Teaching of students with learning difficulties or disorders Books

Book SynopsisTo understand the ways people with autism think, Peter Vermeulen argues, we need to try to get inside their world. The latest scientific thinking is clearly explained, and illustrated by numerous personal accounts. This introductory book offers the reader a real window into the autistic mind and the very individual way in which it processes information.Honest and accessible, this book will be invaluable to anyone involved in the care of an autistic child.Trade ReviewThe humour adds greatly to the text and results in a light-hearted and enjoyable read. This does not detract from either the seriousness of the condition or the information provided.Peter Vermeulen intends the book to counter the often negative view of autism. He does this admirably without presenting an idealised picture of the condition. The idea that people with autism are not inferior but unique is a central theme. However he refers to autism as a disability and not just an alternative mode of thinking. -- BulletinWe have no idea what it is to see the world through the eyes of autism. We offend the logic of the autistic mind, we confuse with indirect and non-literal language, we exasperate with our unpredictability and our social obsessions. Translation is vital and Peter Vermeulen makes a great contribution towards that increased understanding with this small book. Anyone who reads it, and reads between the lines of the many wonderful anecdotes and examples, must surely be left with a greater respect for the autistic view of the world, and a sense of the value (as well as the challenge) of these very special minds. -- From the Foreword by Francesca HappéThis is a book that anyone who is even in the slightest measure involved in the lives of individuals with autism must keep on the shelves of his home library. -- Ina van Bercklaer-Onnes, Professor, Leiden UniversityThis is an extremely practical book, very useful to all who have to deal directly with the problem of autism. -- Eddy Daniels, IntermediairTable of ContentsForeword, by Francesca Happé. 1. Just describe me as a computer: About this book. 2. Humorous mechanics: About humour and artificial intelligence. 3. When the sign says red you have to stop: About autistic intelligence I. 4. When life is a dotted line: About social behaviour and identity. 5. The button man: About communications. 6. Applefries: About rigidity. 7. Making coffee is not a 2 + 2 problem: About problems and problem solving. 8. Between the lines: About autistic intelligence II. 9. End notes: About the references in this book. Bibliography. Index.

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Book SynopsisPaediatrician Jeanie McAfee originally created this user-friendly social curriculum for her daughter Rachel, who was diagnosed with Asperger’s at age ten. Since then, it has become a staple for parents and educators. It addresses the most urgent problems facing those with Asperger’s Syndrome, high-functioning autism, and related disorders. Dr. McAfee covers how to increase communication skills, recognize and cope with emotions, recognize and prevent stress, develop abstract thinking skills, address behavioural problems, and much more. Tasks are broken down into small steps, repeated until they are mastered, then generalised. Helpful handouts, templates, and forms will help keep teachers and learners on track.Trade ReviewAfter reading this book you can immediately start a program at home or school."—Dr. Tony Attwood"What a wonderful book! What makes it unique is that the mother and physician are one and the same person!! Dr. McAfee turned her love and concern for her own child into this masterfully practical and accessible book that will provide valuable assistance to children, parents, teachers, and professionals around the world."—Edward Hallowell, M.D., Senior Lecturer, Harvard Medical School, and author of Connect and Driven to Distraction"A superb resource for parents and professionals. . . . it provides clear and thorough cognitive behavioral programs for working with children to develop life skills. . . ."--Marjorie Solomon-Friedman, Ph.D., Post Graduate Researcher/M.I.N.D. Scholar

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Book SynopsisFor all educators grades 3 and up, here is a proven ready-to-use resource that tailors writing experiences to the needs of any student having difficulty writing - even the most reluctant writer. Starting with simple words and progressing to sentences, paragraphs, reports, stories, and essays, Let''s Write! Takes into account all ability levels and learning styles to help each student achieve success. Basic to more advanced skills are presented sequentially in lessons that devote small amounts of time to four diverse tasks. The program provides over 200 activities and over 100 worksheets, and is organized into two parts: Part I - focuses on teaching the basic structures of written language in seven sections: Words, Sentences, Paragraphs, Research Reports, Book Reports, Stories, and Essays. Part II - offers a combination of specific skills development and opportunities for practice in nine sections: Grammar, Editing, Poetry, Literature Connection, Holidays, Letters, Using Table of ContentsAbout This Resource. How To Use This Program. PART ONE Word Writing. Sentence Writing. Paragraph Writing. Writing Research Reports. Writing Book Reports. Writing Stories. Writing Essays. PART TWO Grammar. Editing. Writing Poetry. The Literature Connection. Holidays. Writing Letters. Using The Newspaper. Integrating Writing With Real Life And The Rest Of The Curriculum 1. Gimmicks And Gags. Appendix A: List Ideas. Appendix B: Read Aloud Books. Read-Aloud Books.

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Book SynopsisExamines the rhetorical practices that generate and sustain discrimination against disabled people. Demonstrates how ableist values, knowledge, and ways of seeing pervade Western culture and influence social institutions such as law, sport, and religion.Trade Review“Cherney shows how the powerful but mostly invisible rhetoric of ableism shapes beliefs about disability. Carefully argued case studies—from The Exorcist, to the cochlear implant debate, to the Casey Martin controversy—illustrate how ableism operates through the warrants of ‘deviance is evil,’ ‘normal is natural,’ ‘body is able’ and across epistemic, ideological, and visual dimensions. They form the heart of the book, making it accessible and engaging for use in an undergraduate rhetoric or disability studies course.”—Cynthia Lewiecki-Wilson,coeditor of Embodied Rhetorics: Disability in Language and Culture“As illustrated in this rich examination of ableism in Western society, ableism’s tendency to adapt to different time periods and zeitgeists while naturalizing itself through rhetorical repetition means that Cherney’s study heralds a new field of inquiry that takes ableism, geographical specificity, and rhetoric as its nexus.”—Dominique Salas The Quarterly Journal of SpeechTable of ContentsContentsAcknowledgments1. The Rhetorical Dimensions of Ableism2. Fearing Disability and the Possession Narrative3. Ableism and the Cochlear Implant Debate4. Sport as Ableist Institution5. A Rhetorical Model of Disability Notes Bibliography Index

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Book SynopsisFederal laws such as No Child Left Behind mandate that schools demonstrate how federal funds are being spent on scientifically based programs, making it essential that practitioners know which procedures are most effective for improving academic performance.Table of ContentsChapter 1. General Principles of Evidence-Based Instruction. Chapter 2. Phonological Awareness and Beginning Phonics. Chapter 3. Phonics and Sight Word Instruction. Chapter 4. Reading Fluency. Chapter 5. Vocabulary and Reading Comprehension. Chapter 6. Spelling. Chapter 7. Handwriting and Written Expression. Chapter 8. Basic Math Skills. Chapter 9. Math Problem-Solving.

