Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies

Front Cover
Houghton Mifflin, 2006 - Education - 624 pages
0 Reviews
Designed to help pre-service teachers and practicing professionals evaluate and aid students with disabilities, this comprehensive text is guided by three main principles: to aid in the assessment and evaluation of students with learning disabilities, to demonstrate Learning Disabled (LD) theory and its practical applications through the use of case studies, and to provide the most up-to-date information on recent developments and topics of debate in the field. The Tenth Edition continues to stress familiarity with state and national standards, specifically those from the Council for Exceptional Children (CEC). The issues surrounding diversity, namely assessment and evaluation of students from different cultural and linguistic backgrounds, Attention Deficit Disorder (ADD), and inclusion are discussed at length. New! Web Site Icons are located in the text margins next to URLs for quick reference. Icons are also used to indicate when additional content on the given topic can be found on the text Web site. New! "LD in Practice: Strategies for the General Education Classroom" features have been added throughout the text to provide additional information for the general education teacher. New! A reference guide appears at the end of the text as a directive to relevant resource materials including case studies, student assessment tests, Web Sites, video and print materials, and professional organizations. New! The chapter on Attention Deficit Disorder has been expanded to include additional information on neuro-developmental problems. A reduced text length is more suitable for semester-length courses—the first two chapters have been combined to provide a broader view of the history of learning disabilities. More coverage of standards, particularly CEC Standards in regard to schools, teachers, and students is evident throughout the text. A reference chart indicating where specific CEC Standards are addressed is featured in the inside cover. Coverage of diversity has been increased and is highlighted by new callouts in the text.

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Definitions Characteristics
1
Definitions of Learning Disabilities
7
Different Views of Learning Disabilities
13
Freds Elementary School Experience
19
Early Brain Research 23 Transition Phase Clini
27
Individuals With Disabilities Education
28
The AssessmentTeaching Process
43
Observing the Student in the Classroom 55 Recognizing the Stu
57
Neuropsychology
312
Ophthalmology 318 Otology 319 Psychiatry
319
From Theories to Teaching Strategies
323
How Children Acquire Language
331
Language Disorders Versus Speech Disorders 337 Delayed
337
Cultural and Linguistic Diversity in Oral Language
343
Stages of Oral Language Development 357 Activities for Natural
362
Teaching Language in the General Education
368

Obtaining Assessment Information
62
Case History 62 Observation 64 Rating Scales 65 Standard
71
Clinical Teaching
91
A Tribute to a Remarkable Teacher Grace Fernald
97
Building SelfEsteem and Motivation
107
Accommodations for Students With Learning Disabilities 112 Peer
117
Educational Settings
129
General Education Class 137 Resource Room 138 Separate
140
Suggestions for Parents
149
The Family System 152 Stages of Acceptance 153 Parent
155
Theoretical Perspectives and Expanding Directions
161
Behavioral Psychology
170
Disorders in Psychological Processing 175 The Information
181
General Education Classroom
186
Attention Deficit Disorder and Related Neurodevelopmental
195
Eligibility of Children With ADDADHD for Special Services
201
Neurochemistry of Psychostimulant Medications
207
Ryan a Child With ADDADHD 197
216
Young Children With Learning Disabilities
219
The Law and Young Children With Disabilities
225
Motor Development and Learning
231
Concepts of Motor Development 233 Perceptual Motor Develop
237
Visual Perception 241 Tactile and Kinesthetic Perception
244
Early Intervention Strategies
255
Visual Processing 260 Tactile and Kinesthetic Processing
261
Adolescents and Adults With Learning Disabilities
265
Special Issues at the Secondary Level
273
Transition Legislation 279 Developing Transition Plans
280
The Power of Learning Strategies a Parable
285
Legislation for Adults With Disabilities 290 Nondegree Post
292
Computer Technology for Adolescents and Adults
299
Medical Aspects of Learning Disabilities
303
Reading
371
Dyslexia
374
Phonics 378 Sight Words 379 Context Clues 381 Structural
382
Assessment of ADDADHD
384
Views of Reading Comprehension 388 Strategies to Promote Read
392
Narrative Genres
393
eral Education Classroom 319
401
Using Basal Readers 406 Activating Background Knowledge
407
The ReadingWriting Connection 414 Thinking Strategies
415
Methods to Deal With Specific Reading Problems
421
Written Expression Spelling
429
Principles for Teaching the Writing Process 437 A Learning Strategy
438
Computers and Word Processing 442 Assessment of Written
447
Learning the Awful Truth About Spelling
454
Manuscript Writing 459 Cursive Writing 461 The LeftHanded
462
Strategies for Teaching Handwriting
469
Mathematics
475
Mathematics
476
Mathematics Disabilities at the Secondary Level
482
Direct Instruction of Mathematics 487 Learning Strategies
488
Teaching Strategies
496
Teaching Early Number Skills 500 Teaching Computation Skills
503
Using Technology for Mathematics Instruction
511
Social and Emotional Behavior
517
Emotional Problems
526
Reinforcement Theory 531 Motivation 533 Attribution
535
Education Classroom
542
Reference Guide RG1
551
Credits
572
References
7
Name Index
3
Copyright

About the author (2006)

Janet W. Lerner is professor emeritus at Northeastern Illinois University, where she served as professor and chairperson of the Department of Special Education. She received the J. E. Wallace Wallin Special Education Lifetime Achievement Award from the Council of Exceptional Children, and was awarded the Romaine P. Mackie Award from the Pioneers Division of CEC. Dr. Lerner served as a general education teacher, a special education teacher, and a reading specialist at the elementary, middle school, and high school levels. She has taught at several colleges and universities in the fields of learning disabilities, reading instruction, and special education. She served as co-editor of Learning Disabilities: An Interdisciplinary Journal, a publication of the Learning Disabilities Association of America. Dr. Lerner has authored and co-authored numerous journal articles and books, including LEARNING DISABILITIES AND RELATED DISABILITIES: STRATEGIES FOR SUCCESS (2014, Cengage Learning) and READING PROBLEMS: DIAGNOSIS AND TEACHING STRATEGIES (2010). Dr. Lerner is currently an adjunct professor in the PACE program at National Louis University.

Frank Kline, Ph.D., is Associate Professor, in the School of Education, at Seattle Pacific University.

Bibliographic information