Teaching Students Who Are Exceptional Diverse and at Risk in the General Educational Classroom 7th Edition by Sharon Vaughn, Candace Bos, Jeanne Shay Schumm ISBN 9780134447933 013444793X

Teaching Students Who Are Exceptional Diverse and at Risk in the General Educational Classroom 7th Edition by Sharon Vaughn, Candace Bos, Jeanne Shay Schumm – Ebook PDF Instant Download/Delivery: 9780134447933 ,013444793X
Full download Teaching Students Who Are Exceptional Diverse and at Risk in the General Educational Classroom 7th Edition after payment

Product details:
ISBN 10: 013444793X
ISBN 13: 9780134447933 
Author: Sharon Vaughn, Candace Bos, Jeanne Shay Schumm

Teaching Students Who Are Exceptional Diverse and at Risk in the General Educational Classroom 7th Edition Table of contents:

1 Special Education and Inclusive Schooling

Chapter Outline

Learning Outcomes

Introduction

1.1 Early and Recent Foundations of Special Education

1.1.1 Early Influences

1.1.2 Recent Influences

1.1.3 IDEIA and the Vocational Rehabilitation Act

1.1.4 Provisions and Guidelines for Implementing IDEIA

What do Classroom Teachers and Parents Need to Know about Referral and Identification for Special Education?

1.1.5 Provisions of the Vocational Rehabilitation Act

1.1.6 Continuum of Educational Services: Concept of Least Restrictive Environment

Part-Time Placement in Special Education

Full-Time Placement in Special Education

Special School or Residential Settings

Homebound Instruction

1.1.7 The Individualized Education Program (IEP)

The Role of the IEP for Planning and Assessment

IEP Meeting Attendees

Determining Appropriate Accommodations and Modifications

Student Involvement

Focus on Self-Determination

The IEP Process

1.2 Responsibilities of Classroom Teachers

1.2.1 Participating in the Referral and Planning Process

The Prereferral Process

Response-to-Intervention Model

Consultant Model

Problem-Solving Model

1.2.2 Adapting Instruction

1.3 No Child Left Behind Act, Expanding IDEIA, and Inclusion

1.3.1 Testing Accommodations for Students with Disabilities

1.3.2 Expanding the Impact of the IDEIA

Early Intervention and Transition from Early Childhood to School

Transition from School to Work and other Post-School Activities

Individualized Transition Plan (ITP)

