Teaching students with high-incidence disabilities: strategies for diverse classrooms
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Los Angeles
SAGE
[2018]
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | xvi, 661 Seiten Illustrationen 26 cm |
| ISBN: | 9781483390598 |
Staff View
MARC
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| 100 | 1 | |a Prater, Mary Anne |4 aut | |
| 245 | 1 | 0 | |a Teaching students with high-incidence disabilities |b strategies for diverse classrooms |c Mary Anne Prater, Brigham Young University |
| 264 | 1 | |a Los Angeles |b SAGE |c [2018] | |
| 300 | |a xvi, 661 Seiten |b Illustrationen |c 26 cm | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Special education teachers |x Training of | |
| 650 | 4 | |a Students with disabilities |x Education | |
| 650 | 4 | |a Children with disabilities |x Education | |
| 650 | 4 | |a Classroom management | |
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Record in the Search Index
| _version_ | 1804177913559384064 |
|---|---|
| adam_text | Brief Contents
Preface xiii
Acknowledgments xv
About the Author xvi
About the Contributor xvi
1 Learner Characteristics and 2 * 4 Student-Mediated 304
JL Special Education Laws * Instruction
2^ Educational Collaboration 52 i 1 Strategies for Learning 334
Behavior and Classroom 100 1C ft Strategies for Reading 378
¿ft Management and Organization / and Writing Instruction
/I integrating Technological 146 Strategies for 424
jt Applications 11 L Mathematics Instruction
ft Strategy Application in
Assessment for Instruction 178 12 ^ Other Content Areas 464
Teacher-Directed Instruction 218 ft Social and Emotional
1 i ft Learning 506
* 7 Supporting Students in
J General Education 258 14 ^ Life Skills and Transition 540
Appendixes 581
Glossary 625
Index 636
Contents
Preface xiii
Acknowledgments xv
About the Author xvi
About the Contributor xvi
Learner Characteristics and Special Education Laws
Definitions and Prevalence
Rates 3
Categorical Versus Cross-Categorical
Disabilities 4
IDEA High-Incidence Disabilities 6
Attention-Deficit/Hyperactivity
Disorder 13
Characteristics that Impact
Instruction 17
Cognitive Characteristics 17
Academic Skills 19
Social Competence 20
Motivation and Attribution 21
Diverse Populations 22
Race and Ethnicity 22
English Learners 22
Socioeconomic Status
and Family Structures 24
Disabilities 25
Key Legislation 27
Individuals with Disabilities
Education Act 27
Section 504 of the
Rehabilitation Act 30
The Elementary and Secondary
Education Act 31
Common Core and Standards
The Individualized Education
Program (IEP) Process
Referral Process
IEP Team Members
The IEP Document
Present Levels of Academic
Achievement and Functional
Performance
Annual Goals,
Benchmarks, and Short-Term
Objectives
Special Education and
Related Services
Service Delivery
Continuum of Services
Inclusive Education
IEP Review and Revision
Aligning Curriculum,
Standards, and lEPs
Summary
Review Questions
Activities
2
32
33
33
33
38
39
40
41
41
41
42
43
44
45
46
47
Educational Collaboration
2
Models of Working Together 53
Working to Improve Student
Performance 53
Consultation 53
Co-Teaching 55
Working to Improve Teacher
Performance 61
Coaching 61
Mentoring 64
Collaboration as a Process 66
Interactive Communication 69
Problem-Solving Process 71
Conflict Resolution 72
Working With Specific Groups 75
Paraeducators 75
52
Related Service Personnel 80
Parents and Other Family
Members 81
Collaborating Across Diverse
Cultures 86
Four Cultural Dimensions 86
Working With Others From
Culturally Diverse Populations 88
Strategies for Working With
Diverse Families 89
Other Considerations 91
Summary 93
Review Questions 93
Activities 94
Behavior and Classroom Management and Organization 100
Behavioral Model 101 Other Behavior Management
Classroom Management 102 Procedures 126
Record Keeping and
Physical Classroom 103 Decision-Making Procedures 133
Furniture, Materials, and the Positive Behavior
Human Factor 103 Interventions and
Classroom Ambiance 105 Supports (PBIS) 134
Effective Time Management 106 Implications for Culturally and/or
Classroom Scheduling 106 Linguistically Diverse Students 136
Classroom Rules 108 The Relationship Between 136
Behavior and Culture
Behavior Management Techniques 110 Culturally Responsive Behavior
Increasing and Maintaining Management 138
Behaviors 111 Summary 139
Decreasing and Eliminating Behaviors 119 Review Questions 140
Comparing the Impact of
Consequences 125 Activities 141
^ Integrating Technological Applications 146
Assistive Technology 147 Technology Integration Process 150
SETT Framework 150 Family Participation 158
Technology Integration Online Learning 167
Across the Curriculum 159 Blended Learning 169