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Book SynopsisHomeschooling the Child with Autism This practical, highly accessible guide answers parents'' and professionals'' questions about teaching children with autism spectrum disorders at home. The book helps parents decide whether to homeschool and guides them through the process of beginning and maintaining an effective homeschool program. All the essential questions are addressed, such as: How do you know if homeschooling is right for you and your child? Which homeschool program is best for the child''s learning style and needs? How should a family get started? What is the best way to address social, behavioral, and organizational skills when teaching a child with ASD? When should you transition back to a traditional public school setting? The book also contains tips and suggestions from real-life parents who have successfully homeschooled their children with ASD and includes lists of helpful resources for homeschoolTrade Review"This book will be invaluable to families choosing or considering a homeschooling option for their child with ASD. In an easily accessible question-and-answer format, the authors provide practical advice and a wealth of resources that will get parents started, support them through common challenges, and help them create a curriculum that meets not only the academic but also the social and behavioral needs of their child. This book provides a beacon of hope to families struggling with educational options for their child." —Sally Ozonoff, Ph.D., endowed professor, University of California–Davis, M.I.N.D. Institute "This is an excellent sourcebook helping parents make informed decisions about homeschooling their children with ASD. Parents will learn how to schedule lessons across the day to incorporate social and academic learning in an environment that balances sensory and mental health needs. All parents, even those not considering homeschooling, will fi nd this book helpful, as it encourages us to foster active learning in the home environment." —Michelle Garcia Winner, founder of the Social Thinking treatment approach and speech language pathologist, San Jose, CA "A must read for parents and teachers who need guidance and encouragement while teaching children with ASD!" —Cathy Stenzel, mother of son with autism "I appreciated reading well-researched information on the home school experience that actually follows the rules." —Diane Youtsey, director of special education, Eureka (CA) Union School District "This book is a ‘life-line’ to parents who homeschool children with autism. The authors have wonderful insight, recommendations, and thoughtful ideas for these parents." —Debbie Baehler, autism specialist, Lassen County (CA) Offi ce of EducationTable of ContentsThe Authors vii Acknowledgments xiii Foreword xv Introduction 1 1 Questions About Autism Spectrum Disorders (ASD) 3 1 What Is ASD and How Do the Core Areas of Impairment Affect Students in a Traditional School Setting? 3 2 Is There Peer-Reviewed Research That Supports Homeschooling for Students with ASD? 12 3 Why Do Some Families of Children with ASD Consider Homeschooling? 17 2 Questions About Homeschooling 27 4 What Are the Different Types of Homeschooling? 27 5 How Do Parents Choose the Right Type of Homeschool Program for Their Child? 36 6 What Are the Reported Advantages of Homeschooling Children with ASD? 41 7 What Are the Challenges of Homeschooling Children with ASD? 50 3 Questions About Resources for Homeschoolers 67 8 What Supports, Resources, and Curricula Are Available and How Can Families Access Them? 67 9 What Special Education Services Is My Child Entitled to If I Choose to Homeschool? 88 10 How Should a Family Get Started with Homeschooling? 91 4 Questions About Teaching Strategies 101 11 How Should the Core Deficits of Social Skills and Social Thinking Be Addressed? 101 12 How Can Social Opportunities Be Incorporated into the Homeschooler’s Day? 111 13 How Should the Core Deficits in Organizational Skills and Thinking Be Addressed? 117 14 How Can Interests Be Incorporated into Instruction? 131 15 How Should the Daily Schedule Be Designed? 136 16 How Can Parents Address Behavioral Issues? 141 17 How Can Parents Determine the Appropriate Accommodations and Modifications That are Necessary for Curricular Success? 168 5 Questions About Transition 179 18 When Should Parents Consider a Transition Back to Traditional Educational Settings or Programs and How Is This Done? 179 19 How Should a Family Plan for Transition to College? 185 20 What Are Other Postsecondary Options Besides College? 194 6 Questions for Homeschooling Parents 199 Interview with Janelle Lewis 199 Interview with Karen Crum 203 Interview with Connie Ajay 205 Interview with Michelle King 207 Interview with Ann Coe 208 7 Questions for Homeschooled Children on the Autism Spectrum 213 Interview with Ben—Age Eleven 213 Interview with Bobby—Age Thirteen 215 Interview with Katie—Age Fifteen 218 Interview with Ian—Age Seventeen 219 Glossary of Terms and Acronyms 223 Notes 243 Index 253

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Book SynopsisFully revised coverage with the most current diagnoses and treatments for adolescents and adults living with learning and attention disorders Reflecting the most recent and relevant findings regarding Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (ADHD), this Second Edition of Learning and Attention Disorders in Adolescence and Adulthood provides practitioners in the fields of education and mental health with a set of practical guidelines to assist in the assessment, diagnosis, consultation, and treatment of adolescents and adults struggling with LD and ADHD. The new edition includes: An emphasis on working from strengths?adapting to disabilities and dealing with them successfully on a daily basis New coverage of the causes and long-term implications of LD and ADHD in adolescents and adulthood New chapters on treatment effectiveness; building resiliency and shaping mindsets; cognitive therapy; and Table of ContentsAcknowledgments. Contributors. Preface. PART I: Background. 1 The Changing Face of LD and ADHD in Late Adolescence and Adulthood (Sam Goldstein and Melissa DeVries). 2 Learning Disabilities in Childhood (Sam Goldstein). 3 Attention-Deficit/Hyperactivity Disorder in Childhood (Sam Goldstein and Melissa DeVries). 4 Adults with Learning Disabilities: Barriers and Progress (Noel Gregg). 5 Children with ADHD Grown Up (Kevin M. Antshel and Russell Barkley). PART II: Assessment. 6 Assessment of Cognitive and Neuropsychological Processes (Jack A. Naglieri and Sam Goldstein). 7 Assessment of Academic Achievement (Nancy Mather and Annmarie Urso). 8 Assessment of Psychiatric Status and Personality Qualities (J. Russell Ramsay, Bradley M. Rosenfield, and Lofton H. Harris). 9 Integration and Formulation of Data (Sam Goldstein and Melissa DeVries). 10 Legal Rights and Qualification Under the Americans with Disabilities Act (Peter S. Latham and Patricia H. Latham). PART III: Treatment. 11 Overview of Current Treatment Protocols (Sam Goldstein). 12 Treatment Effectiveness for LD and ADHD (Anastasia L. Betts). 13 Building Resilience by Shaping Mindsets (Robert B. Brooks). 14 Using Neurocognitive Psychotherapy for LD and ADHD (Carol Ann Robbins and Judith M. Glasser). 15 Strategic Coaching for LD and ADHD (Nancy Ratey and Jodi Sleeper-Triplett). 16 College Programs and Services (Kevin Hills and Ian Campbell). 17 Classroom and Instructional Strategies (Robert J. Volpe, R. Julius Anastasio, and George J. DuPaul). 18 Medications Affecting Behavior and Learning (Anthony L. Rostain). 19 Vocational Programs and Practices (Rob Crawford). 20 Lifestyle and Family Issues (Arthur L. Robin). Author Index. Subject Index.

