITH HOMEWORK 344
WORKING WITH DIFFICULT PARENTS 346 TEACHER REPORTS FOR TRIENNIAL
EVALUATIONS 348 PREPARING FOR ANNUAL REVIEW MEETINGS 349
DECLASSIFICATION OF A STUDENT WITH A LEAMING DISABILITY 350 EXTENDED
SCHOOL YEAR RECOMMENDATIONS 351 WRITING YEAR-END REPORTS TO PARENTS 353
OUESTIONS AND ANSWERS ABOUT STATE ~IPEL)"I~ B~ND DISTRICT-WIDE
AISESSMENTS 380 ---- CONTENTS FREQUENTLY ASKED OUESTIONS BIBLIOGRAPHY
390 NAME INDEX 404 SUBJECT INDEX 408 XVII |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Pierangelo, Roger Giuliani, George A. 1938- |
| author_GND | (DE-588)132024330 |
| author_facet | Pierangelo, Roger Giuliani, George A. 1938- |
| author_role | aut aut |
| author_sort | Pierangelo, Roger |
| author_variant | r p rp g a g ga gag |
| building | Verbundindex |
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| callnumber-first | L - Education |
| callnumber-label | LC4705 |
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| callnumber-search | LC4705 |
| callnumber-sort | LC 44705 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DO 1252 DT 1422 |
| ctrlnum | (OCoLC)634876431 (DE-599)BVBBV021324786 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV021324786 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T14:00:05Z |
| indexdate | 2024-07-09T20:35:41Z |
| institution | BVB |
| isbn | 0205459641 |
| language | English |
| lccn | 2005053481 |
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| physical | XXI, 410 S. |
| publishDate | 2006 |
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| publisher | Pearson A and B |
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| spelling | Pierangelo, Roger Verfasser aut Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching Roger Pierangelo, George Giuliani Boston [u.a.] Pearson A and B 2006 XXI, 410 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Learning disabled children Education United States Learning disabilities United States Educational tests and measurements United States Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Lernbehinderter Mensch (DE-588)4167388-8 gnd rswk-swf Leistungsmessung (DE-588)4167290-2 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Lernbehinderter Mensch (DE-588)4167388-8 s Integrativer Unterricht (DE-588)4138728-4 s Leistungsmessung (DE-588)4167290-2 s DE-604 Giuliani, George A. 1938- Verfasser (DE-588)132024330 aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014645141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pierangelo, Roger Giuliani, George A. 1938- Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching Erziehung Learning disabled children Education United States Learning disabilities United States Educational tests and measurements United States Integrativer Unterricht (DE-588)4138728-4 gnd Lernbehinderter Mensch (DE-588)4167388-8 gnd Leistungsmessung (DE-588)4167290-2 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4167388-8 (DE-588)4167290-2 (DE-588)4078704-7 |
| title | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching |
| title_auth | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching |
| title_exact_search | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching |
| title_exact_search_txtP | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching |
| title_full | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching Roger Pierangelo, George Giuliani |
| title_fullStr | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching Roger Pierangelo, George Giuliani |
| title_full_unstemmed | Learning disabilities a practical approach to foundations, assessment, diagnosis, and teaching Roger Pierangelo, George Giuliani |
| title_short | Learning disabilities |
| title_sort | learning disabilities a practical approach to foundations assessment diagnosis and teaching |
| title_sub | a practical approach to foundations, assessment, diagnosis, and teaching |
| topic | Erziehung Learning disabled children Education United States Learning disabilities United States Educational tests and measurements United States Integrativer Unterricht (DE-588)4138728-4 gnd Lernbehinderter Mensch (DE-588)4167388-8 gnd Leistungsmessung (DE-588)4167290-2 gnd |
| topic_facet | Erziehung Learning disabled children Education United States Learning disabilities United States Educational tests and measurements United States Integrativer Unterricht Lernbehinderter Mensch Leistungsmessung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014645141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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