Specific Technology Tools 159 Implications for Culturally and/or
Tools for Cognitive and Linguistically Diverse Students 170
Academie Difficulties 159 Summary 172
Video Modeling 163
Review Questions 173
Computer-Assisted Instruction 165 Activities 173
Online and Blended Learning 167
Assessment for Instruction 178
Types and Purposes of Assessment 179 Developing Formative
Assessment by Function or Curriculum-Based Assessments 197
Reference Point 180 DIBELS 199
Assessment by Frequency 181 Behavioral Observation
Assessment by Formality 182 Assessment 200
Assessment by Knowledge Record-Keeping and
and/or Skills Being Assessed 183 Decision-Making Procedures 206
Standardized Tests 184 High-Stakes Accountability
Standardization Characteristics 184 Assessment 210
Types of Standardized Implications for Culturally and/or
Tests 185 Linguistically Diverse Students 211
Assessment in the Classroom 189 Summary 212
Curriculum-Based Review Questions 213
Assessment 189 Activities 214
^ Teacher-Directed Instruction 218
Teacher Effectiveness Variables 219 Cultural Differences Impacting
Content 220 Instruction 248
Time 222 Direct Teaching Techniques 249
Direct Teaching 229 Culturally Responsive
Direct Instruction 229 Teaching 251
Direct Instruction Lesson Planning 230 Summary 252
Implications for Culturally Review Questions 253
and/or Linguistically Diverse
Students 248 Activities 253
^jr Supporting Students in General Education 258
Importance of General
Education Supports
259
Multitiered Systems of
Supports (MTSS)
259
Positive Behavior Interventions Implications for Culturally
and Supports (PBIS) 259 and/or Linguistically
Response to Intervention (RTI) 260 Diverse Students 294
Models for Supporting Response to Intervention 294
Students in General Education 266 Supports in General
Universal Design for Learning 267 Education 295
Differentiating Instruction 270 Summary 298
Adaptations, Modifications,
Review Questions 299
and Accommodations 273
Activities 299
^ Student-Mediated Instruction 304
Cooperative Learning 305 Peer-Assisted Learning
Elements of Cooperative Learning 306 Strategies (PALS) 319
Implementing Cooperative Classwide Student Tutoring
Learning 308 Teams (CSTT) 320
Creating Groups 308 Nonreciprocal Peer Tutoring 320
Teaching Cooperative Behaviors 309 Peer Tutoring and
Assigning Roles 310 Teacher-Directed Instruction 323
Using Activities, Structures, Peer Tutoring and Students
and Projects 311 With Disabilities 323
Cooperative Learning and Implications for Culturally
Teacher-Directed Instruction 313 and/or Linguistically
Cooperative Learning With Diverse Students 325
Students With Disabilities 314 Summary 327
Peer Tutoring 317 Review Questions 328
Reciprocal Peer Tutoring 318 Activities 329
Classwide Peer Tutoring (CWPT) 318
Strategies for Learning 334
Strategies for Learning 335 Advance Organizers 347
Attention Strategies 336 Study Strategies 348
On-Task Attention 337 Study Habits and Routines 349
Selective Attention 338
Study Guides 351
Mnemonic Strategies 340
Acronyms and Acrostics 340 Test-Taking Strategies 356
Rhymes 341 Test-Anxiety Reduction 356
Keywords 341
Pegwords 342 Specific Test-Taking Strategies 357
Organizing Strategies 344 Notetaking Strategies 359
Graphic Organizers 344 Notetaking Skills 360
Teacher Instruction to Implications for Culturally and/or
Facilitate Notetaking 365 Linguistically Diverse Students 369
Guided Notes 365 Summary 370
Creating Learning Review Questions 371
Strategies 368 Activities 372
Q Strategies for Reading and Writing Instruction 378
Reading and Writing Disabilities 379 Spelling 401
Prevalence 379 Grammar and Text Structure 403
Contributing Factors 380 Composition 405
Reading and Writing Foundations 382 Reading/Writing Language
Reading Instruction 384 Arts Standards 408
Phonemic Awareness 384 Implications for Culturally and/or
Phonics 387 Linguistically Diverse Students 411
Fluency 389 Summary 414
Vocabulary Development 391
Text Comprehension 393 Review Questions 415
Writing Instruction 398 Activities 416
Handwriting 399
1 J Strategies for Mathematics Instruction 424
Mathematics Disabilities 425 Examples (Step 7) 441
Prevalence 425 Practice and Review (Step 8) 442
Contributing Factors 426 Continuous Monitoring (Step 9) 442
Mathematics Content 430 Specific Mathematics Strategies 442
Number Sense and Numerical Power 431 Self-Regulation 444
Mathematics Standards 433 Mnemonic Strategies 446
Graphic Representations 448
Effective Instruction for 434 Teaching Advanced Mathematics 450
Students With Math Disabilities
Teaching Mathematical Concepts 434 Math Response to Intervention 451
Teacher-Directed Instruction 437 Implications for Culturally and/or
Short-Term and Lesson Linguistically Diverse Students 453
Objectives (Step 1) 437
Procedural Strategies, Summary 456