1.3.3 Inclusion

1.3.4 Accessing Information About Students

1.3.5 Inclusion Issues

1 Summary

Think and Apply

2 Response to Intervention and Multitiered Systems of Support: Developing Success for All Learners

Chapter Outline

Learning Outcomes

Introduction

2.1 Past and Present Challenges: The Need for RTI

2.1.1 Previous Identification Procedures

2.1.2 Initiatives Influencing RTI

2.1.3 The Individuals with Disabilities Education Improvement Act (IDEIA 2004)

Response-to-Intervention (RTI) Overview by State

2.2 Components of Response to Intervention

2.2.1 Progress Monitoring within the RTI Framework

2.2.2 Tiers of Intervention: Multitiered Systems of Support (MTSS)

Primary Instruction, Tier 1

Secondary Intervention, Tier 2

Tertiary Intervention, Tier 3

Additional Tiers of Intervention, Tier 4 and Beyond

2.3 Universal Screening and Progress Monitoring

2.3.1 Using Screening to Make Educational Decisions

2.3.2 Using Progress Monitoring to Assess Students’ Response to Interventions

2.3.3 Implementing Interventions

2.3.4 Standard Treatment Protocol

2.3.5 Problem-Solving Model

2.3.6 Differences Between the Standard Protocol and Problem-Solving Models

2.3.7 Decision-Making Teams (Campus or RTI Leadership Teams)

2.4 Special Considerations for Implementing RTI

2.4.1 Responders and Nonresponders to Intervention

Identifying Inadequate Responders

2.4.2 Implementing Interventions

2.4.3 RTI for Students Who Are Culturally and Linguistically Diverse

2.4.4 Working with Families

2.4.5 Role of Teachers in an RTI Model

Collaborating and Consulting

2.4.6 Using RTI Data to Identify Students with Learning Disabilities

Accrue Data During Progress Monitoring

Administer Formal, Informal, and Screening Measures

Possible Psychological Evaluation of Intellectual Ability

Review and Analyze Material

2.4.7 Providing Interventions

2.4.8 Using RTI Models in Middle Schools and High Schools

2 Summary

Think and Apply

3 Communicating and Collaborating with Other Professionals and Families

Chapter Outline

Learning Outcomes

Introduction

3.1 Critical Communication Skills

3.1.1 Acceptance

3.1.2 Listening

3.1.3 Questioning

3.1.4 Staying Focused

3.2 Collaborating with Other Professionals

3.2.1 Collaboration

Research on Collaboration

Resources Needed for Collaboration

3.2.2 Collaboration Models

3.2.3 Consultation

3.2.4 Teaming

3.2.5 Co-Planning

3.2.6 Co-Teaching

3.2.7 Co-Assessment/Co-Grading

3.2.8 Collaborating with Paraeducators

Professional Resources for Paraeducators

Roles Paraeducators can Play to Support You

3.2.9 Collaboration Issues and Dilemmas

Student Ownership

Individual versus Class Focus

Content versus Accommodation

Real World versus Student’s World

3.3 Working with Families

3.3.1 Family Collaboration

Culturally and Linguistically Diverse Families

The Role of Families in the Collaboration Process

3.3.2 Family Adjustment

3.3.3 Homework

3.3.4 Planned and Unplanned Parent Conferences

3.3.5 School-to-Home Communication

3 Summary

Think and Apply

4 Teaching Culturally and Linguistically Diverse Students

Chapter Outline

Learning Outcomes

Introduction

4.1 Diversity in Classrooms

4.1.1 Achievement Disparities

4.1.2 Culturally Responsive Teaching

4.1.3 Understanding Diverse Cultures

4.1.4 Understanding Cultural Characteristics

Cultural Characteristics

Cultural Boundaries

4.2 Multicultural Education

4.2.1 Dimensions of Multicultural Education

4.2.2 Desired Student Outcomes

4.2.3 Multicultural Curricula

Contributions Approach

Additive Approach

Transformation Approach

Social Action Approach

4.3 Linguistic Diversity and Second-Language Acquisition

4.3.1 Programs for Promoting Second-Language Acquisition

4.3.2 Instruction in English as a Second Language

4.3.3 Bilingual Education

4.3.4 Framework for Second-Language Acquisition

Situational Factors