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Book SynopsisUp-to-date, reliable information about Tourette Syndrome and related disorders for teachers and parents Children with TS are often teased and punished for the unusual yet uncontrollable symptoms of their disorder. Academic failure is common. The Tourette Syndrome/OCD Checklist helps parents and teachers to better understand children and youth with TS and/or OCD and provide the support and interventions these children need. Presented in a simple, concise, easy-to-read checklist format, the book is packed with the latest research, practical advice, and information on a wide range of topics. Provides a wealth of information on Tourette Syndrome, Obsessive-Compulsive Disorder, and related conditions Includes strategies for discipline and behavior management, advice on supporting and motivating kids with TS and OCD, homework tips, and more Shows how to educate peer students about TS and OCD Loaded with practical information, strategies,Table of ContentsAbout This Book. About the Author. Foreword. Preface. Introduction. Section 1: Basic Information About TS, OCD, and Associated Disorders. 1.1. What Is Tourette Syndrome (TS)? 1.2. Manifestations of Motor Tics. 1.3. Manifestations of Vocal Tics. 1.4. Waxing and Waning of Symptoms. 1.5. Suppression of Symptoms. 1.6. Other Related Tic Disorders. 1.7. Medical Treatment of TS. 1.8. Associated Disorders. 1.9. What Is Attention Deficit Hyperactivity Disorder (ADHD)? 1.10. Dysgraphia. 1.11. Executive Dysfunction. 1.12. Depression. 1.13. Sleep Disorders. 1.14. Sensory Processing. 1.15. Learning Disabilities. 1.16. Auditory Processing Difficulties. 1.17. Social Skills Deficits. 1.18. Behavioral Issues. 1.19. What Is Obsessive-Compulsive Disorder (OCD)? 1.20. Manifestations of OCD. 1.21. Medical Treatments for OCD. 1.22. Behavioral Interventions for OCD. Section 2: Understanding the Impact of TS and OCD. 2.1. Why It Can Be Difficult to Recognize TS and OCD. 2.2. The Impact of TS and OCD on the Family. 2.3. The Impact of TS on School Performance. 2.4. The Impact of OCD on School Performance. 2.5. Tips for Accentuating the Positive. 2.6. Tips for Ensuring Success at School. Section 3: Checklists for Parents. 3.1. What Parents Can Do at Home and at School to Support Children with TS and OCD. 3.2. Preventing Meltdowns and Other Behaviors Through Positive Behavioral Management and Supports. 3.3. Accommodations, Tips, and Environmental Changes. 3.4. Managing Homework. 3.5. Suggestions for School Breaks, Rainy Weekends, and Summer Vacation. 3.6. School Issues. 3.7. Synopsis of an Individualized Education Plan (IEP). 3.8. Tips for Being an Effective Advocate. 3.9. Sample Letter for Requesting an IEP Section 4: Checklist for Teachers. 4.1. Top Ten Things Teachers Need to Know About Tourette Syndrome. 4.2. Tips for Working with Students with TS and OCD in the Classroom. 4.3. Tips for Training Staff on Working with Students with TS and OCD. 4.4. Tips for Educating Peers About TS and OCD. 4.5. A Peer in-Service Model. 4.6. Strategies for Dealing with Motor and Vocal Tics in the Classroom. 4.7. Accommodating Motor Tics. 4.8. Dealing with Vocal Tics. 4.9. Accommodating Vocal Tics. 4.10. Attitude Is Everything. 4.11. Classroom Observation Form. 4.12. Tips for Addressing Challenging Behaviors. 4.13. Functional Behavioral Assessment and Positive Behavior Intervention Plan for Students with TS, OCD, and ADHD. 4.14. Accommodations for Associated Disorders. Section 5: Other Helpful Checklists for Parents and Teachers. 5.1. Educational Rights of Students with TS and OCD. 5.2. Individuals with Disabilities Education Act (IDEA). 5.3. What Is a 504 Accommodation Plan? 5.4. Requesting Services. 5.5. Sample Physician's Letter. 5.6. How to Proceed If You Disagree with the School's Evaluation. 5.7. Being a Role Model for Children with TS and OCD—and for Their Peers. 5.8. Relaxation Techniques. 5.9. School Placement. 5.10. Sources of Help and Support. 5.11. Recommended Organizations, Web Sites, Books, Videos, Articles, and Brochures. Appendix: Real-Life Scenarios. Motor and Vocal Tics. Tap, Tap, Tap. “I Have a Chicken in My Pants”. PB and J. The Dreaded Cursing. Head, Shoulders, Knees, and Toes. Where Should Jeannie Sit? No Applause Necessary. Self-Abusive Tics. OCD and Anxiety. The Clipboard Chronicle. Dairy Dilemma. Locker Phobia. Toeing the Line. Why Theresa Feels Trapped. Can You Hear Me Now? What If I Choke? “But You Promised Chicken”. Kids Don't Tell. To the Point. Thank God for Purell. Scantron Saga. Dysgraphia. When Writing Hurts. Photo Op. To See or Not to See. Behavior Plans. Hash Browns, French Fries, or Tater Tots: Any Kind of Potatoes Will Do. The X Box Does It. Miscellaneous. I Like Ben Better. Executive Dysfunction. A Shoe Will Do. Circling the Wagons. Index.

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Book SynopsisA new approach to help kids with ADHD and LD succeed in and outside the classroom This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning.Table of ContentsForeword ixby Edward M. Hallowell Acknowledgments xi Introduction 1 Part One: The Neurobiology of Stress 1. Stayin’ Alive: Understanding the Human Brain and How It Responds to Stress 17 2. Stress Goes to School 37 Part Two: Making Sense of LD and ADHD 3. What’s in a Name? Clearing Up Misperceptions About Learning Disabilities 53 4. Demystifying ADHD 83 5. Decoding Stress with Neuropsychological Evaluations 105 Part Three: How Kids “SAVE FASE” and DE-STRESS 6. Nowhere to Hide: How Negative Behaviors Help Kids “Save FASE” 133 7. From Distress to DE-STRESS: Breaking the FASE Cycle and Putting Kids on the Path to Competence 149 Part Four: Special Messages for Teachers and Parents 8. Making Schools Stress-Less and Success-Full for Students with LD and ADHD 201 9. Parents and Families: Home Is Where the Heart (and Heartache) Is 245 Conclusion: All’s Well That Ends…Well . . . 275 Appendix A: Resources for Families and Teachers 285 Appendix B: Forms and Activities 289 References 300 About the Author 306 Index 308

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Book SynopsisThe purpose of this book is to help educators increase their proficiency in analyzing and teaching writing to students with learning disabilities. The text is organized into nine chapters. The first is the introductory chapter, the second provides a review of the various components of written language and the types of difficulties that students may have with handwriting, spelling, usage, vocabulary and text structure. The third chapter provides an overview of the writing process approach. The fourth chapter reviews the legal protections and various accommodations to which students are entitled. Chapters five, six and seven contain summaries of instructional strategies that may be used to enhance student performance in the areas of handwriting, basic skills and written expression. The eighth chapter presents analyses of writing samples from students in first-through eighth-grade levels that are reviewed within a diagnostic-prescriptive format. Chapter nine contains writing samples with Table of ContentsComponents of Written Language. Writing Process Approach. Accommodations and Modifications. Handwriting. Basic Skills. Written Expression. Analysis of Writing Samples. Additional Writing Samples. Appendices. References. Indexes.

