Teaching Students with Learning Disabilities: A Step-by-Step Guide for Educators

Teaching Students with Learning Disabilities: A Step-by-Step Guide for Educators

By: Roger Pierangelo (author), George A. Giuliani (author)Hardback

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Description

"Provides the reader with a very clear understanding of the student with learning disabilities. This book addresses in detail all the possible processing weaknesses and provides strategies to help a student access the general education curriculum. It's something you can pick up, locate valuable information in, and refer to time and again." -Esther M. Eacho, Special Education Teacher Fairfax County Public Schools, VA Discover how to effectively meet the needs of students with learning disabilities! Learning disabilities (LD) vary with each student, and teaching strategies for learners with LD must be responsive to individual differences. Written in an easy-to-read format by experts in special education, this step-by-step guide presents a comprehensive look at learning disabilities, such as cognitive or memory deficits, social-emotional problems, and dyslexia, and discusses appropriate academic instruction, behavioral interventions, and classroom accommodations for learners with LD. Aligned with the reauthorization of IDEA 2004, this resource also covers communicating with parents, the school's responsibilities in the special education process, and legal issues for educators and parents. General and special education teachers will find numerous reproducible forms, a complete glossary of terms, and information on topics such as: - Promoting positive social interactions IEP development and educational placement options - Postsecondary education options, vocational assessments, and other transition services - The role of Response to Intervention (RTI) Teaching Students With Learning Disabilities provides an invaluable set of tools to help teachers create a positive learning environment and foster a sense of belonging for all learners.

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About Author

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators. George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics. Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology. Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

Contents

Dedications About the Authors Preface 1. Overview of Learning Disabilities IDEA Definition of a Specific Learning Disability Overview of Specific Learning Disabilities Key Facts About Learning Disabilities Causes of a Specific Learning Disability Age of Onset for Specific Learning Disabilities Gender Features for Specific Learning Disabilities Cultural Features for Specific Learning Disabilities Familial Patterns for Specific Learning Disabilities Co-morbidity for Specific Learning Disabilities Discrepancy in Diagnosing a Learning Disability The Exclusionary Clause Characteristics of Specific Learning Disabilities Educational Implications of Specific Learning Disabilities 2. Characteristics of Children With Learning Disabilities Overview Academic Achievement Deficits Language Deficits Disorders of Attention Achievement Discrepancy Memory Deficits Cognitive Deficits Metacognition Deficits Social-Emotional Problems Nonverbal Learning Disorders (NLD) Motivational and Attribution Problems Perceptual Deficits 3. Types of Learning Disabilities Auditory Processing Disorders Dyscalculia (Arithmetic Disorder) Dysgraphia (Writing Disorders) Dyslexia (Reading Disorders) Dysorthographia (Spelling Disorders) Nonverbal Learning Disabilities (Nonverbal Learning Disorders or NLD) Organizational Learning Disorders Social Cue Disorder Visual Processing Disorders 4. Eligibility Criteria for Learning Disabilities Step I. Becoming Familiar With the Characteristics of Students With Specific Learning Disabilities Step II. Determining the Procedures and Assessment Measures To Be Used Step III. Determination of Eligibility for a Diagnosis of a Specific Learning Disability 5. Responsiveness to Intervention (RTI) Overview of Responsiveness to Intervention (RTI) Purpose of RTI Importance of RTI Is RTI a New Approach? Core Principles of RTI Rationale for Replacing the Discrepancy Model With RTI Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy Why RTI Was Considered in the Process of SLD Determination The Role RTI Should Play in the Identification of Children With Specific Learning Disabilities Can RTI Be Used as the Sole Determinant for SLD Classification? In the Big Picture, How Does RTI Fit Into the Determination of LD Process? Continuum of Intervention Support for At-Risk Students Parent Involvement, An Important Component for Successful RTI Programs Fidelity The RTI Process for Teachers What Teachers Need in Terms of Professional Development and RTI 6. Effective Teaching Strategies for Students With LD Academic Instruction Behavioral Interventions Classroom Accommodations 7. Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting Introduction Review of Inclusion Principles of Effective Inclusion Why Are Social Skills Important? Social-Cognitive Skill Development The Role of Social Skills at School Strategies to Foster a Sense of Belonging in the Inclusion Classroom Creating a Positive Inclusion Classroom Climate Teaching Social Skills Through Role-Playing and Observation The Inclusion Classroom Teacher's Power to Model Acceptance Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting 8. IEP Development and Educational Placement Options for Students With Learning Disabilities Overview of the IEP Committee Members of the IEP Committee Responsibilities of the IEP Committee IDEA 2004 and IEP Committee Meeting: What to Know Development of the Information Packet for Presentation to the IEP Committee Required Forms How Recommendations for Classification Are Made by the IEP Committee Specific Educational Placement (LRE) Considerations According to IDEA 2004 Appealing the Decision of the IEP Committee Other Roles of the IEP Committee IEP Development Components to Be Included in the IEP Questions and Answers About the IEP Under IDEA 2004 9. Transition Services for Students With Learning Disabilities The Transitional Process The Intent of Transition Services The Importance of Transition Services for Individuals With Learning Disabilities The Introduction of Transition Services The Individualized Transition Plan (ITP) Transition Services Special Considerations for Students With Learning Disabilities Employment Services Vocational Assessments Leisure/Recreational Experiences Advantages of Special Leisure Programs Individual Concerns When Faced With Leisure Activities Postsecondary Education Options When to Begin College Planning Understanding Legal Rights Pertaining to Postsecondary Education Identifying the Desirable Characteristics of a College Disability-Related Support Services Assistive Technology Glossary References Index

Product Details

  • publication date: 29/07/2008
  • ISBN13: 9781412916004
  • Format: Hardback
  • Number Of Pages: 192
  • ID: 9781412916004
  • weight: 558
  • ISBN10: 1412916003

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  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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