Linguistic Input

Learner Characteristics

4.3.5 The Learning and Developmental Process

4.3.6 Secondary Language Output

4.3.7 Language Variation and Dialect

4.3.8 Historical Perspective on ESL Instruction and Bilingual Education

4.4 Assessment of Students with Cultural and Linguistic Differences

4.5 Instructional Guidelines and Accommodations for Diverse Students

4.5.1 Culturally Responsive Teaching to Accommodate English Language Learners

4.5.2 Best Practices in English Language Learning

Encourage Strategic Use of First Language

Build Vocabulary with First Language as a Foundation

Focus on Meaning

Provide Explicit Skill Instruction

4 Summary

Think and Apply

5 Promoting Social Acceptance and Managing Student Behavior

Chapter Outline

Learning Outcomes

Introduction

5.1 Establishing a Positive Classroom Climate

5.1.1 Arranging the Physical Space

5.1.2 Creating a Respectful Learning Community

5.1.3 Engaging Students Through Class Meetings

5.2 Increasing Social Acceptance of Students with Disabilities

5.2.1 Enhancing Students’ Self-Concepts

5.3 Recognizing and Preventing Bullying

5.4 Understanding Behavior Management in Culturally Diverse Classrooms

5.5 Providing Positive Behavior Intervention Supports Within a RTI Framework

5.5.1 Positive Behavior Intervention Supports as Prevention

5.5.2 Schoolwide Positive Behavior Intervention Supports

5.5.3 Positive Behavior Intervention Supports and Response to Intervention

5.6 Positive Behavior Intervention Supports: Universal Strategies for Managing Student Behavior

5.6.1 Focusing on Positive Behaviors

5.6.2 Using Reinforcers to Encourage Positive Behavior

5.6.3 Establishing Clear Rules with Known Consequences

5.6.4 Helping Students to Change Inappropriate Behavior

Time-out

Punishment

Recognizing Students’ Mistaken Goals

5 Summary

Think and Apply

6 Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

Chapter Outline

Learning Outcomes

Introduction

6.1 Learning Disabilities

6.1.1 Definitions of Learning Disabilities

6.2 Characteristics of Students with Learning Disabilities

6.2.1 Types of Learning Disabilities

6.2.2 Lifelong Outcomes for Individuals with Learning Disabilities

6.2.3 Prevalence of Learning Disabilities

6.3 Identification of Students with Learning Disabilities

6.3.1 Discrepancy between IQ and Achievement

6.3.2 Response to Intervention

6.3.3 Teachers’ Role in the Identification Process

6.4 Instructional Techniques and Accommodations for Students with Learning Disabilities

6.4.1 Providing a Framework for Learning

Using Thinking Aloud and Instructional Conversations

Teaching Self-Regulation and Self-Monitoring

Providing Extended Practice and Application

Using Learning Tools and Aids

Adjusting Workload and Time

Presenting Information in Multiple Ways

Teaching Students to Use Memory Strategies

6.5 Attention Deficit Hyperactivity Disorder

6.6 Characteristics of Students with Attention Deficit Hyperactivity Disorder

6.6.1 Teachers’ Roles in Helping Others Understand ADHD

6.6.2 Working with Students Who Have ADHD

6.6.3 Prevalence of Attention Deficit Hyperactivity Disorder

6.7 Identification and Assessment of Students with Attention Deficit Hyperactivity Disorder

6.7.1 Eligibility for ADHD Services and Special Education Law

Ideia

Section 504 of the Rehabilitation Act of 1973

6.8 Instructional Guidelines and Accommodations for Students with Attention Deficit Hyperactivity Disorder

6.8.1 Educational Interventions

6.8.2 Medication as One Aspect of Treatment for ADHD

6.8.3 Teacher’s Role in Monitoring Medication

6 Summary

Think and Apply

7 Teaching Students with Communication Disorders

Chapter Outline

Learning Outcomes

Introduction

7.1 Communication Disorders

7.1.1 Speech Disorders

Speech Sound Disorders

Voice Disorders

Stuttering

School-Age Language and Social Communication Disorders

