Descripciones mejoradas de Syndetics:

This problem-solving guide gives teachers and other professionals the information and materials they need to improve ADD/LD teens' academic and social skills and develop appropriate educational programs for them. A practical checklist format makes it easy to locate essential information, and hot topics such as self-management, motivation, homework completion, medication, and assistive technology are covered in detail. The book includes interesting student case histories throughout, over 100 reproducible graphic organizers, and specific recommendations for involving parents. A special appendix at the end of the book identifies 20 common classroom problems, from excessive movement, overactivity and hyperactivity to poor test-taking skills, and lists strategies to help students with ADHD or LD.

Tabla de contenidos provista por Syndetics

• Chapter 1 Adolescents with ADHD and/or LD(p. 1)
• Definitions of ADHD(p. 2)
• Diagnosis of ADHD(p. 8)
• Learning Styles of Students with ADHD and/or LD(p. 10)
• Teacher Roles in the Diagnosis and Support of ADHD and/or LD(p. 16)
• Learning Disabilities(p. 19)
• Language Disabilities(p. 25)
• Central Auditory Processing Disorder(p. 26)
• Nonverbal Learning Disabilities(p. 26)
• Overlapping Disabilities(p. 28)
• Multiple Challenges: Adolescence and ADHD and/or LD(p. 28)
• A Final Word(p. 29)
• Chapter 2 Understanding Legal Requirements(p. 31)
• Major Laws Dealing with Students' Disabilities(p. 32)
• Underlying Premises of IDEA and Section 504(p. 33)
• Ten Major Provisions of the Individuals with Disabilities Education Act (IDEA)(p. 34)
• Differences Between IDEA and Section 504(p. 37)
• Definitions of Learning Disabilities under IDEA and Section 504(p. 38)
• Appeals Procedures(p. 40)
• Constraints Affecting IEP and Section 504 Decisions(p. 42)
• Barriers to Implementing IDEA and Section 504(p. 44)
• Teacher Responsibilities Implied by Law(p. 45)
• Addressing Teacher Questions and Concerns(p. 46)
• A Final Word(p. 47)
• Chapter 3 The Learning Environment(p. 49)
• The Welcome Letter(p. 51)
• Current Research(p. 52)
• Predictable Classroom Problems of Students with ADHD and/or LD(p. 53)
• Components of a Positive Learning Environment(p. 54)
• Monitoring and Assessment of Student Learning(p. 68)
• Team Teaching(p. 70)
• A Final Word(p. 72)
• Chapter 4 Reading and Writing in the Content Areas(p. 73)
• Reading: Current Status(p. 74)
• Writing: Current Status(p. 76)
• Reading to Write, Writing to Read(p. 78)
• Whose Responsibility Is It?(p. 79)
• Effective Readers and Writers(p. 81)
• Teaching Reading and Writing in the Content Area Class(p. 83)
• Active Reading and Writing(p. 88)
• Reading and Writing Accommodations(p. 93)
• A Schoolwide Commitment(p. 97)
• A Final Word(p. 101)
• Chapter 5 Teaching Homework-Completion Skills(p. 103)
• Homework, an Unhappy State of Affairs(p. 104)
• Homework Problems and Their Causes(p. 104)
• Why Is Homework Assigned?(p. 109)
• Homework Responsibilities of the Teacher, Parent, and Student(p. 110)
• Preventing Homework Problems(p. 113)
• Providing Support for Homework Completion(p. 122)
• Providing Homework Accommodations(p. 125)
• Solving Homework Problems(p. 126)
• A Final Word(p. 129)
• Chapter 6 Teaching Adolescents to Use Self-Management(p. 131)
• Importance of Self-Management Skills(p. 132)
• Self Talk(p. 135)
• Visualization(p. 138)
• Managing Anger(p. 139)
• Managing Attention(p. 140)
• Managing Test Anxiety(p. 141)
• Self-Monitoring(p. 141)
• Setting Goals(p. 145)
• Self-Motivation(p. 147)
• Steps for Integrating the Teaching of Self-Management Strategies in Content Area Classes(p. 148)
• A Final Word(p. 150)
• Chapter 7 Developing IEPs and Section 504 Plans(p. 153)
• A Team Approach to the Development of IEPs and Section 504 Plans(p. 155)
