Strategies for teaching students with learning disabilities:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press
c2009
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references (p. 137-139) and index Acknowledgments -- About the author -- Introduction -- 1: Awareness And Sensitivity: The Starting Point -- What's your pommel horse? -- Top 10 reasons to understand students with disabilities -- Base of the learning pyramid -- Air conditioners and anxiety -- Under knowledge -- Difference strokes -- When root words don't help -- Exponentially confusing -- Bridge freezes -- Gail Wellin's handwriting -- Summary -- 2: Student Needs: Clarifying And Understanding -- Seven good reasons -- Soft signs of dysgraphia -- Degrees of difference -- Can't versus won't -- Six box -- Dig in! -- Summary -- 3: Parents: Informing And Supporting -- Limits to conference -- Communicating sensitively and accurately -- Teachers as parents -- Who said what? -- Pre conference preparation -- Doesn't want to be different -- Tutor's challenge -- Invisible disabilities -- Crafting reports on students with needs -- Value of evaluation -- Very bright? -- Describing hyperactivity -- Summary -- - 4: Program: Facilitation, Support, And Consultation -- Three As of meeting learning needs -- Awareness -- Acceptance -- Advocacy -- Talking with students about learning plans -- Who goes there? -- Learning specialists are like acupuncturists -- Better than going the extra mile -- Not just for students with disabilities -- When less is more -- Recorded books -- Appliance manuals -- Split-pea soup -- Accommodation with documentation -- Life vest -- Support persons-who does what? -- Academic coach -- Tutor -- Learning specialist -- Levels of support -- Remediation -- Support -- Helping jugglers in the classroom -- Summary -- 5: Accommodations: Adjustments That Work -- Why of accommodations -- Art museums -- How long to accommodate? -- No fear Shakespeare -- Business class for all -- Managing dysgraphia -- Big difference -- Provide versus offer -- Use it or lose it! -- Table or booth? -- Hear this! -- Penned notes -- List of common accommodations -- Classroom setting -- Instruction -- - Student response -- Test format -- Test setting (timing and place) -- Other -- Summary -- 6: Strategies: Practical Tips To Help Students -- Strategies that address difficulties with attention -- Hear yourself think -- Sound of silence -- Emergency treatment for chatty classes -- Recording blanks -- Mostly listening with a chance of discussion -- Lights out! -- Strategies that address difficulties with memory -- Fading -- Adding sensory feedback to flashcards -- Envelope sort -- Mistakes that help -- Flying apostrophe -- Environmental cues -- Cutting for comprehension -- What's in a name? -- Minimal pairs -- Talking to yourself is a good thing! -- Working memory -- Strategies that address difficulties with notes -- Step aside! -- Note card no man's land -- Word processing index cards -- Laterality and learning -- Driving and note taking -- Strategies that address difficulties with reading -- Touch the page -- Reading fluency -- Friendly font -- Vitamin P -- How of how -- - White in black and read -- Dates and margins -- Active voice -- Readability: little things mean a lot -- Layout and memory -- Can they read the text? -- Music and poetry -- Tachistoscope -- People are round -- Epic management -- Jagsaw puzzles and research projects -- Unstructured texts -- Strategies that address difficulties in writing -- Pick it! stick it! -- Writing and pancakes -- Write a green paragraph -- Franklin language master -- Prompts on the computer -- Beat it! -- Boldly stated -- Planned ignoring of written mistakes -- Strike through -- Puzzle pieces -- Struggling with topic sentence -- Strategies that address difficulties with math -- At first I was puzzled -- Dramatizing variables -- Math and margarine -- Which way does it go? -- Break an arm -- Place value, alignment, and boxes -- Strategies that address various difficulties -- One that got away -- Dumbo had a good thing -- Cueing for contribution -- Tone of voice -- Big schedule, big clock -- Tilt! -- - Quiet fidgets -- All and nothing -- Color me organized -- Columns for comparison -- Getting in the game -- Too much of a good thing -- Catching up -- Color me comprehensible -- Materials modification -- Quantifying clueless -- Summary 7: Organization: Techniques To Get It Together -- Do the combo mambo -- Parkas in July -- Thinking ahead and planning backward -- Disability versus disinterest -- Practical assignment for September -- Organizing organization -- Analysis of organizational problems -- Why women can't borrow purses -- Preparing for teacher tutoring -- Binder blues -- Back to basics -- Assignment book -- Binder -- Clean out book bag -- De-clutter locker -- 1-2-3 weed out! -- Schedule for teacher help -- Real estate agents are right -- Bordering on madness -- Launching and landing pad -- Student information and resources -- Tracking teachers -- Reminders that work -- Long-range planning -- Take control -- Promoting toting -- Putting tangents in their place -- Distinctive gear -- Spare binder in the classroom -- Extra! extra! -- In lieu of lockers -- Accessible assignments -- What's going on? -- Tools of the trade -- Ding! -- Summary -- 8: Test Format: Facilitating Accurate Assessment -- - Hit "enter" for multiple choice -- Creative tests -- Word bank high -- Test that taught -- Testing accommodations for all -- Relax format requirements -- Offer chewy candy during test -- Eliminate extra credit questions -- Color-coded tests -- Meet them halfway -- Writing tests-overview -- Summary -- 9: Test Taking: Effective Tips For All -- Music and test taking -- Sensory feedback during tests -- Anchors and cloze -- Managing complete sentences -- Y, M, and N -- Cause and effect -- Downsize -- True-false adaptation -- Multi step directions -- Feet first -- First the Yos, then Usteds -- Word retrieval and staples -- Splashdown -- Splashdow 2 -- Simply scissors -- CBL-three-letter magic -- Suggestions for students -- Suggestions for teachers -- Count the question marks -- Managing hand fatigue -- Making something out of nothing -- Wallpaper for open-note tests -- Closer look at test performance -- Summary tips for test takers -- Splashdown -- CBL -- Touch the page -- - Read items two or three times -- Read items quietly to yourself but loud enough to hear your own voice -- Underline key parts of directions -- Number multistep directions -- Use a marker to check work -- Ask for help if you're stuck -- Downsize for math -- Summary -- 10: Self-Advocacy: The Path To Independence -- Scripts for self-advocates -- Empasize solution -- Promises -- Bridging the gap -- Advocacy support in college -- Exploring department of disability services -- What if self-advocacy doesn't work? -- Summary -- Notes: Space for your own ideas -- Resources: Explore and connect to support -- References -- Index From the Publisher: Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on accommodations and assessment |
| Beschreibung: | 1 Online-Ressource (xvii, 149 p.) |
| ISBN: | 1441652582 9781441652584 |
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| 245 | 1 | 0 | |a Strategies for teaching students with learning disabilities |c Lucy C. Martin |
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| 500 | |a Includes bibliographical references (p. 137-139) and index | ||
| 500 | |a Acknowledgments -- About the author -- Introduction -- 1: Awareness And Sensitivity: The Starting Point -- What's your pommel horse? -- Top 10 reasons to understand students with disabilities -- Base of the learning pyramid -- Air conditioners and anxiety -- Under knowledge -- Difference strokes -- When root words don't help -- Exponentially confusing -- Bridge freezes -- Gail Wellin's handwriting -- Summary -- 2: Student Needs: Clarifying And Understanding -- Seven good reasons -- Soft signs of dysgraphia -- Degrees of difference -- Can't versus won't -- Six box -- Dig in! -- Summary -- 3: Parents: Informing And Supporting -- Limits to conference -- Communicating sensitively and accurately -- Teachers as parents -- Who said what? -- Pre conference preparation -- Doesn't want to be different -- Tutor's challenge -- Invisible disabilities -- Crafting reports on students with needs -- Value of evaluation -- Very bright? -- Describing hyperactivity -- Summary -- | ||