7.1.2 Language Content

7.1.3 Vocabulary

Word Categories and Word Relationships

Multiple Meanings

Figurative Language

7.1.4 Language Form

Phonology

Morphology

Syntax

Language Use

Metalinguistics

7.1.5 Prevalence of Communication Disorders

7.2 Causes of Communication Disorders

7.3 Identifying Students with Communication Disorders

7.3.1 Observe and Listen to Student Communication

7.3.2 Differentiate Between ELL Learning Curves and Language Disabilities or Disorders

7.4 Instructional Guidelines and Accommodations for Students with Communication Disorders

7.4.1 Facilitating Speech Development

Augmentative and Alternative Communication Systems

Methods for Enhancing Communication

Facilitating Language Development

Teaching Language in Purposive Contexts

Teaching Comprehension and Production

Presenting New Concepts

Demonstrating Connections between Concepts

Using Conversation

Using Wait Time

Adjusting the Pace

Using Self-Talk and Parallel Talk

Using Modeling

Promoting Language through Expansion and Elaboration

Using Language as an Intrinsic Motivator

7.4.2 Using Effective Teaching Strategies for Language Intervention

7.5 Working with Parents to Extend Language Concepts

7 Summary

Think and Apply

8 Teaching Students with Emotional and Behavioral Disorders

Chapter Outline

Learning Outcomes

Introduction

8.1 Understanding Emotional and Behavioral Disorders

8.1.1 The Federal Government’s Definition of Emotional and Behavioral Disorders

8.1.2 An Alternative Definition of Emotional and Behavioral Disorders

8.1.3 Prevalence of Students with Emotional or Behavioral Disorders

8.1.4 Types and Characteristics of Emotional or Behavioral Disorders

8.1.5 The Diagnostic and Statistical Manual of Mental Disorders

Anxiety

Mood Disorders

Defiance

8.1.6 Conduct and Aggression

8.1.7 Socialized Aggression

8.1.8 Schizophrenia

8.2 Causes of Emotional and Behavioral Disorders

8.2.1 Biological Causes

8.2.2 Environmental Causes

Home Conditions

Community Conditions

8.3 Identification and Assessment of Students with Emotional and Behavioral Disorders

8.3.1 Initial Identification

8.3.2 Response to Intervention for Students with Emotional and Behavioral Disorders

8.3.3 Universal Screening and Progress Monitoring

8.3.4 Developing a Functional Behavioral Assessment

Using the FBA assessment

8.4 Effective Teaching Practices for Students with Emotional or Behavioral Disorders

8.4.1 Guidelines and Accommodations for Students with Emotional or Behavioral Disorders

8.4.2 Changing Behavior

Good Behavior Game

8.4.3 Resolving Conflicts and Promoting Self-Control

8.4.4 Teaching Self-Monitoring Skills

8.4.5 Teaching Self-Management Skills

8.4.6 Teaching Social Skills

8.4.7 Using Social Learning Strategies

8.4.8 Implementing School-Based Wraparound

8.4.9 Adapting Instruction

8 Summary

Think and Apply

9 Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders

Chapter Outline

Learning Outcomes

Contributors to this Chapter

Introduction

9.1 Definitions and Characteristics of Autism Spectrum Disorders/Asperger Syndrome and Pervasive Developmental Disorders

9.1.1 Autism

9.1.2 Asperger Syndrome

9.1.3 Rett Syndrome

9.1.4 Childhood Disintegrative Disorder

9.1.5 Pervasive Developmental Disorder–Not Otherwise Specified

9.1.6 Characteristics of Students with ASD

9.1.7 Social Skills

9.1.8 Communication Skills

9.1.9 Repetitive Behaviors and Routines

9.2 Identification and Assessment of Students with Autism Spectrum Disorders

9.3 Curricular and Instructional Guidelines for Students with Autism Spectrum Disorders

9.3.1 Assess Preferences

9.3.2 Establish a Classroom Routine

9.3.3 Teach Academic Skills

9.3.4 Teach Communication Skills

Massed Trials Strategy

Milieu or Naturalistic Instruction

Augmentative and Alternative Communication (aac)

9.3.5 Teach Social Skills

Social Problem Solving

9.3.6 Social Story Interventions

Selecting Social Skills for Intervention

9.4 Addressing Challenging Behaviors

9.4.1 Using Functional Behavioral Assessment (FBA)

Indirect Assessments

Direct Assessments

Functional Analysis

9.4.2 Using Positive Behavioral Support

9 Summary

Think and Apply

10 Teaching Students with Intellectual and Developmental Disabilities

Chapter Outline

Learning Outcomes

Introduction

10.1 Understanding Intellectual and Developmental Disabilities

10.1.1 Definition of Intellectual and Developmental Disabilities

Developmental Disabilities

Intellectual Disabilities

10.1.2 Characteristics of Students with Intellectual Disabilities

Intellectual Characteristics

Social and Behavioral Characteristics

Prevalence

10.2 Causes of Intellectual Disabilities

10.2.1 Chromosomal Disorders

Fragile X Syndrome

Fetal Alcohol Spectrum Disorders

10.2.2 Other Causes of Intellectual Disabilities

10.2.3 Comorbidity

10.3 Identification of Students with Intellectual Disabilities

10.3.1 Intellectual Functioning

10.3.2 Adaptive Behavior

10.3.3 Systems of Support

10.3.4 Levels of Severity

10.3.5 Teacher’s Role in Identifying Students with Intellectual and Developmental Disabilities

10.4 Instructional Techniques and Accommodations for Students with Intellectual Disabilities

10.4.1 Role of the General Education Teacher

10.4.2 Planning

Person-Centered Planning

The McGill Action Planning System (MAPS)

Functional Assessment, Discrepancy Analysis, and Task Analysis

10.4.3 Assessment

Authentic Assessment

Alternate Assessment

10.4.4 Curriculum Adaptations

Multilevel Curriculum

Curriculum Overlapping

10.4.5 Instructional Practices

Systematic Instruction

Hands-On Instruction

10.4.6 Strategies to Support Students in the General Education Classroom

Increasing a Student’s Sense of Belonging

Partial Participation

Using Routines to Ensure Safety

Peer Support and Peer Tutoring

Cooperative Learning

10.4.7 Providing Opportunities for Functional Practice

10.4.8 Encouraging Family Involvement

10 Summary

Think and Apply

11 Teaching Students with Lower-Incidence Disabilities

Chapter Outline

Learning Outcomes

Introduction

11.1 Students with Visual Impairments

11.1.1 Definitions and Types of Visual Impairments

Legal Definitions

Educational Definition

Causes of Visual Impairment

11.1.2 Characteristics of Students with Visual Impairments

11.1.3 Prevalence of Students with Visual Impairments

11.1.4 Identification and Assessment of Students with Visual Impairments

11.1.5 Instructional Guidelines and Accommodations for Students with Visual Impairments

General Accommodations

Using Braille Devices

Using Orientation and Mobility Skills

Using Optical, Nonoptical, and Instructional Aids

Testing Accommodations

11.2 Students with Hearing Loss

11.2.1 Definitions and Types of Hearing Loss

11.2.2 Characteristics of Students with Hearing Loss

11.2.3 Prevalence of Students with Hearing Loss

11.2.4 Identification and Assessment of Students with Hearing Loss

11.2.5 Instructional Guidelines and Accommodations for Students with Hearing Loss

Using amplification

Making Classroom Accommodations

Using Assistive Technology

Using Interpreters and Note Takers

11.3 Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury

11.3.1 Definitions and Types of Physical Disabilities, Health Impairments, and Traumatic Brain Injury

11.3.2 Characteristics of Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury

Asthma

Cerebral Palsy

Spina Bifida

Epilepsy

Muscular Dystrophy

HIV and AIDS

Traumatic Brain Injury

11.3.3 Prevalence of Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury

11.3.4 Identification and Assessment of Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury

11.3.5 Instructional Guidelines and Accommodations for Students with Physical Disabilities, Health Impairments, and Traumatic Brain Injury