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Book SynopsisThe importance of learning mathematics is constantly stressed by educationalists and employers alike. Yet survey after survey shows that large numbers of children leave school lacking both competence and interest in mathematics. What is going wrong and what should be done about it? In Children and Number Martin Hughes proposes a new perspective on children''s early attempts to understand mathematics. He describes the surprisingly substantial knowledge about number which children acquire naturally before they start school, and contrasts this with the difficulties presented by the formal written symbolism of mathematics in the classroom. He argues that children need to build links between their informal and their formal understanding of number, and shows what happens when these links are not made. Children and Number describes many novel ways in which young children can be helped to learn about number. The author shows that the written symbols childrTrade Review"This is a useful book, both for teachers and students in education. Each chapter has a concise overview and the index is clear and accessible. The bibliography is extensive, and all the big names are here including Cockroft, Donaldson and Shuard. It is easy to read and well-illustrated throughout, with lots of practical suggestions for classroom use." Suzanne Hewitt, Times Educational Supplement "Simply essential reading for the primary school teacher." David Jones, Child Education Children and Number has been awarded the Standing Conference on Studies in Education prize for the best book on education published in 1986Table of ContentsForeword: Margaret Donaldson. Introduction. 1. What is the Problem?. 2. Piaget under Attack. 3. Addition and Subtraction before School. 4. What's so Hard About Two and Two. 5. Children's Invention of Written Arithmetic. 6. The Written Number Systems of Other Cultures. 7. Understanding the Written Symbolism of Arithmetic. 8. Children's Difficulties in School. 9. Learning through Number Games. 10. Learning with LOGO. 11. A New Approach to Number. References. Index.

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Book SynopsisIt is essential that today’s educators and school leaders are more informed about the legal rights and entitlements of students with disabilities. This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors.

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Book SynopsisFamily-professional partnerships are essential to early intervention practice. However, building and sustaining these partnerships is complex. This book is about digging deeper and looking closer at what it takes to have successful relationships with every family. The authors explore seven partnership concepts, brought to life through the words and perspectives of families and professionals.

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Book SynopsisPractical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new materiaTable of ContentsForeword ix Series Preface xiii Acknowledgments xv Part One Definitions and Manifestations of Specific Learning Disabilities 1 One Overview of Specific Learning Disabilities 3 Marlene Sotelo-Dynega, Dawn P. Flanagan, and Vincent C. Alfonso Two The Neuropsychology of Reading Disorders: How SLD Manifests in Reading 29 Steven G. Feifer Three How SLD Manifests in Mathematics 59 Michèle M. M. Mazzocco and Rose Vukovic Four How SLD Manifests in Writing 103 Nancy Mather and Barbara J. Wendling Five How SLD Manifests in Oral Expression and Listening Comprehension 145 Nickola Wolf Nelson and Elisabeth H. Wiig Six Nonverbal Learning Disabilities 195 Margaret Semrud-Clikeman Part Two Methods and Models of Specific Learning Disability Identification 219 Seven A Response to Intervention (RTI) Approach to SLD Identification 221 Jack M. Fletcher and Jeremy Miciak Eight Using Student Response to Intervention to Identify SLD: Requirements, Recommendations, and Future Research 257 Matthew K. Burns, Kathrin E. Maki, Kristy Warmbold-Brann, and June L. Preast Nine Cognitive Neuroscientific Contributions to Theoretical Understanding of SLD 285 Scott L. Decker, Rachel M. Bridges, and Tayllor Vetter Ten Integrating Instructionally Relevant SLD Diagnoses, Patterns of Strengths and Weaknesses, and Positive Home-School Partnerships: Free and Appropriate Public Education for All 307 Nicole Lynn Alston-Abel and Virginia Berninger Eleven Dual Discrepancy/Consistency Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods 329 Dawn P. Flanagan, Vincent C. Alfonso, Megan C. Sy, Jennifer T. Mascolo, Erin M. McDonough, and Samuel O. Ortiz Twelve Pattern of Strengths and Weaknesses Made Easy: The Discrepancy/Consistency Method 431 Jack A. Naglieri and Steven G. Feifer Thirteen Core Selective Evaluation Process (C-SEP) and Dual Discrepancy/Consistency (DD/C) Models for SLD Identification: A Case Study Approach 475 Gail M. Cheramie, G. Thomas Schanding Jr., and Kristin Streich Part 3 Special Considerations in Specific Learning Disability Identification 503 Fourteen Difference or Disorder: Assessment of SLD with an English Learner 505 Samuel O. Ortiz, Kristan E. Melo, and Meghan A. Terzulli Fifteen Differential Diagnosis of SLD Versus Other Difficulties 549 Benjamin J. Lovett and David A. Kilpatrick About the Editors 573 About the Contributors 575 Author Index 577 Subject Index 597

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Book SynopsisOver the past 30 years, Dr. Monastra has treated more than 15,000 clients who have ADHD. In this indispensable book he shares the knowledge he has gained. Children with ADHD struggle so much with inattention or hyperactivity and impulsivity that they have trouble succeeding at home, at school, with friends, or on the playing field.Parenting Children With ADHD, now in its second edition, shows how you can become your child’s best advocate, helping to improve attention, behavioral control, and social skills. Engaging and straightforward, the book is directed at caregivers of children who have, or might have, ADHD. Dr. Monastra discusses all the relevant issues for parents, including psychological treatment, diet, educational laws, and practical coping strategies for both parents and children.It shows how to obtain a comprehensive evaluation, how to get help from school systems, and how to use medication and parenting techniques to significantlyTrade ReviewMonastra presents the material in easy-to-understand lessons that make this second edition the must-have resources for parents with ADHD children. * Doody’s Review Service *Table of ContentsPreface to the Second EditionIntroduction Everybody Doesn't Have a Little Bit of ADHD Parenting Doesn't Cause ADHD, Genes Do! Medicines Don't Cure ADHD, but They Can Help Nutrition Does Matter Students With ADHD Are Entitled to Help at School Kids Need a Reason to Learn You'll Get Lost Without a Lesson Plan Temperament May be Inherited, but Emotional Control Is Learned Yelling Rarely Solves Anything Now That You Have Their Attention, What Do You Really Want Them to Learn? Parents Are People Too! It Don't Come Easy: Troubleshooting Tips Final Thoughts: A Personal PerspectiveSupplemental ResourcesIndexAbout the Author