| 500 | |a - 4: Program: Facilitation, Support, And Consultation -- Three As of meeting learning needs -- Awareness -- Acceptance -- Advocacy -- Talking with students about learning plans -- Who goes there? -- Learning specialists are like acupuncturists -- Better than going the extra mile -- Not just for students with disabilities -- When less is more -- Recorded books -- Appliance manuals -- Split-pea soup -- Accommodation with documentation -- Life vest -- Support persons-who does what? -- Academic coach -- Tutor -- Learning specialist -- Levels of support -- Remediation -- Support -- Helping jugglers in the classroom -- Summary -- 5: Accommodations: Adjustments That Work -- Why of accommodations -- Art museums -- How long to accommodate? -- No fear Shakespeare -- Business class for all -- Managing dysgraphia -- Big difference -- Provide versus offer -- Use it or lose it! -- Table or booth? -- Hear this! -- Penned notes -- List of common accommodations -- Classroom setting -- Instruction -- | ||
| 500 | |a - Student response -- Test format -- Test setting (timing and place) -- Other -- Summary -- 6: Strategies: Practical Tips To Help Students -- Strategies that address difficulties with attention -- Hear yourself think -- Sound of silence -- Emergency treatment for chatty classes -- Recording blanks -- Mostly listening with a chance of discussion -- Lights out! -- Strategies that address difficulties with memory -- Fading -- Adding sensory feedback to flashcards -- Envelope sort -- Mistakes that help -- Flying apostrophe -- Environmental cues -- Cutting for comprehension -- What's in a name? -- Minimal pairs -- Talking to yourself is a good thing! -- Working memory -- Strategies that address difficulties with notes -- Step aside! -- Note card no man's land -- Word processing index cards -- Laterality and learning -- Driving and note taking -- Strategies that address difficulties with reading -- Touch the page -- Reading fluency -- Friendly font -- Vitamin P -- How of how -- | ||
| 500 | |a - White in black and read -- Dates and margins -- Active voice -- Readability: little things mean a lot -- Layout and memory -- Can they read the text? -- Music and poetry -- Tachistoscope -- People are round -- Epic management -- Jagsaw puzzles and research projects -- Unstructured texts -- Strategies that address difficulties in writing -- Pick it! stick it! -- Writing and pancakes -- Write a green paragraph -- Franklin language master -- Prompts on the computer -- Beat it! -- Boldly stated -- Planned ignoring of written mistakes -- Strike through -- Puzzle pieces -- Struggling with topic sentence -- Strategies that address difficulties with math -- At first I was puzzled -- Dramatizing variables -- Math and margarine -- Which way does it go? -- Break an arm -- Place value, alignment, and boxes -- Strategies that address various difficulties -- One that got away -- Dumbo had a good thing -- Cueing for contribution -- Tone of voice -- Big schedule, big clock -- Tilt! -- | ||
| 500 | |a - Quiet fidgets -- All and nothing -- Color me organized -- Columns for comparison -- Getting in the game -- Too much of a good thing -- Catching up -- Color me comprehensible -- Materials modification -- Quantifying clueless -- Summary | ||
| 500 | |a 7: Organization: Techniques To Get It Together -- Do the combo mambo -- Parkas in July -- Thinking ahead and planning backward -- Disability versus disinterest -- Practical assignment for September -- Organizing organization -- Analysis of organizational problems -- Why women can't borrow purses -- Preparing for teacher tutoring -- Binder blues -- Back to basics -- Assignment book -- Binder -- Clean out book bag -- De-clutter locker -- 1-2-3 weed out! -- Schedule for teacher help -- Real estate agents are right -- Bordering on madness -- Launching and landing pad -- Student information and resources -- Tracking teachers -- Reminders that work -- Long-range planning -- Take control -- Promoting toting -- Putting tangents in their place -- Distinctive gear -- Spare binder in the classroom -- Extra! extra! -- In lieu of lockers -- Accessible assignments -- What's going on? -- Tools of the trade -- Ding! -- Summary -- 8: Test Format: Facilitating Accurate Assessment -- | ||