Making Environmental Modifications

Providing Instruction for Motor Skills

Promoting Literacy Development

Educating Classmates

Dealing with Chronic Illness and Death

11.4 Students with Multiple or Dual Sensory Disabilities

11.4.1 Definitions of Multiple and Dual Sensory Disabilities

11.4.2 Characteristics of Students with Multiple or Dual Sensory Disabilities

11.4.3 Prevalence of Students with Multiple and Dual Sensory Disabilities

11.4.4 Instructional Guidelines and Accommodations for Students with Multiple and Dual Sensory Disabilities

Using Assistive Technology

11 Summary

Think and Apply

12 Differentiating Instruction and Assessment for All Learners

Chapter Outline

Learning Outcomes

Introduction

12.1 Standards-Based Instruction

12.1.1 The Release of the Common Core State Standards

Potential Benefits of the Standards

Potential Drawbacks to the Standards

12.1.2 Implementation of the Common Core State Standards

12.2 Differentiating Instruction

12.2.1 What Is Differentiated Instruction?

12.2.2 Components of Differentiated Instruction

12.2.3 Differentiated Instructing Using Flexible Grouping

12.2.4 Using Learning Stations to Differentiate Instruction

12.2.5 How Can I Differentiate Assignments and Homework?

12.2.6 How Can I Plan for Differentiated Instruction?

12.2.7 How Can I Accommodate Students Who Are Gifted and Talented?

Characteristics of Students who are Gifted and Talented

Underidentified High-Achieving Students

Curriculum Compacting

Parallel Curriculum Model

Best Instructional Practice

How does Differentiated Instruction Relate to Response to Intervention?

12.3 Differentiating Reading Assignments

12.3.1 Familiarizing Yourself with the Texts

Readability Level

Friendliness Level

12.3.2 Understanding How Students Interact with and Respond to Text

12.3.3 Making Adaptations

12.3.4 Comprehension Canopy

Text Highlighting

Multiple Sources

Listening to Learn

12.4 Differentiating Assessment

12.4.1 Preparing Students for High-Stakes Tests

12.4.2 Helping Students Develop Test-Taking Strategies

Teacher-Made Tests

Alternative Assessments

12.4.3 Grading

12 Summary

Think and Apply

13 Promoting Content Learning Through the Teaching and Learning Connection

Chapter Outline

Learning Outcomes

Introduction

13.1 Preparing Lessons that Promote Engagement

13.1.1 Getting Ready to Support Learning

Purpose Setting

Preteaching Vocabulary

13.1.2 Creating Listener-Friendly Lectures

Teacher’s Verbal Knowledge

13.1.3 Enhancing Lectures with Demonstrations

13.1.4 Fostering Listening and Taking Notes in Class

Guidelines for Effective Note-Taking

Teaching Note-Taking

13.2 Using Questioning and Discussion to Promote Student Engagement

13.2.1 Encouraging Participation in Class

13.2.2 Questioning

13.2.3 Generating Classroom Discussions

13.3 Using Graphic Organizers

13.3.1 Discussion Webs

13.3.2 Semantic Maps

13.3.3 Concept Diagrams

13.3.4 Timelines

13.4 Promoting Student Success with Clear Assignments and Teaching of Organizational Skills

13.4.1 Giving Assignments That Promote Student Success

13.4.2 Developing Independence in Completing Assignments

Getting Organized for Learning

Using Time-Management Strategies

Using Direct Instruction for Daily Assignments

Organizing and Planning for Long-Term Assignments

13.5 Effective Strategy Instruction

13.5.1 The Goals of Strategy Instruction

Guideline 1: Choose Strategies Carefully

Guideline 2: Present Content and Strategies Concurrently

Guideline 3: Teach Strategies in Stages

13.5.2 Tools of Strategy Instruction

13.5.3 Memory Strategies

Mnemonics

13.5.4 A Strategy for Self-Monitoring

13.5.5 Strategies for Self-Advocacy

13 Summary

Think and Apply

14 Facilitating Reading

Chapter Outline

Learning Outcomes

Introduction

14.1 Reading Instruction

14.1.1 Three Key Concepts Underlying Reading Instruction

14.1.2 Components of Reading Instruction

14.1.3 Learning Difficulties in the Process of Reading

14.1.4 Standards-based Instruction

14.1.5 Collaborating with Other Professionals

14.2 Effective Reading Instruction for Struggling Readers

14.2.1 Establishing an Environment to Promote Reading

14.2.2 Assessment

14.2.3 Screening

14.2.4 Diagnosis

14.2.5 Progress Monitoring

14.2.6 Using Data from Progress Monitoring

14.2.7 Assessments Used for Accountability

The Teacher’s Role in Preparing Students for Assessment

The Every Student Succeeds Act (ESSA)