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Book SynopsisThis book features practical strategies for helping children and teens with ADHD develop essential life skills such as making friends, having conversations, building confidence, and developing sensitivity to others.Table of ContentsIntroduction Life Lesson 1. Succeeding in Life Isn't Easy, but It Starts Out Simple: Eat, Sleep, and Exercise Life Lesson 2. Making Yourself Heard by Staying Calm Life Lesson 3. Getting What You Want in Life Without Getting Into Trouble Life Lesson 4. Being Confident, Part 1: Master Something That Matters to Your Peers Life Lesson 5. Being Confident, Part 2: Face Your Fears Life Lesson 6. Finding Out What Others Like to Talk About Life Lesson 7. Sometimes Making Faces Can Be a Good Idea Life Lesson 8. Ignoring Teasing Will Not Make It Go Away Life Lesson 9. Every Day, Find Ways to Show Appreciation Life Lesson 10. Kindness Is Contagious Life Lesson 11. Organization Is Not a Four-Letter Word! Life Lesson 12. Persistence Pays Off Final Thoughts: A Personal PerspectiveSupplemental ResourcesIndexAbout the AuthorAbout the Cartoonists

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Book SynopsisDisability Services in Higher Educationisthe first comprehensive guide for people working in the field of ADA compliance in higher education. The authors examine how disabilitiesare supported to ensure students receive appropriate accommodations throughout their collegiate experience as well as provide guidance on overall campus accessibility. This volume provides an overview of the responsibilities of a Disabilities Service professionalthrough an examination of relevant literature, laws and regulatory language, case law, and narrative on established practices. It also offers resources that current professionals can modify foruse in their day-to-day practice immediately. The authors explore the complexities of accessibility, paying careful attention to the nuances of disability evaluation, accommodation decisions, management of a disability service office, advocating for resources and collaboration within and outside of higher education institutions. This practitioner-friendly book wilTrade Review“Whether you are working directly in disability services, supervising those who are doing so, or serving as an institutional partner, this text provides a great entry point for professionals in higher education. Readers will find a comprehensive grounding in the letter and spirit of the law that establishes a firm foundation for how institutions serve students with disabilities. The authors draw from their experience to offer specific examples, reflective exercises, and practical tools to help manage day-to-day operations.”—Kaela Parks, Director of Accessible Education & Disability Resources at Portland Community College“The field of disability services has undergone rapid change in recent years. In Disability Services in Higher Education the authors have assembled an exceptional text that reflects both theoretical and practice-based content. For example, it provides readers with the opportunity to consider campus accessibility through the lens of both case law and campus culture. Moreover, it does so while also sharing many practical tools for disability services professionals including policy statements, sample office forms, and letters, as well as many helpful professional tips based upon years of field-based experience. This text should be considered required reading for new and seasoned professionals; all affiliated professionals who promote access, equity, and inclusion; and all future disability services professionals studying the field.”—Dr. Lyman L. Dukes III, Professor, Exceptional Student Education, at the University of South Florida

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Book SynopsisDisability Services in Higher Educationisthe first comprehensive guide for people working in the field of ADA compliance in higher education. The authors examine how disabilitiesare supported to ensure students receive appropriate accommodations throughout their collegiate experience as well as provide guidance on overall campus accessibility. This volume provides an overview of the responsibilities of a Disabilities Service professionalthrough an examination of relevant literature, laws and regulatory language, case law, and narrative on established practices. It also offers resources that current professionals can modify foruse in their day-to-day practice immediately. The authors explore the complexities of accessibility, paying careful attention to the nuances of disability evaluation, accommodation decisions, management of a disability service office, advocating for resources and collaboration within and outside of higher education institutions. ThisTrade Review“Whether you are working directly in disability services, supervising those who are doing so, or serving as an institutional partner, this text provides a great entry point for professionals in higher education. Readers will find a comprehensive grounding in the letter and spirit of the law that establishes a firm foundation for how institutions serve students with disabilities. The authors draw from their experience to offer specific examples, reflective exercises, and practical tools to help manage day-to-day operations.”—Kaela Parks, Director of Accessible Education & Disability Resources at Portland Community College“The field of disability services has undergone rapid change in recent years. In Disability Services in Higher Education the authors have assembled an exceptional text that reflects both theoretical and practice-based content. For example, it provides readers with the opportunity to consider campus accessibility through the lens of both case law and campus culture. Moreover, it does so while also sharing many practical tools for disability services professionals including policy statements, sample office forms, and letters, as well as many helpful professional tips based upon years of field-based experience. This text should be considered required reading for new and seasoned professionals; all affiliated professionals who promote access, equity, and inclusion; and all future disability services professionals studying the field.”—Dr. Lyman L. Dukes III, Professor, Exceptional Student Education, at the University of South Florida

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Book SynopsisPlanning a curriculum that includes all students, including those with ASD can be a challenging task but well worth the effort needed to design appropriate instructional activities. This book identifies strategies that highlight students' skills, and abilities through collaborative practices, environmental design and assistive technologies.Table of ContentsPart I. Developing Instruction for Students With Autism Spectrum DisordersChapter 1. Understanding Students With Autism Spectrum Disorders Michelle GrenierChapter 2. Autism Spectrum Disorders From the Family Perspective Teri Todd and Ann GriffinChapter 3. Accessing the Curriculum Through the Inclusion Spectrum Michelle GrenierChapter 4. Proactive Strategies for Inclusion [chapters 4 and 5 were combined] Michelle Grenier and Ann GriffinChapter 5. Reducing Stress to Optimize Learning Rebecca LytleChapter 6. Assessment and the IEP Process Martin Block and Andrea Taliaferro Part II. Individual, Small Group, and Game ActivitiesChapter 7. Individualized Games and Activities Ann GriffinChapter 8. Group Games and Activities Pat Yeaton and Michelle Grenier

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Book Synopsis “We each have Skype accounts and use them to discuss [Moby-Dick] face to face. Once a week, we spread the worded whale out in front of us; we dissect its head, eyes, and bones, careful not to hurt or kill it. The Professor and I are not whale hunters. We are not letting the whale die. We are shaping it, letting it swim through the Web with a new and polished look.”—Tito Mukhopadhyay Since the 1940s researchers have been repeating claims about autistic people''s limited ability to understand language, to partake in imaginative play, and to generate the complex theory of mind necessary to appreciate literature. In See It Feelingly Ralph James Savarese, an English professor whose son is one of the first nonspeaking autistics to graduate from college, challenges this view. Discussing fictional works over a period of years with readers from across the autism spectrum, Savarese was stunned by the readers'' ability to expand Trade Review"Impassioned and persuasive. . . . A fresh and absorbing examination of autism." * Kirkus Reviews *"This idealistic argument for the social value of literature and for the diversity of autism as a condition is a rewarding endeavor. . . ." * Publishers Weekly *"This is a powerful book — one that really must be experienced. It is a book that unlocks doors to the many rooms of autism and is likely to surprise the thinking of anyone who steps into them. It carries within it the possibilities of new perspectives on literary work, a greater understanding of autistic neurology, and the chance to meet some remarkable individuals. Read it." -- Michael Northen * Wordgathering *"Savarese has produced a masterpiece, simultaneously dense and accessible. His voice moves freely—alternating among lyrical, narrative, and instructive—never losing the flow, never dipping into pedantry, never soaring too far toward the abstract for the reader to follow. Not only is this collection of essays brimming with the most important information and ideas about autism, it is a collaboration of rare beauty." -- Maxfield Sparrow * Thinking Person's Guide to Autism *"Savarese shows that literature—with its imagery, inclusivity, and rich detail—is a natural tent pole for a truly neurodiverse community, one populated by autists and neurotypicals alike. . . . The radical possibility this book ultimately offers is that the gap that has for so long existed between nonverbal autists and neurotypicals can be bridged through literature. Literature is, as Whitman said of himself, large, and contains multitudes." -- Ittai Orr * Synapsis *"Readers will find this book to be a work of art as Ralph Savarese not only exhibits an understanding of the beauty of teaching but also of the language of the autistic mind. Savarese’s literary creation demystifies the limits of the autistic mind by following five autistic adults through their interpretation of and response to classic literature. . . . Highly recommended. Advanced undergraduates and above; professionals and general readers." -- D. Pellegrino * Choice *"The sense of critical self-reflection is crucial to this enterprise, and is evident throughout the book. Thankfully, this never veers into self-indulgence; as such, [Savarese's] ethnographic work in this area is an exemplar to all those who study ‘others,’ as outsiders with situated knowledge." -- Alison Wilde * Disability & Society *"To imagine an autistic rhetoric or an autistic literature is to struggle, audaciously, against a legacy of neurotypical people failing to imagine autism as anything other than lack. That struggle is joined . . . by Ralph [James] Savarese, whose See It Feelingly gives us five extraordinary examples of autistic readers’ responses to literature. It’s like Norman Holland’s classic work of reader-response criticism, 5 Readers Reading . . . except with autism." -- Michael Bérubé * Public Books *"Powered by his enthusiasm for connecting with autistics and for representing the fullness of their humanity, See It Feelingly is that rare book in English studies that succeeds as creative nonfiction: a memoir of teaching non-traditional learners that makes a provocative claim for the primacy of the senses in reading literature." -- Dawn Coleman * Leviathan *"Savarese incorporates storytelling, memoir, and poetry into See It Feelingly, which you will read feelingly, from the opening line." -- Deborah Jenson * American Literature *"... See it Feelingly is a wonderful addition to contemporary work being done in critical autism studies and accessible education." -- Jennifer Marchisotto * Disabilities Studies Quarterly *Table of ContentsForeword / Stephen Kuusisto xi Acknowledgments xv Introduction 1 Prologue: River of Words, Raft of Our Conjoined Neurologies 15 1. From a World as Fluid as the Sea 23 2. The Heavens of the Brain 57 3. Andys and Auties 86 4. Finding Her Feet 122 5. Take for Grandin 155 Epilogue 191 Notes 197 Bibliography 247 Index 261

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Book SynopsisDrawing upon their years of research and personal experience, contributors to this text provide educators with useful guidelines on teaching language arts, math, and science to students with significant disabilities. Unlike other, more theoretical volumes, this book offers practical suggestions for providing access to the general curriculum. Some of the best known researchers in curriculum and instruction, including Debby Houston, Michael Wehmeyer, June Downing, Terri Ward, Belva Collins, Claudia Flowers, Karena Cooper-Duffy and Jacqui Kearns, weigh in on this important subject. Geared toward primary and secondary school teachers, this book focuses on what to teach and how to teach. Moreover, it describes how to address academic content standards.Table of ContentsAccess to the General Curriculum; Why Teach the General Curriculum; Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities; Language Arts; Building Literacy for Students at the Presymbolic and Early Symbolic Levels; From Sight Words to Emerging Literacy; Learning to Read: Phonics and Fluency; Balanced Literacy and Embedded Instruction for Students with Severe Disabilities; Math and Science; Enhancing Numeracy; Addressing Math Standards and Functional Math; Science Standards and Functional Skills: Finding the Links; Developing Math and Science Skills in General Education Contexts; Alignment of Curriculum, Instruction, and Assessment; How Students Demonstrate Academic Performance in Portfolio Assessment; Promoting the Alignment of Curriculum, Assessment, and Instruction.

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Book SynopsisAs the Higher Education Opportunity Act opens the door to more options and supports, more and more students with intellectual disabilities are 'thinking college'. That means high schools, colleges, and universities must be fully prepared to meet the needs of students with disabilities - and this comprehensive resource is just what they need. Developed by two of the most respected experts on this hot topic, this book uncovers the big picture of today's postsecondary options and reveals how to support students with disabilities before, during, and after a successful transition to college. Throughout the book, vignettes and first-person narratives from students and families underscore the benefits and challenges of PSE, and detailed profiles of real programs illustrate what a wide range of postsecondary options look like. Readers will also get the helpful tools they need to create effective programs and ease students' transition to PSE, including a self-advocacy checklist, a program evaluation tool, sample student schedules, and a college-planning checklist for students and families. With this thorough guide to today's PSE options and tomorrow's possibilities, professionals will help students with intellectual disabilities take full advantage of their educational opportunities - and set the stage for a successful, fulfilling community life.

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Book SynopsisAccessible, engaging, and filled with contributions by the country's most celebrated disability experts, this fascinating volume skillfully captures how intellectual disability has been understood from prehistoric times to present. Readers will discover how different societies have responded to people with disability throughout history, how life has changed for people with intellectual disability and their families over the centuries, and how key historical figures and events sparked social change and shaped our modern understanding of intellectual disability. Enhanced with remarkable images and illustrations, including exclusive photos from the editor's private collection of cultural artifacts, this informal history is a must-read for anyone devoted to improving the lives of people with intellectual disability.Top Disability Experts Explore: Early ideas about the causes of intellectual disability Evolution of the concept of intellectual disability The role of religion in the ancient world's understanding of disability Changing approaches to education and intervention The rise and fall of the institution system Depictions of intellectual disability in film, literature, and art State-sanctioned sterilization programs in the twentieth century The self-advocacy movement The emergence and impact of parent associations, support groups, and training programs How and why terminology changed throughout the years and more

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Book SynopsisAnxiety is one of the biggest challenges faced by children with high-functioning autism spectrum disorders and Asperger syndrome. Help them conquer their fears - and participate more fully in home, school, and community life - with this innovative group therapy program for children 8–14 years old and their parents. Facing Your Fears includes everything professionals need to run a successful program. With the Facilitator's Manual, group leaders will get complete guidance on conducting each session: clear step-by-step instructions, materials lists, goals, sample schedules, and helpful hints for running sessions smoothly. The Parent Workbooks and Child Workbooks (sold separately in packs of 4) give children and families a wide variety of creative activities to help them fight fears and worries head-on, both inside and outside the group setting. And the included DVD inspires and motivates kids with sample movies of real children facing their fears. Essential for every mental health professional working with children with ASD, this innovative program will help families struggling with the burdens of anxiety and increase children s odds for lifelong academic and social success.

