Teaching Students With High-Incidence Disabilities
Strategies for Diverse Classrooms
- Mary Anne Prater - Brigham Young University, USA
Mild/Moderate Disabilities
To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and strategies for teaching students with special needs, and includes examples throughout in the form of scripted lesson plans. Real-world classrooms are brought into focus through teacher tips, embedded case studies, and technology spotlights to enhance student learning. The book also emphasizes diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students.
| Definitions and Prevalence Rates |
| Characteristics that Impact Instruction |
| Diverse Populations |
| Key Legislation |
| Common Core and Standards |
| The Individualized Education Program (IEP) Process |
| The IEP Document |
| Service Delivery |
| IEP Review and Revision |
| Aligning Curriculum, Standards, and IEPs |
| Summary |
| Review Questions |
| Activities |
| Models of Working Together |
| Working to Improve Teacher Performance |
| Collaboration as a Process |
| Working With Specific Groups |
| Collaborating Across Diverse Cultures |
| Summary |
| Review Questions |
| Activities |
| Behavioral Model |
| Classroom Management |
| Physical Classroom |
| Effective Time Management |
| Classroom Scheduling |
| Classroom Rules |
| Behavior Management Techniques |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Assistive Technology |
| Technology Integration Across the Curriculum |
| Specific Technology Tools |
| Computer-Assisted Instruction |
| Online and Blended Learning |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Types and Purposes of Assessment |
| Standardized Tests |
| Assessment in the Classroom |
| Summary |
| Review Questions |
| Activities |
| Teacher Effectiveness Variables |
| Direct Teaching |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Importance of General Education Supports |
| Multitiered Systems of Supports (MTSS) |
| Models for Supporting Students in General Education |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Cooperative Learning |
| Implementing Cooperative Learning |
| Cooperative Learning and Teacher-Directed Instruction |
| Cooperative Learning With Students With Disabilities |
| Peer Tutoring |
| Reciprocal Peer Tutoring |
| Peer-Assisted Learning Strategies (PALS) |
| Nonreciprocal Peer Tutoring |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Strategies for Learning |
| Attention Strategies |
| Mnemonic Strategies |
| Organizing Strategies |
| Study Strategies |
| Study Guides |
| Test-Taking Strategies |
| Specific Test-Taking Strategies |
| Notetaking Strategies |
| Teacher Instruction to Facilitate Notetaking |
| Guided Notes |
| Creating Learning Strategies |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Reading and Writing Disabilities |
| Reading and Writing Foundations |
| Reading Instruction |
| Writing Instruction |
| Reading/Writing Language Arts Standards |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Mathematics Disabilities |
| Mathematics Content |
| Number Sense and Numerical Power |
| Mathematics Standards |
| Effective Instruction for Students With Math Disabilities |
| Teacher-Directed Instruction |
| Specific Mathematics Strategies |
| Teaching Advanced Mathematics |
| Math Response to Intervention |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Curriculum Design and Unit Development |
| General Strategies Across Content Areas |
| Science |
| Social Studies |
| Integrative Curriculum |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Importance of Social and Emotional Learning (SEL) |
| Promoting Prevention and Early Intervention |
| Identifying Students With Social and Emotional Concerns |
| Teaching Social and Emotional Competence |
| Emotional Regulation |
| Social Skills |
| Self-Management |
| Implications for Culturally and/or Linguistically Diverse Students |
| Summary |
| Review Questions |
| Activities |
| Transition Services |
| Learn, Work, Live, and Play |
| Involving Stakeholders |
| Implications for Culturally and/or Linguistically Diverse Students and Families |
| Summary |
| Review Questions |
| Activities |
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