ERIC Number: ED386014
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Teaching Special Learners in the General Education Classroom: Methods and Techniques. Second Edition.
McCoy, Kathleen M.
This textbook emphasizes practical guidelines and approaches that work with special students mainstreamed into regular classrooms. The background of the mainstream and inclusion movements and labeling practices is considered, along with specific exceptionalities and methods effective in teaching children who have learning disabilities, mental handicaps, behavior problems, physical impairments, visual impairments, and hearing impairments. The book then covers the concept, practice, and components of the Individualized Education Plan, including teamwork in planning and implementation. Classroom organization and management techniques are addressed, including behavior management and the affective components of learning, attitudes, and how to communicate teacher expectations. The final chapters address basic skill areas, including: identification of reading difficulties, reading strategies, oral and written language, spelling, handwriting, mathematics assessment tools, mathematics instructional content, and techniques for helping children with special learning needs in math. The potential of technology to meet the increasing diversity in the general education setting is also addressed. Step-by-step suggestions and classroom vignettes are included, along with a glossary. (Each chapter contains references.) (SW)
Descriptors: Basic Skills, Classroom Design, Classroom Techniques, Computer Uses in Education, Disabilities, Educational Technology, Elementary Secondary Education, Evaluation Methods, Inclusive Schools, Individualized Education Programs, Language Arts, Mainstreaming, Mathematics Instruction, Reading Instruction, Student Evaluation, Teaching Methods
Love Publishing Co., 1777 S. Bellaire St., Denver, CO 80222 ($49.95).
Publication Type: Books; Guides - Classroom - Learner
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A