Identifying Children With Special Needs: Checklists and Action Plans for Teachers

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Corwin Press, 2006 - Education - 180 pages
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The law requires general education teachers to identify students with disabilities in their classrooms, and although severe cases are easily noted, the majority of teachers are unable to spend much one-on-one time with each student and do not have the experience or background to catch the tell-tale signs of specific learning disabilities. As a result, many students with mild to moderate learning disabilities remain unidentified and struggle through the educational system without aid.

Drawing from her experience as an educational psychologist, general education and special education teacher, Hannell has developed this guide with checklists and action plans to help the harried general education teacher quickly and easily identify children with learning disabilities, ensuring that these children receive the specialized attention and services they need.

 

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Contents

The Special Education Disability Identification Process
1
Which Checklist to Use?
13
Autism Spectrum Disorders ASD
19
Emotional or Behavioral
37
Mental Retardation
79
Other Health Disabilities
91
Specific Learning Disability
111
Other Special Needs
133
Warning Signs of Sensory Impairment
173
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__________________________ Date _______ _________________________________________________________ Each item 2001 Publisher 2006 by Corwin Action Plans adults age _______ Name American Psychiatric Association Anxiety Disorder applies 3 Severe appropriate Asperger Syndrome assessment Attention-Deficit Disorder Attention-Deficit/Hyperactivity Disorder BEHAVIORAL DISORDERS checklist ___________________________________________________ Relationship Checklists and Action Child Abuse child or adolescent children and adolescents CHILDREN WITH SPECIAL completing checklist ___________________________________________________ Conduct Disorder Corwin Press Date _______ Student’s Date of publication David Fulton Developmental Coordination Disorder Dyslexia Dyspraxia EMOTIONAL DISTURBANCE extent 2 Moderate Giftedness immature inattentive intervention strategies ISBN item that applies Language Impairment Low Self-Esteem Mental Retardation MSc Registered Psychologist name __________________________ Date Oppositional Defiant Disorder parents person completing checklist Plans for Teachers problems psychiatrist purchased this book Reprinted from Identifying Reproduction authorized Selective Mutism social special education SPECIAL NEEDS Specific Learning Disability student _________________________________________________________ student with Asperger student with Autism Student’s age _______ Student’s name __________________________ students with Mental Thousand Oaks Tourette’s Syndrome www.corwinpress.com

About the author (2006)

Glynis Hannell has a BA (Hons) in Psychology and an MSc in Child Development, both from London University. She has worked as an educational and developmental psychologist in education departments, child health organizations, and child development units. She has also lectured in child development at the University of South Australia. She is currently a consultant psychologist working with children and adolescents with special needs, their teachers, their parents and caregivers, and other professionals. She contributes to professional conferences and professional inservice training programs.

Fullarton House - Assessment Therapy and Teaching; Educational Psychologist

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