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999			_c2641 _d2641
001			15134981
003			OSt
005			20190924144450.0
008			080110s2008 cau b 001 0 eng
010			_a 2008001268
015			_aGBA859668 _2bnb
016	7		_a014596411 _2Uk
020			_a9781412916004 (cloth)
020			_a1412916003 (cloth)
020			_a9781412916011 (pbk.)
020			_a1412916011 (pbk.)
035			_a(OCoLC)ocn185031318
035			_a(OCoLC)185031318
040			_aDLC _cDLC _dBTCTA _dBAKER _dYDXCP _dUKM _dC#P _dBWX _dCDX _dDLC
043			_an-us---
050	0	0	_aLC4705 _b.P495 2008
082	0	0	_a371.904 3 PIE G _222
100	1		_aPierangelo, Roger.
245	1	0	_aTeaching students with learning disabilities : _ba step-by-step guide for educators / _cRoger Pierangelo, George Giuliani.
260			_aThousand Oaks, CA : _bCorwin Press, _cc2008.
300			_axvi, 173 p. ; _c26 cm.
504			_aIncludes bibliographical references (p. 162-171) and index.
505			_aDedications 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
650		0	_aLearning disabled children _xEducation _zUnited States.
650		0	_aSpecial education _zUnited States.
700	1		_aGiuliani, George A., _d1938-
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/fy0805/2008001268.html
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS