Urgent 7

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Assignment 1

After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives, and discuss what you will do to further develop students’ knowledge and skills.

Complete the Post-Test and Post-Assessment tables in STEP Standard 6. Respond to the questions in Standard 6 based on the assessment results.

APA format is not required, but solid academic writing is expected.

Assignment 2

 

Review the InTASC standards as they apply to this evaluation. Be prepared to discuss the standards with your GCU faculty supervisor during the second observation and the importance to the professional educator.

The GCU faculty supervisor will observe your teaching performance and complete the Clinical Practice Evaluation 2. For this assignment, you will submit the completed Clinical Practice Evaluation 2 to the LMS. The final score on your evaluation will determine your total points for this assignment.

Assignment 3

 

At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed your students’ knowledge and abilities related to your targeted content.

Collaborate with your cooperating teacher/mentor to design a unit of instruction that aligns to state content standards. Include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Implement your unit and analyze data to determine learning outcomes.

Follow the instructions found in the STEP Template. Complete STEP Standards 3-5 that includes the following:

  • Assessment and Data Literacy
  • Unit and Lesson planning
  • Implementation of Instructional Unit: Create a video using any video recording device. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Assignment 4

 

Reflective practice is crucial in education and becomes the foundation for ongoing growth and development as a professional. Once you have implemented the lessons within your unit, you should reflect on how the instructional practices influenced the learning outcomes. The assessment data provides tangible evidence that you can use to tie outcomes back to instruction. You should also determine what revisions you could make to the design of the unit in order to improve student learning.

After analyzing and reflecting on your experiences developing and delivering your instructional unit, complete STEP Standard 7. In the template, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction, as well as your plan to reach each short-term goal.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Include your “STEP Template” in your “Professional Teaching Portfolio” under the section “Instruction/Classroom Management.”

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SEC-590 SEC-590-O102 STEP Standard 6 – Analysis of Student Learning 30.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Post-Assessment Data Analysis: Whole Class 20.0% Not addressed. Post-assessment data collection and analysis insufficiently interprets student learning outcomes and includes unrelated examples of student learning that do not sufficiently support analysis. Post-assessment data collection and analysis inexplicitly interprets student learning outcomes and includes artificial examples of student learning that superficially support analysis. Post-assessment data collection and analysis logically interprets student learning outcomes and includes concise examples of student learning to support analysis. Post-assessment data collection and analysis comprehensively interprets student learning outcomes and includes thoughtful examples of student learning to substantiate analysis.
Post-Assessment Data Analysis: Subgroup 20.0% Not addressed. Post-assessment data collection and analysis insufficiently interprets subgroup’s learning outcomes and includes unconvincing examples of student learning that do not support analysis. Post-assessment data collection and analysis inexplicitly interprets subgroup’s learning outcomes and includes artificial examples of student learning that superficially support analysis. Post-assessment data collection and analysis logically interprets subgroup’s learning outcomes and includes concise examples of student learning to support analysis. Post-assessment data collection and analysis comprehensively interprets the subgroup’s learning outcomes and includes thoughtful examples of student learning to substantiate analysis.
Post-Assessment Data Analysis: Remainder of Class 20.0% Not addressed. Post-assessment data collection and analysis insufficiently compares subgroup to remainder of class. Post-assessment data collection and analysis inexplicitly compares subgroup to remainder of class. Post-assessment data collection and analysis sufficiently compares subgroup to remainder of class. Post-assessment data collection and analysis thoughtfully compares the subgroup to remainder of class.
Effect on Student Learning 20.0% Not addressed. Effect of instruction and assessment on student learning, as well as future implications, is unrealistically analyzed and lacks examples to support claims. Effect of instruction and assessment on student learning, as well as future implications, is vaguely analyzed with a lack of strong examples to support claims. Effect of instruction and assessment on student learning, as well as future implications, is clearly analyzed with sufficient examples to support claims. Effect of instruction and assessment on student learning, as well as future implications, is comprehensively analyzed with well-crafted examples to support claims.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 20.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%

