| Book: Teaching Strategies for Students with Mild to Moderate Disabilities by Mary Anne Prater Price: $95.60 Centered on the most recent, scientifically-based practices, Teaching Strategies for Students with Mild/Moderate Disabilities, comprehensively details everything that pre-service teachers need to effectively teach students with mild to moderate disabilities.
This text includes not only empirically validated instructional strategies, but an array of relevant topics, such as the application of technology to the field and implications for changing demographics within U.S. schools.
Each chapter in the book follows a pattern of instruction, by providing key topics, key questions, scenarios, “Technology Spotlights,” teacher tips, summary statements, and review questions. This consistency in format throughout the text helps facilitate learning for both instructor and student. Each chapter also includes the Council for Exceptional Children (CEC) standards that are addressed within the chapter, helping instructors align course content to accreditation standards. "[This book] is a winner. Use it!" - Prof. Robert Sarch & students, New Jersey City University “IIt reads quickly, yet is very thorough. The most important elements that need to be addressed at this point in a preservice teacher’s training are covered.” –Tamarah Ashton, California State University Northridge “Each section offers research-based imperatives for implementing the strategies within the secondary setting. [It] gives strong direction and meaning to the role(s) of the secondary special educator.” –Dr. Laura Carpenter, Auburn University Montgomery “The examples of positive/negative reinforcement, schedules of reinforcement, extinction, and punishment, presented in an easy-to-read table format, are excellent.” –Stephanie Kurtts, University of North Carolina Greensboro * Scripted lesson plans apply teacher-directed instruction to the chapter content, providing students with models from which to structure and organize their own lesson presentations (Chs. 7, 10-15). * Characteristics of students with mild/moderate disabilities are discussed, giving students information critical to the selection of appropriate strategies for future clients. This is a topic on which many other methods of instruction books provide very little detail (Ch. 1). * “Teacher Tips” in every chapter give students specific ways they can implement the types of instructional strategies being suggested throughout the chapter (Good examples: Chs. 10 & 11). * Every chapter relates implications for diverse populations to the content of the chapter, preparing students to teach others from diverse backgrounds (Good example: Chs. 1 & 7). * An entire chapter devoted to special education technology outlines its current and future roles in educating a mild and moderately disabled population (Ch. 5). * A “Technology Spotlight” in every chapter exposes students to the most current applications of technology related to the chapter content (Good examples: Chs. 6 & 8). * Key questions, scenarios, summary statements, and review questions are provided in each chapter to help students reflect on, apply, and review the information they have read (Good examples: Chs. 1 & 3). * CEC standards addressed in every chapter. Each chapter concludes with “Summary Statements,” “Review Questions and Activities,” and “Council for Exceptional Children Standards.” 1. Learner Characteristics (Mary Anne Prater) Definitions and Prevalence Rates Categorical vs. Cross-Categorical Disabilities Students with Learning Disabilities Students with Emotional/Behavioral Disabilities Students with Mental Retardation Students with Attention Deficit Hyperactive Disorder Multiple Diagnoses Characteristics that Impact Instruction Cognitive Characteristics Memory Concept Formation Academic Skills Social Competence Motivation and Attribution Students from Ethnically Diverse Populations Socio Economic and Family Structure Diversity Students with Disabilities 2. Law and Reform Impacting Special Education (Mary Anne Prater) Key Legislation Individuals with Disabilities Education Act Section 504 of the Rehabilitation Act No Child Left Behind Act The IEP Process IEP Team Members Parent Participation General Educator Participation Student Participation 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 Curriculum and Standards Curriculum Standards Access to General Education Curriculum Universal Design Aligning Curriculum, Standards and IEPs 3. Educational Collaboration (Mary Anne Prater) Models of Working Together Working to Improve Student Performance Consultation Co-Teaching Working to Improve Teacher Performance Coaching Mentoring Collaboration as a Process Collaboration Skills Interactive Communication Problem-Solving Process Conflict Resolution Working with Specific Groups Paraeducators Parents and Other Family Members Collaborating Across Diverse Cultures Four Cultural Dimensions Efficiency Independence Equity Communication Styles Working with Others from Culturally Diverse Population 4. Behavior and Classroom Management and Organization (Mary Anne Prater) Behavioral Model Classroom Management Physical Classroom Furniture, Materials and the Human Factor Classroom Ambiance Effective Time Management Classroom Scheduling Classroom Rules Behavior Management Techniques Increasing and Maintaining Behaviors Positive Reinforcement Negative Reinforcement Primary and Secondary Reinforcers Schedules of Reinforcement When Reinforcements Appears Not to Be Working Decreasing and Eliminating Behaviors Extinction Punishment Comparing the Impact of Consequences Token Economy Contingency Contracting Applied Behavior Analysis Record Keeping and Decision Making Procedures Implications for Culturally Diverse Learners 5. Integrating Technological Applications (Dave Edyburn & Mary Anne Prater) Legal/Policy Foundations Assistive Technology Considerations Family Participation and Cultural Diversity Classroom Applications of Assistive and Instructional Technology