ERIC Number: ED213217
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Teaching Handicapped Students English: A Resource Handbook for K-12 Teachers.
Price, Jane W., Ed.
One of five volumes devoted to teaching content subjects to the handicapped, the book addresses ways in which elementary and secondary regular class teachers have successfully worked with mainstreamed students in English. The following titles and authors are included: "Chris Learns to Read" (E. Roake); "Working Together" (B. Bodner-Johnson); "Strategies for Teaching the Nonreader" (B. Solis); "English in the Palm of Your Hand" (J. McKnight); "A Learning-Disabled Student in MY English Class?" (C. Weiser); "Third Grade Reading--Family Style" (E. Roake); "Teaching New Vocabulary? Skip It!" (C. Ewoldt); "Self-Esteem as the Medium for Adaptive Learning and Relating Processes" (M. Philage-Tosic); "Five Techniques for Motivating Low-Achieving Students in Content Reading" (P. Gold); "The First Songs of Summer" (D. Steinberg, J. Traub); "A Baker's Dozen of Composition Strategies for Mildly Handicapped Children" (W. Sawyer, J. Clement); "Structured Performance for the Behavior Disorder Student in the Secondary English Classroom" (J. Hartmann); "Use of Daily Journal Writing to Assess and Teach Written Expression to Handicapped Learners" (J. Johnson, M. Newman); "Mainstreaming in the Secondary School English Class" (M. Forster); "Teaching Reading Skills in the Home Economics Content Area" (L. Comerford); and "Mother Goose and Doctor Seuss in Secondary School: A Parenting Curriculum for High School English Classes" (B. Seiden). (CL)
Descriptors: Content Area Reading, Disabilities, Elementary Secondary Education, English Instruction, Learning Disabilities, Mainstreaming, Motivation, Reading Instruction, Reading Skills, Self Esteem, Teaching Methods, Writing (Composition)
National Education Association, 1201 16th St., N.W., Washington, DC 20036 ($7.50, Stock No. 3176-8-00).
Publication Type: Collected Works - General; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.
Note: For related documents, see EC 141 175-177 and EC 141 147.