• Elements of the IEP and Section 504 Plan(p. 158)
• Responsibilities of the Classroom Teacher(p. 164)
• Responsibilities of the Teacher Consultant and Resource Room Teacher(p. 165)
• Responsibilities of the School Social Worker and School Psychologist(p. 166)
• Goals and Objectives(p. 166)
• Accommodations or Supplemental Aids and Services in the Regular Education Classroom(p. 169)
• Preparing for the IEP or Section 504 Meeting(p. 169)
• The Well-Run Meeting(p. 175)
• A Final Word(p. 175)
• Chapter 8 Behavioral Interventions(p. 179)
• Past Emphasis: Punishment(p. 181)
• A New Direction: Prevention(p. 181)
• Behavioral Support Plans(p. 182)
• Reinforcement(p. 189)
• Planned Ignoring and Extinction(p. 190)
• Response Cost(p. 191)
• Shaping Behavior and Chaining(p. 193)
• Contracting(p. 193)
• Integrating Behavioral Support Plans for Several Students(p. 195)
• Stopping Escalation of Negative Behavior(p. 195)
• Violating Disciplinary Rules or Code of Conduct(p. 196)
• A Final Word(p. 196)
• Chapter 9 Understanding the Role of Medication(p. 199)
• The Teacher's Role(p. 200)
• Beliefs and Attitudes about Medication(p. 200)
• Countering Myths(p. 201)
• Medication Choices(p. 204)
• Warning Signs of Side Effects(p. 206)
• Student Noncompliance(p. 207)
• The Importance of Monitoring(p. 207)
• Christopher, One Student's Story(p. 211)
• A Final Word(p. 216)
• Chapter 10 Gifted Students with ADHD and/or LD(p. 219)
• Gifted Students with ADHD and/or LD(p. 221)
• Some Definitions of Giftedness(p. 229)
• Indications of Giftedness and ADHD and/or LD: A Paradoxical Picture(p. 231)
• Current Status(p. 231)
• Secondary Emotional Problems(p. 233)
• Challenges and Opportunities for Teachers(p. 233)
• Psychoeducational Evaluation(p. 234)
• Section 504 Plans and Classroom Accommodations(p. 235)
• Flexible Programming(p. 235)
• Instructional Planning for the Classroom Teacher(p. 236)
• Thinking and Self-Management Strategies(p. 236)
• Student Involvement(p. 238)
• A Final Word(p. 238)
• Chapter 11 Diversity and Parent Involvement(p. 241)
• Legal Underpinning of Parent Involvement(p. 242)
• Definition of Parent Involvement(p. 243)
• Diversity in the Schools(p. 245)
• The Influence of ADHD and/or LD on the Family(p. 249)
• Parent-Teacher Disagreements about the Education of Students with ADHD and/or LD(p. 251)
• A New Approach to Parent Involvement(p. 252)
• Effective Communication(p. 260)
• A Final Word(p. 263)
• Chapter 12 Preparing for the Future: Transitions to Postsecondary Settings(p. 269)
• Why Students Don't Complete High School or Pursue Further Education(p. 269)
• "A Taste of College," Summer 1995(p. 272)
• Characteristics of Successful Adults with ADHD and/or LD(p. 273)
• IDEA Transition Planning Requirements(p. 275)
• Postsecondary Support for Students with ADHD and/or LD(p. 288)
• Postsecondary Options(p. 291)
• A Sense of Completion(p. 292)
• Appendices
• A Problems and Strategies(p. 295)
• B Organizations(p. 313)
• C Resources(p. 315)
• D World Wide Web Sites(p. 317)
• References(p. 319)

Notas de autor provistas por Syndetics

Geraldine Markel, Ph.D. (University of Michigan) has taught secondary students who have learning disabilities, attention deficit disorders, and/or emotional impairments. She also served as faculty in special education and was Director of High School and College Services at the Reading and Learning Skills Center at the University of Michigan. Judith A. Greenbaum, Ph.D. (University of Michigan) taught teacher preparation courses at her alma mater and was a research associate in the Programs for Educational Opportunity. She is currently consulting with schools and school districts and working with parents to design appropriate educational programs for students with disabilities.