A Map of the Technology Integration Process Constructing Toolboxes Assistive and Instructional Technology by Student Needs Students with Physical Challenges Students with Special Communication Needs Students with Cognitive Impairments Technology Integration Across the Curriculum Trends and Issues 6. Assessment for Learning (Mary Anne Prater) Types and Purposes of Assessment Assessment by Function or Reference Point Assessment by Frequency Assessment by Formality Assessment by Knowledge and/or Skills Being Assessed Standardized Tests Standardization Characteristics Norms Reliability Validity Types of Standardized Tests Intelligence Tests Academic/Achievement Tests Assessment in the Classroom Curriculum-Based Assessment Curriculum-Based Measurement Precision Teaching Portfolio Assessment Rubrics Developing Formative Curriculum-Based Assessment Behavioral Assessment Types of Data and Observational Recording Systems Observational Recording Systems Functional Behavioral Assessment Record Keeping and Decision Making Procedures High-Stakes Accountability Assessment Implications for Culturally Diverse Students 7. Teacher-Directed Instruction (Mary Anne Prater) Teacher Effectiveness Variables Content Time Allocated Time Time-on-Task Engaged Learning Time Active Participation Direct Teaching Direct Instruction Direct Instruction Lesson Planning Behavioral Objectives Anticipatory Set Review, Prerequisite Check and Purpose Instruction and Modeling Guided Practice Independent Practice Checking for Understanding Error Correction Closure Monitoring Progress Implications for Culturally Diverse Learners 8. Differentiated Instruction and Accommodations (Mary Anne Prater & Nari Carter) Differentiating Instruction and Making Accommodations Content, Process, and Product Selecting Possible Adaptations CRIME Model Curriculum Rules Instruction Materials Environment Other Accommodations Textbook Adaptations Test Accommodations Standardized Tests Classroom Assessment Grading Implications for Culturally Diverse Students 9. Student-Mediated Instruction (Mary Anne Prater) Cooperative Learning Cooperative Learning Elements Common Tasks Suitable for Group Work Small Group Learning Interdependence Individual Accountability and Responsibility Implementing Cooperative Learning Creating Groups Teaching Cooperative Behaviors Assigning Roles Using Activities, Structures, and Projects Evaluating Students Cooperative Learning and Teacher-Directed Instruction Cooperative Learning with Students with Disabilities Peer Tutoring Reciprocal Peer Tutoring Nonreciprocal Peer Tutoring Peer Tutoring and Teacher-Directed Instruction Peer Tutoring and Students with Disabilities Implications for Culturally Diverse Students 10. Strategies for Learning (Mary Anne Prater) Strategies Attention Strategies On-Task Attention Selective Attention Remembering Strategies Acronyms and Acostics Rhymes Keywords Pegword Organizing Strategies Graphic Organizers Advance Organizers Study Guides Test-Taking Strategies General Test Taking Strategies Specific Test Taking Strategies Note-Taking Strategies Teaching Note-Taking Skills Structuring Teacher Instruction to Facilitate Note Taking Creating Learning Strategies Self-Managed Learning Self-Monitoring 11. Strategies for Reading and Writing Instruction (Gordon Gibb, Mary Anne Prater & Nari Carter) Oral language Components of Oral Language Speech and Language Impairments Reading Phonemic Awareness Phonics Fluency Vocabulary Development Text Comprehension Reading Instruction General Overview of Reading Research Phonemic Awareness Instruction Phonics Instruction Fluency Instruction Vocabulary Instruction Text Comprehension Instruction Written Language Handwriting Instruction Spelling Instruction Grammar Instruction Text Structure Instruction Composition Instruction Pre-Writing Writing Post-Writing Implications for Culturally Diverse/Bilingual Students 12. Strategies for Mathematics Instruction (Mary Anne Prater & Nari Carter) Mathematics Disabilities Mathematics Content Mathematics Standards Effective Instruction for Students with Math Disabilities Teaching Mathematical Concepts Direct Instruction Specific Mathematics Strategies Implications for Culturally Diverse Students Cultural Aspects of Mathematics Culture, Standards and Curriculum 13. Strategy Application in Other Content Areas (Mary Anne Prater & Nari Carter) Curriculum Design and Evaluation Textbook Adoption Unit Development Science Science Knowledge, Skills and Standards Science Instruction Social Studies Social Studies Knowledge, Skills and Standards Social Studies Instruction General Strategies Across Content Accessing Information Organizing Information Understanding and Processing Information Learning New Information Remembering Information Homework Strategies Integrative Curriculum Implications for Culturally Diverse Students 14. Assessing and Teaching Social Competence (Rhonda Black, Cecily Ornelles & Mary Anne Prater) Common Social Competence Difficulties Defining Social Competence Assessing Social Skills and Competence Assessment Considerations Examples of Social Assessments Methods and Strategies by Theories of Social Development Behaviorism Social Learning Theory Cognitive Social Learning Theory and Social Information Processing Ecological Perspectives Constructivists Frameworks 15. Life Skills and Transition (Garnett Smith, Rhonda Black, & Mary Anne Prater) IDEA Mandates Transition Learn Transition and Academics Transition and Access to the Core Academic Curriculum Postsecondary Education Work Continuum of Employment Options Instructional Strategies Live Residential Environments Social and Interpersonal Networks Play: Recreation and Leisure Putting it All Together Key Aspects of Transition Student Involvement and Choice Person-Centered Planning Implications for Culturally Diverse Students and Families Family/Student Involvement in the Transition Planning Process Occupational Choice and Independent/Interdependent Living |
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