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Book SynopsisAnxiety is one of the biggest challenges faced by children with high-functioning autism spectrum disorders and Asperger syndrome. Help them conquer their fears - and participate more fully in home, school, and community life - with this innovative group therapy program for children 8–14 years old and their parents. Facing Your Fears includes everything professionals need to run a successful program. With the Facilitator's Manual, group leaders will get complete guidance on conducting each session: clear step-by-step instructions, materials lists, goals, sample schedules, and helpful hints for running sessions smoothly. The Parent Workbooks and Child Workbooks (sold separately in packs of 4) give children and families a wide variety of creative activities to help them fight fears and worries head-on, both inside and outside the group setting. And the included DVD inspires and motivates kids with sample movies of real children facing their fears. Essential for every mental health professional working with children with ASD, this innovative program will help families struggling with the burdens of anxiety and increase children s odds for lifelong academic and social success.

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Book SynopsisAnxiety is one of the biggest challenges faced by children with high-functioning autism spectrum disorders and Asperger syndrome. Help them conquer their fears - and participate more fully in home, school, and community life - with this innovative group therapy program for children 8–14 years old and their parents. Facing Your Fears includes everything professionals need to run a successful program. With the Facilitator's Manual, group leaders will get complete guidance on conducting each session: clear step-by-step instructions, materials lists, goals, sample schedules, and helpful hints for running sessions smoothly. The Parent Workbooks and Child Workbooks (sold separately in packs of 4) give children and families a wide variety of creative activities to help them fight fears and worries head-on, both inside and outside the group setting. And the included DVD inspires and motivates kids with sample movies of real children facing their fears. Essential for every mental health professional working with children with ASD, this innovative program will help families struggling with the burdens of anxiety and increase children s odds for lifelong academic and social success.

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Book SynopsisHow can you help children with moderate to severe autism become more effective communicators? Discover the Visual Immersion System (VIS), a practical, research-based intervention framework that taps into the strong visual processing skills many children on the spectrum have. You’ll learn how to use readily available resources – from photos and symbols to apps and software – to create a customised system of visual supports that boost seven key communicative functions.For each of the functions, you’ll get comprehensive how-to guidance on choosing tools and materials, conducting systematics instruction, collecting data, and assessing how well interventions are working. A must for SLPs, interventionists, and educators, the innovative VIS approach will ensure better communication and higher quality of life for children with autism.Why The VIS Works Uses visual supports, an approach that’s proven successful for children with autism Strengthens communication skills needed for learning and meaningful human interaction Builds on evidence-based assessment and intervention procedures developed over decades at Boston Children’s Hospital Incorporates a wide range of low-tech and higher-tech options Flexible – can be used in home, school, or community settings provides clear, easy-to-use instructions on conducting interventions Includes guidance on generalising new communication skills

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Book SynopsisWhen you're working with preverbal children on the autism spectrum, you need a complete toolbox of highly effective strategies to expand their communication skills. Add Rapid Motor Imitation Antecedent Training (RMIA) , and you'll have one of the most promising interventions for helping young children say their first words. A discrete trial intervention approach for preschoolers with autism who have severe language delays, RMIA is a crucial step on the path to improved communication function. It's an easy-to-use method: children imitate a rapid series of simple motor actions and are then asked to imitate a word. The momentum they build by performing the easy motor actions helps them comply with the more difficult task of word production. A must for SLPs and autism specialists, RMIA is an ideal addition to your current lineup of strategies and supports: Experimentally tested at the Yale Child Study Centre, one of the nation's top autism treatment centres. Originally developed since 2002 at Teachers College, Columbia University and proven effective for helping young children develop functional speech. Perfect to use in tandem with naturalistic interventions like Parent Responsiveness Training. Focused specifically on initial imitation of words—a critical step toward using language spontaneously. Quick and easy to implement—RMIA should be administered in short, frequent doses, making it an easy fit with your everyday practices. The only product available that shows SLPs and autism specialists how to conduct RMIA, this manual-and-CD set gives you everything you need for successful implementation. You'll get complete, practical guidance in the accessible how-to manual, and the CD-ROM gives you a full hour of explicit demonstration videos that show case studies of RMIA in action. You'll also get printable data collection forms to help organise RMIA sessions and assist in data keeping (both blank forms and completed samples). A key component of your comprehensive intervention program for social communication, RMIA will help young preverbal children overcome the hurdles to saying their first words—and start making real progress toward communicative competence.

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Book SynopsisThis one-of-a-kind text explains why RTI is today’s best approach for preventing reading difficulties—and how research on reading profiles can enhance the power of RTI. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.READERS WILL understand why RTI is the best approach for preventing reading difficulties—and why RTI should be used in identification of learning disabilities learn how diverse reading problems can be understood in relation to poor reader profiles discover how to make sound, research-based decisions about core reading curricula, interventions, and RTI practices such as universal screening explore the most effective interventions for key components of reading and language learn to identify and address word recognition difficulties, comprehension difficulties, and “mixed” reading problems involving both decoding and comprehension clarify which skills and knowledge every teacher of reading should have examine ways to better prepare educators to teach at-risk readers PRACTICAL MATERIALS:The case studies and practical examples cover a broad range of reading problems and help make the latest research findings applicable to everyday practice.

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Book SynopsisMaking mathematics concepts understandable is a challenge for any teacher—a challenge that's more complex when a classroom includes students with learning difficulties. With the new edition of this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD (Attention Deficit Hyperactivity Disorder), or mild cognitive disabilities. With this timely book—updated throughout and filled with invaluable ideas and strategies adaptable for grades K–12—educators will know just what to teach and how to teach it to students with learning difficulties.

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Book SynopsisHelp children and teens with social-emotional and cognitive challenges develop critical new skills with this quick-guide to the popular DIRFloortime® model. Certified DIRFloortime® experts show parents and professionals how to promote skill development through warm and playful interactions that make the most of children’s natural interests.Floortime™ is a highly effective intervention approach for children and adolescents with autism and other developmental disorders. Now there’s a step-by-step guide for parents to LEARN and professionals to TEACH the DIRFloortime® model of helping young people with social, emotional, and cognitive challenges.This guide takes the research-supported developmental approach to treatment and breaks it down into a curriculum of simple, sequenced strategies you can use right away to support the social and cognitive development of children and teens. Quick instructions and examples for each method are laid out for easy viewing in the midst of a play session. Certified DIRFloortime® experts explain the theoretical background and the basics of how to play and interact with children in ways that motivate them, make the most of their natural interests, and help them develop critical new social, emotional, and intellectual capacities. Whether you’re a professional or parent, this practical, ready-to-use Floortime™ guide is an essential addition to your intervention toolkit.WHY USE DIRFloortime®? Proven effective - research-supported, field tested, and rooted in developmental psychology Targets the key cognitive and social-emotional capacities children need to thrive in the real world (see sidebar) Promotes learning and growth through play and interaction Fosters warm, attuned parent-child relationships Meets your specific needs - apply DIRFloortime® strategies in developmental order or use them as standalone teaching tools Gives you quick catchphrases that make strategies “stick,” so you can use them anytime, anywhere Encourages caregiver self-reflection and self-awareness - a key part of helping children and teens develop their own self-reflection skills Leads to children and teens becoming joyful, spontaneous, flexible, creative, and empathic human beings PRACTICAL MATERIALS: Each DIRFloortime® strategy comes with a clear description and enlightening examples of how to apply it in a variety of real-life scenarios. The appendix walks you through 11 effective strategies for helping children and adolescents reduce challenging behaviors.Help children develop crucial skills: Regulation and Attention Social Engagement and Attachment Reciprocity Social Problem Solving Self-Awareness Empathy Imagination Emotional Thinking Logical Thinking Complex Thinking Self-Reflection