Leadership Preference Reflection Essay- Final Draft

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You will begin completion of your final draft by reviewing the recommendations from the SmartThinking tutor. After making the corrections in your final document, you will add in at least three sentences related to Strengths-Based and/or Servant Leadership. You can add a fourth paragraph to address the new topics, or you can add them to one of your existing paragraphs. As a review, your work should include the following:

  • Paragraph 1: Identify your leadership preference(s) and describe why the different aspects appeal to you most. Include specific terms or examples from the resources to identify your preferences.
  • Paragraph 2: Describe what experiences you have as a leader, or your experience(s) with other leaders that support your preferences as areas you want to develop as a leader. You may include examples of leaders that have not demonstrated strengths in the areas you noted and how their lack of leadership in that area helped support your decision. (Sometimes we learn how to be a good leader by experiencing bad leadership).
  • Paragraph 3: Describe how you will use your strengths and preferences in leadership within at least one setting. You may not be leading a group at this time, but there are opportunities to act as a leader at work, at home, and in classes, so you can apply your understanding of your leadership in any of these settings.
  • Paragraph 4 or included in the prior paragraphs: Discuss how the concepts of Strengths-Based and/or Servant Leadership would or would not compliment your leadership preferences or if you would not choose to incorporate these concepts in your leadership.

Decoding Tasks Assessment Quiz

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IMPORTANT: AFTER PURCHASE, OPEN THIS PAGE AGAIN AND SCROLL DOWN BELOW TO DOWNLOAD FILES WITH ANSWERS.

1. Brainstorm different ideas for writing an original story.

2. Invent a video game and include detailed, step-by-step instructions on how to play.

3. Operate the vacuum cleaner according to the illustrations provided.

4. Pretend you are going on vacation tomorrow.  Concoct a list of ideal vacation destinations in order of importance.

5. Imagine you were stranded on a desert island.  What would be the first thing you would do?

6. Describe, in 300 words, a recent major political event.

7. Explain the engineering behind light-speed rails.

8. In alphabetical order, list the names of each continent.

9. Compare and contrast the current models of the Dodge Ram truck and the Toyota Tundra truck.

10. Using facts from your research, describe the natural habitat of the polar bear.

11. Review your assignment from beginning to end.

12. Put in chronological order and explain the history of the internet.

13. Predict what cars will be like in 20 years.  Explain your ideas in detail and provide illustrations.

14. Estimate the distance between your home and your state’s capital.

15. Assemble the model car using the materials provided

Universal Learning Characteristics

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If you have any question please let me know, please just dont write anything.

NO LATE WORK PLEASE

Universal Learning Characteristics

In this assignment you will demonstrate your understanding of the learning objective: Identify universal learning characteristics of students with mild to moderate disabilities.  Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, 2 and 6.

Although every child is unique, those with similar categorized disabilities, have universal learning and behavior characteristics.  For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities.  Similarly, universal proactive classroom intervention techniques for children with mild to moderate behavior disabilities have also been demonstrated to be a successful approach to addressing these individualized needs.

Instructions
Create a graphic organizer using Popplet ( http://www.popplet.com/ ) or Microsoft Word  (http://culturequest.us/creatinggraphicorganizersa.htm) to demonstrate universal learning and behavior characteristics and strategies for a disability of your choice.  Use table 2.1 “Generally Accepted Categorical Descriptions of Students with Mild Disabilities” and table 2.2 “Summary of Instructional Strategies by Functional Domains” to identify a population and their characteristics.  Here is a model to follow:

  • Universal Learning Characteristics 
    http://popplet.com/app/#/2229785

Content Expectations

  • Define, in one sentence, the disability you’ve chosen.
  • Describe at least five universal behavior characteristics for the population of students you’ve chosen.
  • Explain at least five behavior strategies to support the Universal Behavior Characteristics.
  • List at least three resources you accessed to identify Universal Behavior Characteristics and strategies.
  • Describe at least five universal learning characteristics for the population of students you’ve chosen.
  • Explain at least five instructional strategies to support the universal learning characteristics of the population of student’s you’ve chosen.
  • List at least three resources you accessed to identify universal learning characteristics and instructional strategies.

Written Expectations

  • APA Formatting: Use APA 6th edition formatting consistently throughout the timeline.
  • Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement: Reference the website or video selected in the appropriate section.
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    2.1 CROSS-CATEGORICAL CHARACTERISTICS OF…

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    CROSS-CATEGORICAL CHARACTERISTICS OF STUDENTS

    Special education labors under the weight of two contradictory beliefs. The first is that each student is unique in his or her individual learning needs. That is why all students are required by law to have an individual education program. The second belief is that there are homogeneous groups of mild disabilities that can be described, classified, and remediated. The categorical system led to the formulation and separation of mild intellectual disability, emotionally disturbances, and learning disabilities. We can see the results of this bipolar perspective in the debate over whether students with mild special needs are best served in special education or general education programs.

    It’s reasonable to categorize students with developmental disabilities (e.g., autism) because at the more severe learning level, emotional characteristics and etiological roots are identifiable. However, at the mild level, there is overlap between learning and emotional characteristics of students. Historically, certain characteristics have been attributed to students with mild disabilities. Table 2.1 shows categorical descriptions of students with mild disabilities. These characteristics are not descriptive of individual students. They are general characteristics of mild intellectual disability, learning disability, or emotional/emotional disorder.

    TABLE 2.1 Generally Accepted Categorical Descriptions of Students with Mild Disabilities

    MILD MENTAL RETARDATION EMOTIONALLY DISTURBED (ED) BEHAVIORAL DISORDERED (BD) LEARNING DISABLED
    Cognitive Subaverage intellectually. Eligibility criteria: 2 SDs below the mean (50–75 IQ); often demonstrate short memory span, difficulty transferring learning, inability to project beyond the present situation, poor reasoning skills, poor abstract thinking, attention deficits. Average to low-average intelligence scores; behavior interfaces with test scores. Average or above average intellectually. Mental processing dysfunctions affect thinking and learning abilities.
    Academic Delayed academically. Demonstrates expectancy of failure, has slow learning rate, repeats unsuccessful strategies or behaviors, does not attempt new tasks. Behavior interfaces with school achievement.

    Weak, average, or superior academic performance.

    		 Have processing deficits. Lack generalization skills, demonstrate learned helplessness, work slowly on tasks, may or may not have developed coping skills.
    Adaptive Eligibility criteria specifies poor adaptive skills. Hyperactive, low tolerance/frustration, easily fatigued, moral judgment comparable to mental age. Delayed community-family adaptive skills. Discipline problem. May have anxiety, fears, physical pain.

    May be unhappy or depressed.

    		 Learn to compensate for deficiencies.

    Dependency needs. Outer directed.
    Social Socially and emotionally immature.

    Unfavorable self-concept.

    Lacking in self-esteem. Susceptible to peer influences.

    		 Poor peer relations.

    Disruptive behavior/conduct problems.

    May be shy/withdrawn or aggressive.

    Disturbing behavior demonstrated in various settings. Often elicit emotional responses in others.

    		 Lack social insightfulness.

    Poor self-esteem.

    Susceptible to peer influences.

    Often feel inferior but want acceptance.
    Perceptual-Motor Delayed developmental skills affect perception and motor abilities. Intact perceptual and motor skills generally. Impaired perceptual and motor abilities.

    Eye–hand coordination problems.

    Awkward.

    May lack orientation skills.
    Language Speech/language delayed or deficient.

    Poor social communication.

    		 Spoken content problems (e.g., profane, argumentative, disrespectful language). Receptive, integrative, and expressive language difficulties.

    Deficient processing abilities.

    Poor social communication.
    General Characteristics Manifest problems adapting to the environment.

    Lag behind in most academic areas.

    Perform best at physical/motoric skills.

    		 Display behavior that is persistent and incompatible with cultural norms to a significant extent.

    May have concomitant academic deficits.

    		 Manifest specific learning problems in one or two academic areas.

    May have concomitant negative behavioral manifestations.

    Table 2.2 identifies generally accepted instructional strategies for students with mild disabilities across the three categories of mild intellectual disability/emotional disturbance, and learning disabilities. The categorical approach to teaching students with mild disabilities begins to unravel when researchers investigate what happens in special education classrooms. Hallahan and Kauffman (1982) found that instruction matched to characteristics of specific mild disabilities is largely nonexistent. The authors observed:

    Anyone, who happens to look in on each of three special classes or resource rooms for mildly disturbed, mildly retarded, or learning disabled children is not likely to see very different teaching techniques being used. … The appropriate teaching strategies and the materials used are very nearly the same for each of the three areas. (p. 435)

    Note: These characteristics have historically been attributed to each category. Individual students’ profiles will vary considerably.

    TABLE 2.2 Summary of Instructional Strategies by Functional Domains

    MILD MENTAL RETARDATION BEHAVIOR DISORDER LEARNING DISABILITY
    Cognitive Identify stage of cognitive development.

    Match teaching style to student level of development and learning style.

    		 Make lessons relevant by connecting to meaningful experience outside of school. Teach metacognitive, “how-tolearn” skills.

    Teach study skills.
    Academic Provide early childhood education.

    Teach thinking/problem-solving skills.

    Teach functional/career skills.

    		 Focus on enhancing motivation to learn.

    Provide emotional support.

    Build on student experiences.

    		 Teach students self-monitoring strategies.

    Analyze products and performance for learning disability clues.
    Language Emphasize intuitive skills and high interest in reading. Use systematic analysis of skills and progress.

    Respect cultural differences.

    		 Emphasize congruent communication: “sane” and “I” messages.

    Accept student feelings; promote expression of feelings.

    		 Utilize alternatives to phonics such as whole language and right-hemispheric activities.

    Identify specific language processing deficits and teach coping skills.
    Social Emphasize activities to build confidence and self-esteem. Teach social skills. Establish a proactive behavior management program. Teach social skills. Teach social perception skills. Teach social behavioral skills.

    Similarly, Ysseldyke and associates (1982) suggested that a student diagnosed as having a learning disability may not require instructional treatment different from that of youngsters with intellectual disabilities or emotional disorders. The authors also state that many students without disabilities can benefit from specialized instruction designed for students with mild disabilities.

    SPEEDBUMP—A noted special educator once said if you want to discriminate between a student with a learning disability and a student with a reading problem, you might as well flip a coin.

    Generalities about Mild Learning Disabilities

    Some generalities can be made about students with mild disabilities—who they are and who they are not.

    ■ Students with mild intellectual disabilities, learning disabilities, and emotional disturbance are the largest subgroup of students receiving special education services.

    Since 1976, a prevalence figure of 11 to 12 percent for special education students has been reported by the U.S. Department of Education (2007). We estimate that of the number of students identified, those with mild disabilities are approximately 80 percent of the total special education population. The population of students with mild disabilities receiving special education constitutes approximately 9 percent of the total school population.

    ■ Students with mild disabilities are identified during school years.

    Mild disabilities usually are unrecognizable before entering and after exiting school. The physical appearance of these students is like that of students without disabilities. There are no differences in facial features or body dimensions. Students with mild disabilities are, in almost all respects, physically normal children who have encountered learning problems. Consequently, they remain unidentified until entry into public school, and they mesh into the mainstream of society upon leaving school. Acquaintances and employers usually don’t make a connection between social and work difficulties and the fact that, at one time, an individual received special education services.

    ■ Evaluations of mild intellectual, emotional, and learning disabilities are inconsistent.

    Education is not precise in pinpointing students with mild disabilities. Consider a scenario in which a virus would be identified by different criteria in the various states. An infected child traveling cross-country would be diagnosed as sick in one state and healthy in the next. Despite the difference in diagnosis, the child would still be ill.

    This is the problem with mild disabilities. Because there are no standard state criteria, some students are diagnosed accurately while others are misevaluated as false positives or false negatives. A false positive means that some students are incorrectly identified as having a mild disability, whereas, with a false negative, some students who have a mild disability are overlooked.

    Unreliable evaluations are complicated by the diversity of behaviors that are subsumed under the category learning disabled. Everybody has trouble in school at one time or another. As James Ysseldyke, an authority on special education assessment practices, pointed out, at one time or another 80 percent of all American schoolchildren could be identified as having a learning disability.

    Similar troublesome problems are observed across these categories when we must determine which mild disability category fits a student. An analogy could be that of a preschool child attempting to put geometric shapes into the right holes of a container. When the particular objects do not fit into any of the holes, he just pounds on them or pushes harder to make them go in. Perhaps a hypothetical student with mild disabilities is like a square shape (Figure 2.1). We try to shove her into the circle representative of mild intellectual disability, or, seeing at least two straight sides, we try to push her into the triangle representative of learning disabilities. If that does not work, then we try the behavior rectangle because, even though it does not have all sides equal, it does have four sides like a square. The child may not have the exact dimensions of the category, but she is similar enough to all three that we figure if we just try hard enough, she can make a fit with one of them.

    Common characteristics of students with mild disabilities are listed in clusters in Figure 2.2.

    ■ Students with mild disabilities are those who are most likely to be taught in a general education classroom inclusion program.

    Special education services for students with mild disabilities usually are provided in the general classroom and/or in a combination of general and special education services. For these students, the key issue is the effectiveness of the education they are receiving in both types of classrooms.

    For every study that presents gains by students with mild disabilities in general education classrooms, there is a contradictory study that demonstrates gains through services from placement in resource rooms (Fuchs & Fuchs, 1986; Marston, 1988; Villa, Thousand, Stainback, & Stainback, 1999; Henley, 2004). Educators are attempting to refocus this murky picture by shifting the viewfinder from where students are educated to what teaching methods work best. In subsequent chapters, you will find that many strategies that work well with students in general education are just as useful for teaching students with mild disabilities, and vice versa. Good teaching is a constant that cuts across both special and general education.

    FIGURE 2.1 School Category Machine

    image

    Illustration by Lois Creech.

    FIGURE 2.2 Common Characteristics of Students with Mild Disabilities

    image

    ■ Similar instructional strategies work with both general and special education students.

    Effective instructional approaches that have found common ground among teachers of students with mild disabilities as well as general educators include cooperative learning, peer tutoring, social skill instruction, phonics, career education, and behavior modification. Students within all three mild disabilities categories participate in inclusion programs in which they are instructed together in large or small groups with their general education peers. Similar behavior management approaches are used with all students with mild disabilities including functional behavior assessment, positive reinforcement, and positive emotional supports.

    SPEEDBUMP—If you had to select Karl, Jackie, or José for your inclusion classroom which student would you choose?

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      1.  2.1 CROSS-CATEGORICAL CHARACTERISTICS OF…

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        • Notebook
        • Chapters
        • Notations
        1. Cover Page
        2. Half Title Page
        3. Title Page
        4. Copyright Page
        5. Contents
        6. Preface
        7. Acknowledgments
        8. About the Authors
        9. toggle CHAPTER ONE Foundations…
          1. VIGNETTE: JAKE, MARY, F…
          2. 1.1 THE ROOTS OF SPECIA…
          3. 1.2 DIVERSITY
          4. 1.3 ENDING HANDICAPPIS…
          5. 1.4 FEDERAL LAWS
          6. 1.5 WHO RECEIVES SPECI…
          7. 1.6 HOW MANY STUDENTS…
          8. 1.7 STUDENTS WITH MILD…
          9. 1.8 LABELING
          10. 1.9 WHAT TO TEACH STUD…
          11. 1.10 WHERE TO TEACH ST…
          12. 1.11 HOW TO TEACH STUD…
          13. SUMMARY
          14. ACTIVITIES
        10. toggle CHAPTER TWO Overview of…
          1. VIGNETTE: TALE OF THRE…
          2. 2.1 CROSS-CATEGORICAL…
          3. 2.2 CROSS-CATEGORICAL…
          4. 2.3 ATTENTION DEFICIT HY…
          5. 2.4 PERVASIVE DEVELOPM…
          6. 2.5 ASPERGER’S S…
          7. 2.6 NONVERBAL LEARNIN…
          8. 2.7 CAUSES OF MILD DISA…
          9. 2.8 POPULATION AT RISK
          10. 2.9 PROBLEMS WITH LEAR…
          11. SUMMARY
          12. ACTIVITIES
        11. toggle CHAPTER THREE Students…
          1. VIGNETTE: LARRY
          2. 3.1 BACKGROUND
          3. 3.2 DEFINITION AND IDENT…
          4. 3.3 CAUSES OF MILD INTE…
          5. 3.4 DISPROPORTIONATE R…
          6. 3.5 CHARACTERISTICS
          7. 3.6 TEACHING APPROACH…
          8. SUMMARY
          9. ACTIVITIES
        12. toggle CHAPTER FOUR Students w…
          1. VIGNETTE: PROBLEM BEH…
          2. 4.1 FOUNDATIONS OF EMO…
          3. 4.2 DEFINITION AND IDENT…
          4. 4.3 PREVALENCE OF EMO…
          5. 4.4 ATTENTION DEFICIT HY…
          6. 4.5 CAUSES OF EMOTIONA…
          7. 4.6 DISTURBED OR DISTU…
          8. 4.7 THE ECOLOGICAL MOD…
          9. 4.8 CHARACTERISTICS
          10. 4.9 COGNITIVE
          11. 4.10 POSITIVE BEHAVIOR…
          12. SUMMARY
          13. ACTIVITIES
        13. toggle CHAPTER FIVE Students wit…
          1. VIGNETTE: DAVID
          2. 5.1 FOUNDATIONS OF LEA…
          3. 5.2 DEFINITION AND IDENT…
          4. 5.3 CHARACTERISTICS
          5. 5.4 APPROACHES FOR TE…
          6. 5.5 YOUNG ADULTS
          7. SUMMARY
          8. ACTIVITIES
        14. toggle CHAPTER SIX The Inclusive…
          1. VIGNETTE: MONROE ELEM…
          2. 6.1 LEAST RESTRICTIVE E…
          3. 6.2 INCLUSION
          4. 6.3 COLLABORATION
          5. 6.4 INCLUSION MODELS
          6. 6.5 COLLABORATIVE INST…
          7. 6.6 COMMON GROUND
          8. SUMMARY
          9. ACTIVITIES
        15. toggle CHAPTER SEVEN Learning…
          1. VIGNETTE: JERRY WILLIA…
          2. 7.1 TODAY’S SCHO…
          3. 7.2 STUDENT-CENTERED L…
          4. 7.3 TEACHER-DIRECTED M…
          5. 7.4 TECHNOLOGY
          6. 7.5 FUNCTIONAL CURRICU…
          7. 7.6 COMPREHENSIVE TEA…
          8. SUMMARY
          9. ACTIVITIES
        16. toggle CHAPTER EIGHT Instructing…
          1. VIGNETTE: SHIRLEY ALLE…
          2. 8.1 BEST TEACHING PRAC…
          3. 8.2 INSTRUCTIONAL ACCO…
          4. 8.3 THE EDUCATOR’…
          5. SUMMARY
          6. ACTIVITIES
        17. toggle CHAPTER NINE Classroom…
          1. VIGNETTE: JOE CLARK
          2. 9.1 DISCIPLINE: AN OVERV…
          3. 9.2 PROACTIVE DISCIPLIN…
          4. 9.3 POSITIVE BEHAVIOR S…
          5. 9.4 MANAGING STUDENT B…
          6. 9.5 MANAGING CONFLICT…
          7. 9.6 PUNISHMENT
          8. 9.7 PUTTING THEORY INT…
          9. SUMMARY
          10. ACTIVITIES
        18. toggle CHAPTER TEN Teaching So…
          1. VIGNETTE: DEBBIE
          2. 10.1 EMOTIONAL INTELLIG…
          3. 10.2 TEACHING SOCIAL SK…
          4. 10.3 A SAMPLE SOCIAL SKI…
          5. 10.4 CHARACTER EDUCATI…
          6. 10.5 MORAL DEVELOPMEN…
          7. 10.6 SOCIOMETRICS
          8. 10.7 A FUNCTIONAL MODE…
          9. SUMMARY
          10. ACTIVITIES
        19. toggle CHAPTER ELEVEN Building…
          1. VIGNETTE: EILEEN
          2. 11.1 AMERICA’S CHI…
          3. 11.2 FAMILY MEMBERS AN…
          4. 11.3 BENEFITS OF FAMILY-…
          5. 11.4 UNDERSTANDING FA…
          6. 11.5 SUPPORT FOR FAMILI…
          7. 11.6 TEACHER-FAMILY ME…
          8. 11.7 THE INDIVIDUAL EDU…
          9. SUMMARY
          10. ACTIVITIES
        20. toggle APPENDIXES
          1. Appendix A: A Chronology
          2. Appendix B: Commonly Used…
          3. Appendix C: Tests
          4. Appendix D: Sample Individu…
        21. References
        22. Photo Credits

        3. Updating list…

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                  • Cover Page
                  • Half Title Page
                  • Title Page
                  • Copyright Page
                  • Contents
                  • Preface
                  • Acknowledgments
                  • About the Authors
                  • +CHAPTER ONE Foundations of Special Education for Students with Mild Disabilities
                    • VIGNETTE: JAKE, MARY, FELIPE
                    • 1.1 THE ROOTS OF SPECIAL EDUCATION
                    • 1.2 DIVERSITY
                    • 1.3 ENDING HANDICAPPISM
                    • 1.4 FEDERAL LAWS
                    • 1.5 WHO RECEIVES SPECIAL EDUCATION?
                    • 1.6 HOW MANY STUDENTS RECEIVE SPECIAL EDUCATION?
                    • 1.7 STUDENTS WITH MILD DISABILITIES
                    • 1.8 LABELING
                    • 1.9 WHAT TO TEACH STUDENTS
                    • 1.10 WHERE TO TEACH STUDENTS
                    • 1.11 HOW TO TEACH STUDENTS WITH MILD DISABILITIES
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER TWO Overview of Students with Mild Disabilities
                    • VIGNETTE: TALE OF THREE STUDENTS
                    • 2.1 CROSS-CATEGORICAL CHARACTERISTICS OF STUDENTS
                    • 2.2 CROSS-CATEGORICAL DISABILITIES
                    • 2.3 ATTENTION DEFICIT HYPERACTIVITY DISORDER
                    • 2.4 PERVASIVE DEVELOPMENTAL DISORDER
                    • 2.5 ASPERGER’S SYNDROME
                    • 2.6 NONVERBAL LEARNING DISORDER
                    • 2.7 CAUSES OF MILD DISABILITIES
                    • 2.8 POPULATION AT RISK
                    • 2.9 PROBLEMS WITH LEARNING
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER THREE Students with Mild Intellectual Disabilities
                    • VIGNETTE: LARRY
                    • 3.1 BACKGROUND
                    • 3.2 DEFINITION AND IDENTIFICATION
                    • 3.3 CAUSES OF MILD INTELLECTUAL DISABILITIES
                    • 3.4 DISPROPORTIONATE REPRESENTATION OF MINORITIES
                    • 3.5 CHARACTERISTICS
                    • 3.6 TEACHING APPROACHES
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER FOUR Students with Emotional Disturbance
                    • VIGNETTE: PROBLEM BEHAVIORS
                    • 4.1 FOUNDATIONS OF EMOTIONAL DISTURBANCE
                    • 4.2 DEFINITION AND IDENTIFICATION
                    • 4.3 PREVALENCE OF EMOTIONAL/BEHAVIORAL DISORDERS
                    • 4.4 ATTENTION DEFICIT HYPERACTIVITY DISORDER
                    • 4.5 CAUSES OF EMOTIONAL DISTURBANCE
                    • 4.6 DISTURBED OR DISTURBING?
                    • 4.7 THE ECOLOGICAL MODEL
                    • 4.8 CHARACTERISTICS
                    • 4.9 COGNITIVE
                    • 4.10 POSITIVE BEHAVIOR SUPPORT
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER FIVE Students with Specific Learning Disabilities
                    • VIGNETTE: DAVID
                    • 5.1 FOUNDATIONS OF LEARNING DISABILITIES
                    • 5.2 DEFINITION AND IDENTIFICATION
                    • 5.3 CHARACTERISTICS
                    • 5.4 APPROACHES FOR TEACHING STUDENTS WITH LEARNING DISABILITIES
                    • 5.5 YOUNG ADULTS
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER SIX The Inclusive Classroom
                    • VIGNETTE: MONROE ELEMENTARY SCHOOL
                    • 6.1 LEAST RESTRICTIVE ENVIRONMENT
                    • 6.2 INCLUSION
                    • 6.3 COLLABORATION
                    • 6.4 INCLUSION MODELS
                    • 6.5 COLLABORATIVE INSTRUCTION
                    • 6.6 COMMON GROUND
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER SEVEN Learning and Teaching
                    • VIGNETTE: JERRY WILLIAMS AND ANN BROWN
                    • 7.1 TODAY’S SCHOOLS
                    • 7.2 STUDENT-CENTERED LEARNING
                    • 7.3 TEACHER-DIRECTED MODELS
                    • 7.4 TECHNOLOGY
                    • 7.5 FUNCTIONAL CURRICULUM
                    • 7.6 COMPREHENSIVE TEACHING
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER EIGHT Instructing Students with Mild Disabilities
                    • VIGNETTE: SHIRLEY ALLEN
                    • 8.1 BEST TEACHING PRACTICES
                    • 8.2 INSTRUCTIONAL ACCOMMODATIONS, MODIFICATIONS, AND STRATEGIES
                    • 8.3 THE EDUCATOR’S TOOL KIT
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER NINE Classroom Management
                    • VIGNETTE: JOE CLARK
                    • 9.1 DISCIPLINE: AN OVERVIEW
                    • 9.2 PROACTIVE DISCIPLINE
                    • 9.3 POSITIVE BEHAVIOR SUPPORT
                    • 9.4 MANAGING STUDENT BEHAVIOR
                    • 9.5 MANAGING CONFLICT SITUATIONS
                    • 9.6 PUNISHMENT
                    • 9.7 PUTTING THEORY INTO PRACTICE
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER TEN Teaching Social Skills
                    • VIGNETTE: DEBBIE
                    • 10.1 EMOTIONAL INTELLIGENCE
                    • 10.2 TEACHING SOCIAL SKILLS
                    • 10.3 A SAMPLE SOCIAL SKILLS CURRICULUM
                    • 10.4 CHARACTER EDUCATION
                    • 10.5 MORAL DEVELOPMENT
                    • 10.6 SOCIOMETRICS
                    • 10.7 A FUNCTIONAL MODEL FOR PROBLEM BEHAVIOR
                    • SUMMARY
                    • ACTIVITIES
                  • +CHAPTER ELEVEN Building Family Partnerships
                    • VIGNETTE: EILEEN
                    • 11.1 AMERICA’S CHILDREN
                    • 11.2 FAMILY MEMBERS AND TEACHERS: VALUABLE PARTNERS
                    • 11.3 BENEFITS OF FAMILY-TEACHER COOPERATION
                    • 11.4 UNDERSTANDING FAMILIES
                    • 11.5 SUPPORT FOR FAMILIES
                    • 11.6 TEACHER-FAMILY MEMBER COMMUNICATION
                    • 11.7 THE INDIVIDUAL EDUCATION PLAN MEETING
                    • SUMMARY
                    • ACTIVITIES
                  • +APPENDIXES
                    • Appendix A: A Chronology
                    • Appendix B: Commonly Used Psychoactive Medications
                    • Appendix C: Tests
                    • Appendix D: Sample Individualized Education Plan (IEP)
                  • References
                  • Photo Credits

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