14.2.8 Providing Early Intervention and Intensive Instruction

14.2.9 Providing Ongoing Support for Older Readers with Reading Difficulties

14.2.10 Providing Support for English Language Learners

14.3 Strategies for Teaching Phonological Awareness and Phonics

14.3.1 Teaching Phonological Awareness

14.3.2 Teaching Phonics

14.4 Strategies for Teaching Word Identification

14.4.1 Teaching Sight Words

14.4.2 Teaching Decoding Strategies

14.4.3 Phonic Analysis

14.4.4 Onset-Rime

14.4.5 Morphological Awareness

14.4.6 Syntax and Semantics

14.4.7 Techniques for Teaching Decoding and Sight Words

Making Words, Word Sorting, and Using Word Walls

Using the DISSECT strategy

14.5 Strategies for Helping Students Develop Fluency

14.5.1 Using Response to Intervention (RTI) to Promote Fluency

14.5.2 Reading Aloud

14.5.3 Repeated Reading

14.5.4 Research Findings on Repeated Reading

Instructional Guidelines for Using Repeated Reading

14.5.5 Peer Tutoring

14.6 Strategies for Improving Reading Comprehension

14.6.1 Close Reading of Text

14.6.2 Vocabulary Knowledge

K-W-L strategy

14.6.3 Question—Answer Relationships Strategy

14.6.4 Questioning the Author

14.6.5 Collaborative Strategic Reading

Cooperative Learning Groups

14 Summary

Think and Apply

15 Facilitating Writing

Chapter Outline

Learning Outcomes

Introduction

15.1 Current Trends in Writing Curricula and Instruction

15.1.1 Common Core Standards–Based Writing Instruction and Research-Based Practices

15.1.2 Emphasis on Assessment and Progress Monitoring

15.1.3 Progress Monitoring and Writing

Using Observations for Progress Monitoring

Using Portfolios for Progress Monitoring

Using Words Written Per Minute and Rating Scales to Monitor Students’ Progress

Very Beginning Writers

Beginning Writers

Writers

Advanced Writers

15.1.4 Response to Intervention and Writing

15.1.5 Writing Rubrics and Portfolios

Writing Rubrics

Writing Portfolios

15.2 Teaching Writing as a Process

15.2.1 Writing as an Interactive Process

15.2.2 Writing as a Strategic Process

15.2.3 Writing as a Process of Constructing Meaning

15.2.4 Writing as a Student-Centered Process

15.2.5 Writing as a Socially Mediated Language-Learning Activity

15.3 Strategies for Establishing an Environment That Promotes Writing

15.3.1 Physical Environment

15.3.2 Strategies for Conducting a Writing Workshop

15.4 Making Adaptations for Struggling Writers: Teachers’ Practices

15.4.1 Prewriting: Getting Started

15.4.2 Selecting Topics

15.4.3 Problems in Topic Selection

15.4.4 Planning

15.4.5 Composing

15.4.6 Editing

15.4.7 Revising

Peer Editing

15.4.8 Publishing

15.4.9 Sharing

Setting Rules for Sharing

15.4.10 Conferencing

Teaching Writing Skills

15.5 Strategies for Teaching Narrative, Expository, and Opinion/Argument Writing

15.5.1 Narrative Writing

Using Story Webs to Plan

15.5.2 Expository Writing

15.5.3 Paragraph Writing

15.5.4 Essay Writing

15.5.5 Opinion/Argument Writing

15.6 Teaching Spelling Skills

15.6.1 Approaches to Spelling Instruction

15.6.2 Spelling Instruction for Students with Learning Difficulties and Disabilities

Selecting Words

Providing Instruction and Practice

Monitoring Student Progress

15.6.3 Principles of Effective Spelling Instruction

Teaching Spelling Patterns

Teaching in Small Units

Providing Sufficient Practice and Feedback

Selecting Appropriate Words

Maintaining Previously Learned Words

Teaching for Transfer of Learning