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Book SynopsisFor use with the Test of Integrated Language & Literacy Skills® (TILLS®) Examiner's Kit, the Examiner Record Form is used to record and score student responses to all 15 TILLS subtests. This form clearly describes materials needed, start rules, basal and ceiling rules, and information about allowable prompts and repetitions.One Examiner Record Form is required for each student who takes the TILLS. A pack of 25 forms is included in the TILLS Examiner's Kit, and additional forms can be purchased here. The Record Forms are sold in a pack of 25 and come bundled with a pack of 25 TILLS Student Response Forms.The TILLS Record Forms are part of the Test of Integrated Language & Literacy Skills® (TILLS®), the groundbreaking assessment professionals need to test listening, speaking, reading, and writing skills in students ages 6 - 18, and to assess the role of memory in how students perform. Reliable, valid, and comprehensive, TILLS will help you streamline assessment, monitor progress, and reach your ultimate goal: improving students' communication skills so they can succeed in school.TILLS is the only test that assesses both spoken and written language and shows how these skills relate to each other. You'll get a meaningful profile of skills for each learner, so you can be sure you understand a student's strengths and needs and aren't overlooking something crucial. Unlike most other tests, TILLS also provides diagnostic accuracy in "age bands" meaningful to the development of language and literacy skills, so you'll have the evidence base you need to determine if test scores reflect typical or impaired performance. And if you're an experienced clinician, you can finish TILLS in just 90 minutes or less—which means you'll spend less time testing and more time helping students and planning interventions.Here is a link to a video introducing TILLS: https://www.youtube.com/watch?v=rJh9qtkkLQs

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Book SynopsisThis revised edition is a resource for pre- and in-service educators and covers four types of learning disabilities that require differentiated instruction: dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability.

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Book SynopsisFor use with the Test of Integrated Language & Literacy Skills® (TILLS®) Examiner's Kit, the Technical Manual is your essential guide to the development of and data behind TILLS. It includes vital information on: test development and standardization validity and reliability of TILLS control for bias names and locations of test administrators who contributed data during the various phases of test development names and affiliations of scientific experts, practicing clinicians, and parents of children with disabilities who contributed to the test design and format A copy of the TILLS Technical Manual is included in the TILLS Examiner's Kit. The TILLS Technical Manual is part of the Test of Integrated Language & Literacy Skills® (TILLS®) the groundbreaking assessment professionals need to test listening, speaking, reading, and writing skills in students ages 6 - 18, and to assess the role of memory in how students perform. Reliable, valid, and comprehensive, TILLS will help you streamline assessment, monitor progress, and reach your ultimate goal: improving students' communication skills so they can succeed in school.TILLS is the only test that assesses both spoken and written language and shows how these skills relate to each other. You'll get a meaningful profile of skills for each learner, so you can be sure you understand a student's strengths and needs and aren't overlooking something crucial. Unlike most other tests, TILLS also provides diagnostic accuracy in "age bands" meaningful to the development of language and literacy skills, so you'll have the evidence base you need to determine if test scores reflect typical or impaired performance. And if you're an experienced clinician, you can finish TILLS in just 90 minutes or less—which means you'll spend less time testing and more time helping students and planning interventions.Here is a link to a video introducing TILLS: https://www.youtube.com/watch?v=rJh9qtkkLQs

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Book SynopsisFor use with the Test of Integrated Language & Literacy Skills® (TILLS®) Examiner's Kit, the TILLS USB Drive contains: the digital audio files that TILLS users need to administer the Nonword Repetition and Nonword Spelling subtests digital files that demonstrate examiner pronunciations for the Phonemic Awareness and Nonword Reading subtests examples of students' oral responses for use with the Examiner's Practice Workbook One TILLS USB Drive is included in the TILLS Examiner's Kit. The TILLS USB Drive is part of the Test of Integrated Language & Literacy Skills® (TILLS®) the groundbreaking assessment professionals need to test listening, speaking, reading, and writing skills in students ages 6 - 18, and to assess the role of memory in how students perform. Reliable, valid, and comprehensive, TILLS will help you streamline assessment, monitor progress, and reach your ultimate goal: improving students' communication skills so they can succeed in school.TILLS is the only test that assesses both spoken and written language and shows how these skills relate to each other. You'll get a meaningful profile of skills for each learner, so you can be sure you understand a student's strengths and needs and aren't overlooking something crucial. Unlike most other tests, TILLS also provides diagnostic accuracy in "age bands" meaningful to the development of language and literacy skills, so you'll have the evidence base you need to determine if test scores reflect typical or impaired performance. And if you're an experienced clinician, you can finish TILLS in just 90 minutes or less—which means you'll spend less time testing and more time helping students and planning interventions.Here is a link to a video introducing TILLS: https://www.youtube.com/watch?v=rJh9qtkkLQs

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Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.

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Book SynopsisSleep problems are highly prevalent in autism spectrum disorder (ASD) with evidence suggesting that majority of these children will experience a sleep problem at some point. Sleep problems in ASD are often chronic, and are associated with more severe child behaviour difficulties, anxiety, and ADHD symptoms. Mothers of children with sleep problems experience disturbed sleep, more stress and poorer psychological well being. Most commonly parents report their children to have difficulties with settling and night waking which are often amenable to behavioural treatment or melatonin. Nevertheless other sleep issues such as short night sleep, early waking, extended periods of night waking, early waking and circadian sleep disturbances are also reported and can be difficult to treat. While there is now a considerable body of evidence to support that those with ASD can experience significant and sometimes debilitating sleep difficulties, there is little research on the aetiology, prevention or intervention. This book brings together current research and clinical experience by experts from North America, UK, Europe and Australasia regarding the behavioural and medical factors that might underlie these prevalent sleep difficulties, as well as both medical and behavioural approaches to treatment. The book has three major section Aetiological factors and Diagnosis which covers the impacts of ASD on sleep, comorbid medical and psychiatric conditions, and diagnostic tools; Impact of Sleep Problems covering both the child and their family; and Treatment, including pharmacological and behavioural treatments, and the usefulness or otherwise of alternative treatments. This book will be useful for clinicians and researchers with an interest in ASD and paediatric sleep.

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