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ERIC Number: ED461962
Record Type: RIE
Publication Date: 2002
Pages: 484
Abstractor: N/A
ISBN: ISBN-0-205-34069-5
Characteristics of and Strategies for Teaching Students with Mild Disabilities. Fourth Edition.
Henley, Martin; Ramsey, Roberta S.; Algozzine, Robert F.
This text is intended to introduce undergraduate or graduate general or special education majors to student characteristics and teaching strategies with students who have mild disabilities (mild mental retardation, behavior disorders, and learning disabilities). Part 1 addresses the characteristics of students with mild disabilities. Chapter 1 explains the basic principles of special education, including its history, legal mandates, and descriptions of various types of disabling conditions. Chapters 2 through 4 present detailed information on each of the three mild disabilities, including practical teaching strategies for each. Chapter 5 considers cross-categorical characteristics and educational strategies. Part 2 of the book details effective teaching practices with this population. Chapter 6 explains how to organize and implement inclusion programs. Chapter 7 looks at teaching from the point of view of the learner. Chapters 8 and 9 detail instructional modification and classroom management practices. Chapter 10 extends this discussion to an analysis of social skills instruction. The final chapter describes the value of family-school cooperation and describes programs that include families. Appendices include a special education chronology, a guide to commonly used psychoactive medications, a guide to congenital disorders, a guide to tests, and a sample Individualized Education Plan. (Contains approximately 850 references.) (DB)
Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 ($70). Tel: 800-666-9433 (Toll Free); Web site:
Publication Type: Books; Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Practitioners; Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: For a previous edition, see ED 370 309.