| 500 | |a - Hit "enter" for multiple choice -- Creative tests -- Word bank high -- Test that taught -- Testing accommodations for all -- Relax format requirements -- Offer chewy candy during test -- Eliminate extra credit questions -- Color-coded tests -- Meet them halfway -- Writing tests-overview -- Summary -- 9: Test Taking: Effective Tips For All -- Music and test taking -- Sensory feedback during tests -- Anchors and cloze -- Managing complete sentences -- Y, M, and N -- Cause and effect -- Downsize -- True-false adaptation -- Multi step directions -- Feet first -- First the Yos, then Usteds -- Word retrieval and staples -- Splashdown -- Splashdow 2 -- Simply scissors -- CBL-three-letter magic -- Suggestions for students -- Suggestions for teachers -- Count the question marks -- Managing hand fatigue -- Making something out of nothing -- Wallpaper for open-note tests -- Closer look at test performance -- Summary tips for test takers -- Splashdown -- CBL -- Touch the page -- | ||
| 500 | |a - Read items two or three times -- Read items quietly to yourself but loud enough to hear your own voice -- Underline key parts of directions -- Number multistep directions -- Use a marker to check work -- Ask for help if you're stuck -- Downsize for math -- Summary -- 10: Self-Advocacy: The Path To Independence -- Scripts for self-advocates -- Empasize solution -- Promises -- Bridging the gap -- Advocacy support in college -- Exploring department of disability services -- What if self-advocacy doesn't work? -- Summary -- Notes: Space for your own ideas -- Resources: Explore and connect to support -- References -- Index | ||
| 500 | |a From the Publisher: Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on accommodations and assessment | ||
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Datensatz im Suchindex
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| any_adam_object | |
| author | Martin, Lucy C. |
| author_facet | Martin, Lucy C. |
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| ctrlnum | (OCoLC)642206610 (DE-599)BVBBV043156047 |
| dewey-full | 371.9/0472 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/0472 |
| dewey-search | 371.9/0472 |
| dewey-sort | 3371.9 3472 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV043156047 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:19:12Z |
| institution | BVB |
| isbn | 1441652582 9781441652584 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028580238 |
| oclc_num | 642206610 |
| open_access_boolean | |
| owner | DE-1046 DE-1047 |
| owner_facet | DE-1046 DE-1047 |
| physical | 1 Online-Ressource (xvii, 149 p.) |
| psigel | ZDB-4-EBA ZDB-4-EBA FAW_PDA_EBA |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Corwin Press |
| record_format | marc |
| spelling | Martin, Lucy C. Verfasser aut Strategies for teaching students with learning disabilities Lucy C. Martin Thousand Oaks, Calif. Corwin Press c2009 1 Online-Ressource (xvii, 149 p.) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references (p. 137-139) and index Acknowledgments -- About the author -- Introduction -- 1: Awareness And Sensitivity: The Starting Point -- What's your pommel horse? -- Top 10 reasons to understand students with disabilities -- Base of the learning pyramid -- Air conditioners and anxiety -- Under knowledge -- Difference strokes -- When root words don't help -- Exponentially confusing -- Bridge freezes -- Gail Wellin's handwriting -- Summary -- 2: Student Needs: Clarifying And Understanding -- Seven good reasons -- Soft signs of dysgraphia -- Degrees of difference -- Can't versus won't -- Six box -- Dig in! -- Summary -- 3: Parents: Informing And Supporting -- Limits to conference -- Communicating sensitively and accurately -- Teachers as parents -- Who said what? -- Pre conference preparation -- Doesn't want to be different -- Tutor's challenge -- Invisible disabilities -- Crafting reports on students with needs -- Value of evaluation -- Very bright? -- Describing hyperactivity -- Summary -- - 4: Program: Facilitation, Support, And Consultation -- Three As of meeting learning needs -- Awareness -- Acceptance -- Advocacy -- Talking with students about learning plans -- Who goes there? -- Learning specialists are like acupuncturists -- Better than going the extra mile -- Not just for students with disabilities -- When less is more -- Recorded books -- Appliance manuals -- Split-pea soup -- Accommodation with documentation -- Life vest -- Support persons-who does what? -- Academic coach -- Tutor -- Learning specialist -- Levels of support -- Remediation -- Support -- Helping jugglers in the classroom -- Summary -- 5: Accommodations: Adjustments That Work -- Why of accommodations -- Art museums -- How long to accommodate? -- No fear Shakespeare -- Business class for all -- Managing dysgraphia -- Big difference -- Provide versus offer -- Use it or lose it! -- Table or booth? -- Hear this! -- Penned notes -- List of common accommodations -- Classroom setting -- Instruction -- - Student response -- Test format -- Test setting (timing and place) -- Other -- Summary -- 6: Strategies: Practical Tips To Help Students -- Strategies that address difficulties with attention -- Hear yourself think -- Sound of silence -- Emergency treatment for chatty classes -- Recording blanks -- Mostly listening with a chance of discussion -- Lights out! -- Strategies that address difficulties with memory -- Fading -- Adding sensory feedback to flashcards -- Envelope sort -- Mistakes that help -- Flying apostrophe -- Environmental cues -- Cutting for comprehension -- What's in a name? -- Minimal pairs -- Talking to yourself is a good thing! -- Working memory -- Strategies that address difficulties with notes -- Step aside! -- Note card no man's land -- Word processing index cards -- Laterality and learning -- Driving and note taking -- Strategies that address difficulties with reading -- Touch the page -- Reading fluency -- Friendly font -- Vitamin P -- How of how -- - White in black and read -- Dates and margins -- Active voice -- Readability: little things mean a lot -- Layout and memory -- Can they read the text? -- Music and poetry -- Tachistoscope -- People are round -- Epic management -- Jagsaw puzzles and research projects -- Unstructured texts -- Strategies that address difficulties in writing -- Pick it! stick it! -- Writing and pancakes -- Write a green paragraph -- Franklin language master -- Prompts on the computer -- Beat it! -- Boldly stated -- Planned ignoring of written mistakes -- Strike through -- Puzzle pieces -- Struggling with topic sentence -- Strategies that address difficulties with math -- At first I was puzzled -- Dramatizing variables -- Math and margarine -- Which way does it go? -- Break an arm -- Place value, alignment, and boxes -- Strategies that address various difficulties -- One that got away -- Dumbo had a good thing -- Cueing for contribution -- Tone of voice -- Big schedule, big clock -- Tilt! -- - Quiet fidgets -- All and nothing -- Color me organized -- Columns for comparison -- Getting in the game -- Too much of a good thing -- Catching up -- Color me comprehensible -- Materials modification -- Quantifying clueless -- Summary 7: Organization: Techniques To Get It Together -- Do the combo mambo -- Parkas in July -- Thinking ahead and planning backward -- Disability versus disinterest -- Practical assignment for September -- Organizing organization -- Analysis of organizational problems -- Why women can't borrow purses -- Preparing for teacher tutoring -- Binder blues -- Back to basics -- Assignment book -- Binder -- Clean out book bag -- De-clutter locker -- 1-2-3 weed out! -- Schedule for teacher help -- Real estate agents are right -- Bordering on madness -- Launching and landing pad -- Student information and resources -- Tracking teachers -- Reminders that work -- Long-range planning -- Take control -- Promoting toting -- Putting tangents in their place -- Distinctive gear -- Spare binder in the classroom -- Extra! extra! -- In lieu of lockers -- Accessible assignments -- What's going on? -- Tools of the trade -- Ding! -- Summary -- 8: Test Format: Facilitating Accurate Assessment -- - Hit "enter" for multiple choice -- Creative tests -- Word bank high -- Test that taught -- Testing accommodations for all -- Relax format requirements -- Offer chewy candy during test -- Eliminate extra credit questions -- Color-coded tests -- Meet them halfway -- Writing tests-overview -- Summary -- 9: Test Taking: Effective Tips For All -- Music and test taking -- Sensory feedback during tests -- Anchors and cloze -- Managing complete sentences -- Y, M, and N -- Cause and effect -- Downsize -- True-false adaptation -- Multi step directions -- Feet first -- First the Yos, then Usteds -- Word retrieval and staples -- Splashdown -- Splashdow 2 -- Simply scissors -- CBL-three-letter magic -- Suggestions for students -- Suggestions for teachers -- Count the question marks -- Managing hand fatigue -- Making something out of nothing -- Wallpaper for open-note tests -- Closer look at test performance -- Summary tips for test takers -- Splashdown -- CBL -- Touch the page -- - Read items two or three times -- Read items quietly to yourself but loud enough to hear your own voice -- Underline key parts of directions -- Number multistep directions -- Use a marker to check work -- Ask for help if you're stuck -- Downsize for math -- Summary -- 10: Self-Advocacy: The Path To Independence -- Scripts for self-advocates -- Empasize solution -- Promises -- Bridging the gap -- Advocacy support in college -- Exploring department of disability services -- What if self-advocacy doesn't work? -- Summary -- Notes: Space for your own ideas -- Resources: Explore and connect to support -- References -- Index From the Publisher: Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on accommodations and assessment EDUCATION / Special Education / Learning Disabilities bisacsh Lernbehinderung swd Schüler swd Learning disabled children / Education (Elementary) fast Learning disabled teenagers / Education (Secondary) fast Learning disabled children Education (Elementary) United States Learning disabled teenagers Education (Secondary) United States Schüler (DE-588)4053369-4 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Lernbehinderung (DE-588)4123636-1 s 1\p DE-604 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=321294 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Martin, Lucy C. Strategies for teaching students with learning disabilities EDUCATION / Special Education / Learning Disabilities bisacsh Lernbehinderung swd Schüler swd Learning disabled children / Education (Elementary) fast Learning disabled teenagers / Education (Secondary) fast Learning disabled children Education (Elementary) United States Learning disabled teenagers Education (Secondary) United States Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4123636-1 (DE-588)4078704-7 |
| title | Strategies for teaching students with learning disabilities |
| title_auth | Strategies for teaching students with learning disabilities |
| title_exact_search | Strategies for teaching students with learning disabilities |
| title_full | Strategies for teaching students with learning disabilities Lucy C. Martin |
| title_fullStr | Strategies for teaching students with learning disabilities Lucy C. Martin |
| title_full_unstemmed | Strategies for teaching students with learning disabilities Lucy C. Martin |
| title_short | Strategies for teaching students with learning disabilities |
| title_sort | strategies for teaching students with learning disabilities |
| topic | EDUCATION / Special Education / Learning Disabilities bisacsh Lernbehinderung swd Schüler swd Learning disabled children / Education (Elementary) fast Learning disabled teenagers / Education (Secondary) fast Learning disabled children Education (Elementary) United States Learning disabled teenagers Education (Secondary) United States Schüler (DE-588)4053369-4 gnd Lernbehinderung (DE-588)4123636-1 gnd |
| topic_facet | EDUCATION / Special Education / Learning Disabilities Lernbehinderung Schüler Learning disabled children / Education (Elementary) Learning disabled teenagers / Education (Secondary) Learning disabled children Education (Elementary) United States Learning disabled teenagers Education (Secondary) United States USA |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=321294 |
| work_keys_str_mv | AT martinlucyc strategiesforteachingstudentswithlearningdisabilities |