Motivating Students to Spell Correctly

Including Dictionary Training

15.7 Teaching Handwriting and Keyboarding Skills

15.7.1 Trends in Handwriting Instruction

15.7.2 Students with Difficulty in Handwriting

15.7.3 Principles of Effective Handwriting Instruction

Legibility

15.7.4 Fluency

Monitoring Student Progress

15.7.5 Principles of Effective Keyboarding Instruction

15 Summary

Think and Apply

16 Helping All Students Succeed in Mathematics

Chapter Outline

Learning Outcomes

Introduction

16.1 Current Trends in Mathematics Curriculum and Instruction

16.1.1 Influences on Math Instruction

The History of the National Council of Teachers of Mathematics (NCTM)

NCTM’s involvement in the Common Core State Standards

NCTM’s Response to Lingering Challenges in Mathematics Instruction

16.1.2 Mathematical Problem Solving

16.1.3 Math Proficiency

16.2 Difficulties in Learning Mathematics

16.2.1 Developmental Arithmetic Disorder

16.2.2 Nonverbal Math Difficulties

16.2.3 Math Difficulties and Effective Instruction

16.2.4 Mathematics Learning for Linguistically and Culturally Diverse Learners

16.2.5 Teaching Students Who Are Mathematically Gifted

16.3 Assessment and Progress Monitoring

16.3.1 Implementing Assessment and Progress Monitoring

16.3.2 Diagnosing Students’ Learning Needs in Mathematics

16.3.3 Using Response to Intervention: Identifying Students Who Need Help in Math

16.3.4 Curriculum-Based Measurement

16.3.5 Assessing Students’ Number Sense

16.4 Helping Students Improve in Math

16.4.1 Being a Model in Math

16.4.2 Evaluating the Mathematics Curricula

16.4.3 Using Curricular Programs for Students with Math Difficulties

16.4.4 Using Peers to Support Instructional Practice

16.4.5 Using Teaching Tools and Methods for Improvement

Teaching with Math Manipulatives

16.4.6 Teaching for Comprehension

Checking for Comprehension

The Case of Trinette

16.4.7 Using Constant Time-Delay Procedure

16.4.8 Providing Correction and Feedback

16.4.9 Providing Practice

Counting by Numbers

Games

16.4.10 Adapting Instruction for Secondary Students with Math Difficulties

16.5 Strategies for Helping All Students Acquire Basic Math Skills

16.5.1 Prenumber Skills

One-to-One Correspondence

Classification

Seriation

Patterning

16.5.2 Working with Numeration

Estimating

Understanding Regrouping

Understanding Zero

16.5.3 Understanding Place Value

Grouping by Ones and Tens

Naming Tens

Place Value Beyond Two Digits

16.5.4 Learning Fractions

16.6 Strategies for Helping All Learners Acquire and Use Computation Skills

16.6.1 Patterns of Common Computation Errors

Spatial organization

Visual Detail

Procedural Error

Failure to Shift Operations

Motoric Problems

Memory Problems

Difficulty with Zero

16.6.2 Computation and Calculators

16.7 Strategies for Helping All Students Develop Problem-Solving Skills

16.7.1 Teaching Problem-Solving Strategies

16.7.2 Integrating Math Problem Solving into the Curriculum

16 Summary

Think and Apply

Appendix CEC Standards

Glossary

References

Name Index

People also search for Teaching Students Who Are Exceptional Diverse and at Risk in the General Educational Classroom 7th Edition:

the ethics of joy spinoza on the empowered life

why is spinoza important

spinoza emendation of the intellect

 spirit empowered life

Tags:

Sharon Vaughn,Candace Bos,Jeanne Shay Schumm,Teaching Students,Exceptional Diverse,Risk,Educational