08705nam 2200505 a 450 991082470750332120200520144314.01-4522-9612-X1-4522-1111-61-4416-5258-2(CKB)2560000000014614(OCoLC)642206610(CaPaEBR)ebrary10387812(MiAaPQ)EBC1367765(EXLCZ)99256000000001461420080805d2009 uy 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierStrategies for teaching students with learning disabilities /Lucy C. Martin1st ed.Thousand Oaks, Calif. Corwin Pressc20091 online resource (168 p.)1-4129-6803-8 Includes bibliographical references (p. 137-139) and index.Cover -- Contents -- Acknowledgments -- About the Author -- Introduction -- Chapter 1 - Awareness and Sensitivity: The Starting Point -- What's Your Pommel Horse? -- The Top 10 Reasons to Understand Students with Disabilities -- The Base of the Learning Pyramid -- Air Conditioners and Anxiety -- Underknowledge -- Different Strokes -- When Root Words Don't Help -- Exponentially Confusing -- Bridge Freezes -- Gail Wellin's Handwriting -- Summary -- Chapter 2 - Student Needs: Clarifying and Understanding -- Seven Good Reasons -- Soft Signs of Dysgraphia -- Degrees of Difference -- Can't Versus Won't -- Six Box -- Dig In! -- Summary -- Chapter 3 - Parents: Informing and Supporting -- Limits to Conference -- Communicating Sensitively and Accurately -- Teachers as Parents -- Who Said What? -- Preconference Preparation -- Doesn't want to be Different -- Tutor's Challenge -- The Invisible Disabilities -- Crafting Reports on Students with Needs -- The Value of Evaluation -- Very Bright? -- Describing Hyperactivity -- Summary -- Chapter 4 - The Program: Facilitation, Support, and Consultation -- The Three as of Meeting Learning Needs -- Awareness -- Acceptance -- Advocacy -- Talking with Students about Learning Plans -- Who goes There? -- Learning Specialists are like Acupuncturists -- Better Than going the Extra Mile -- Not Just for Students with Disabilities -- When Less is More -- Recorded Books -- Appliance Manuals -- Split-Pea Soup -- Accommodation without Documentation -- Life Vest -- Support Persons-Who does What? -- Academic Coach -- Tutor -- Learning Specialist -- Levels of Support -- Remediation -- Support -- Helping Jugglers in the Classroom -- Summary -- Chapter 5 - Accommodations: Adjustments that Work -- The Why of Accommodations -- Art Museums -- How Long to Accommodate? -- No Fear Shakespeare -- Business Class for All -- Managing Dysgraphia.A Big Difference -- Provide Versus Offer -- Use It or Lose It! -- Table or Booth? -- Hear This! -- Penned Notes -- List of Common Accommodations -- Classroom Setting -- Instruction -- Student Response -- Test Format -- Test Setting (Timing and Place) -- Other -- Summary -- Chapter 6 - Strategies: Practical Tips to Help Students -- Strategies that Address Difficulties with Attention -- Hear Yourself Think -- Sound of Silence -- Emergency Treatment for Chatty Classes -- Recording Blanks -- Mostly Listening with a Chance of Discussion -- Lights Out! -- Strategies that Address Difficulties with Memory -- Fading -- Adding Sensory Feedback to Flashcards -- Envelope Sort -- Mistakes that Help -- Flying Apostrophe -- Environmental Cues -- Cutting for Comprehension -- What's in a Name? -- Minimal Pairs -- Talking to Yourself is a Good Thing! -- Working Memory -- Strategies that Address Difficulties with Notes -- Step Aside! -- Note Card No Man's Land -- Word Processing Index Cards -- Laterality and Learning -- Driving and Note Taking -- Strategies that Address Difficulties with Reading -- Touch the Page -- Reading Fluency -- Friendly Font -- Vitamin P -- The How of How -- White in Black and Read -- Dates and Margins -- Active Voice -- Readability: Little Things Mean a Lot -- Layout and Memory -- Can They Read the Text? -- Music and Poetry -- Tachistoscope -- People are Round -- Epic Management -- Jigsaw Puzzles and Research Projects -- Unstructured Texts -- Strategies that Address Difficulties with Writing -- Pick It! Stick It! -- Writing and Pancakes -- Write a Green Paragraph -- Franklin Language Master -- Prompts on the Computer -- Beat It! -- Boldly Stated -- Planned Ignoring of Written Mistakes -- Strikethrough -- Puzzle Pieces -- Struggling with Topic Sentence -- Strategies that Address Difficulties with Math -- At First I was Puzzled.Dramatizing Variables -- Math and Margarine -- Which Way does It Go? -- Break an Arm -- Closer Look and Collaboration -- Place Value, Alignment, and Boxes -- Strategies that Address Various Difficulties -- The One that Got Away -- Dumbo had a Good Thing -- Cueing for Contribution -- Tone of Voice -- Big Schedule, Big Clock -- Tilt! -- Quiet Fidgets -- All and Nothing -- Color Me Organized -- Columns for Comparison -- Getting in the Game -- Too Much of a Good Thing -- Catching Up -- Color Me Comprehensible -- Materials Modification -- Quantifying Clueless -- Summary -- Chapter 7 - Organization: Techniques to Get It Together -- Do the Combo Mambo -- Parkas in July -- Thinking Ahead and Planning Backward -- Disability Versus Disinterest -- Practical Assignment for September -- Organizing Organization -- Analysis of Organizational Problems -- Why Women can't Borrow Purses -- Preparing for Teacher Tutoring -- Binder Blues -- Back to Basics -- Assignment Book -- Binder -- Clean Out Book Bag -- De-clutter Locker -- 1-2-3 Weed Out! -- Schedule for Teacher Help -- Real Estate Agents are Right -- Bordering on Madness -- Launching and Landing Pad -- Student Information and Resources -- Tracking Teachers -- Reminders that Work -- Long-Range Planning -- Take Control -- Promoting Toting -- Putting Tangents in Their Place -- Distinctive Gear -- Spare Binder in the Classroom -- Extra! Extra! -- In Lieu of Lockers -- Accessible Assignments -- What's going On? -- Tools of the Trade -- Ding! -- Summary -- Chapter 8 - Test Format: Facilitating Accurate Assessment -- Hit "Enter" for Multiple Choice -- Creative Tests -- Word Banks High -- A Test that Taught -- Testing Accommodations for All -- Relax Format Requirements -- Offer Chewy Candy During Test -- Eliminate Extra Credit Questions -- Color-Coded Tests -- Meet Them Halfway -- Writing Tests-Overview -- Summary.Chapter 9 - Test Taking: Effective Tips for All -- Music and Test Taking -- Sensory Feedback During Tests -- Anchors and Cloze -- Managing Complete Sentences -- Y, M, and N -- Cause and Effect -- Downsize -- True-False Adaptation -- Multistep Directions -- Feet First -- First the Yos, Then the Usteds -- Word Retrieval and Staples -- "Splashdown" -- "Splashdown" 2 -- Simply Scissors -- CBL-Three-Letter Magic -- Suggestions for Students -- Suggestions for Teachers -- Count the Question Marks -- Managing Hand Fatigue -- Making Something Out of Nothing -- Wallpaper for Open-Note Tests -- A Closer Look at Test Performance -- Summary Tips for Test Takers -- Splashdown -- CBL -- Touch the Page -- Read Items Two or Three Times -- Read Items Quietly to Yourself but Loud Enough to Hear Your Own Voice -- Underline Key Parts of Directions -- Number Multistep Directions -- Use a Marker to Check Work -- Ask for Help if You're Stuck -- Downsize for Math -- Summary -- Chapter 10 - Self-Advocacy: The Path to Independence -- Scripts for Self-Advocates -- Emphasize Solution -- Promises -- Bridging the Gap -- Advocacy Support in College -- Exploring Department of Disability Services -- What if Self-Advocacy doesn't Work? -- Summary -- Notes: Space for Your Own Ideas -- Resources: Explore and Connect to Support -- References -- Index.Written by a teacher for teachers, this engaging book provides more than 100 practical strategies for students with learning disabilities, along with guidance on accommodations and assessment.Learning disabled childrenEducation (Elementary)United StatesLearning disabled teenagersEducation (Secondary)United StatesLearning disabled childrenEducation (Elementary)Learning disabled teenagersEducation (Secondary)371.9/0472Martin Lucy C1623643MiAaPQMiAaPQMiAaPQBOOK9910824707503321Strategies for teaching students with learning disabilities3958168UNINA