Prerequisites, and Skills (Step 2-4) 437 Review Questions 457
Teaching Procedure (Step 5) 440
Scripted Lesson Plan (Step 6) 441 Activities 458
2 Strategy Application in Other Content Areas 464
: • ~A~x 5 ✓ o - ’ v X,‘,s v *■ , - -fäv ^/«-- •“ /?■. ? Sty/ »
Curriculum Design and Unit Science Instruction 479
Development 465 Social Studies 486
General Strategies Across Social Studies Knowledge,
Content Areas 470 Skills, and Standards 486
Vocabulary Development 470 Social Studies Instruction 489
Reading Comprehension Integrative Curriculum 494
Strategies 471
Content Enhancement Routines 473 Implications for Culturally and/or
Homework Strategies 474 Linguistically Diverse Students 496
Science 477 Summary 498
Science Knowledge, Skills, Review Questions 499
and Standards 477 Activities 500
^ Social and Emotional Learning 506
■ ,
Importance of Social and Identifying Students With
Emotional Learning (SEL) 507 Social and Emotional Concerns 514
Definition 508 Screening 514
Prevalence 508 Individual Assessments 516
Externalizing and Teaching Social and Emotional
Internalizing Concerns 509 Competence 517
Social and Emotional
Competence and Academic Emotional Regulation 518
Learning 510 Social Skills 522
Self-Management 526
Promoting Prevention Implications for Culturally and/or
and Early Intervention 510 Linguistically Diverse Students 531
Multitiered Systems of
Support for SEL 510 Summary 533
Creating Emotionally Review Questions 534
Healthy Classrooms 513 Activities 534
■
Life Skills and Transition . 540
■
Transition Services 541 Learn, Work, Live, and Play 547
IDEA and Transition 542 Learn 548
Section 504 and ADA 544 Work 554
Evidence-Based Transition Live 560
Practices 544 Play: Recreation and Leisure 564
Involving Stakeholders 565
Student Involvement 566
Person-Centered Planning 568
Implications for Culturally
and/or Linguistically Diverse
Students and Families 570
Family/Student Involvement
in the Transition Planning Process 571
Postsecondary Education,
Occupational Choice, and
Independent/lnterdependent Living 572
Summary 574
Review Questions 575
Activities 576
Appendixes 581
Glossary 625
index 636
|
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| spelling | Prater, Mary Anne aut Teaching students with high-incidence disabilities strategies for diverse classrooms Mary Anne Prater, Brigham Young University Los Angeles SAGE [2018] xvi, 661 Seiten Illustrationen 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Special education teachers Training of Students with disabilities Education Children with disabilities Education Classroom management Didaktik (DE-588)4070463-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Didaktik (DE-588)4070463-4 s DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029948883&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Prater, Mary Anne Teaching students with high-incidence disabilities strategies for diverse classrooms Erziehung Special education teachers Training of Students with disabilities Education Children with disabilities Education Classroom management Didaktik (DE-588)4070463-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4070463-4 (DE-588)4112696-8 (DE-588)4053369-4 (DE-588)4078704-7 |
| title | Teaching students with high-incidence disabilities strategies for diverse classrooms |
| title_auth | Teaching students with high-incidence disabilities strategies for diverse classrooms |
| title_exact_search | Teaching students with high-incidence disabilities strategies for diverse classrooms |
| title_full | Teaching students with high-incidence disabilities strategies for diverse classrooms Mary Anne Prater, Brigham Young University |
| title_fullStr | Teaching students with high-incidence disabilities strategies for diverse classrooms Mary Anne Prater, Brigham Young University |
| title_full_unstemmed | Teaching students with high-incidence disabilities strategies for diverse classrooms Mary Anne Prater, Brigham Young University |
| title_short | Teaching students with high-incidence disabilities |
| title_sort | teaching students with high incidence disabilities strategies for diverse classrooms |
| title_sub | strategies for diverse classrooms |
| topic | Erziehung Special education teachers Training of Students with disabilities Education Children with disabilities Education Classroom management Didaktik (DE-588)4070463-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Erziehung Special education teachers Training of Students with disabilities Education Children with disabilities Education Classroom management Didaktik Behinderung Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029948883&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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