ERIC Number: ED473823
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Effective Instruction for Special Education. Third Edition.
Mastropieri, Margo A.; Scruggs, Thomas E.
This book conveys practical information on the instruction of students with mild disabilities, whether in self-contained, resource, or general education classroom settings. Emphasis is on research-based special education teaching methods. It first describes general principles of effective instruction, followed by more specific details associated with instruction in specific academic areas. Also included are examples of possible sequences of objectives and excerpts of possible teacher dialogues relevant to particular objectives. Individual chapters address the following topics: (1) teacher effectiveness; (2) designing effective instruction; (3) monitoring student progress; (4) classroom management; (5) reading; (6) oral and written language; (7) mathematics; (8) science and social studies; (9) study skills; (10) social skills; (11) teaching for transition (life skills, career and vocational education); and (12) consultation and collaboration. Appended are a sample Individualized Education Program forms and a list of publishers of books, tests, curricular materials, and software. (Contains approximately 650 references.) (DB)
Descriptors: Classroom Techniques, Consultation Programs, Education Work Relationship, Elementary Secondary Education, Formative Evaluation, Instructional Design, Instructional Effectiveness, Interpersonal Competence, Language Arts, Mathematics, Mild Disabilities, Reading Instruction, Science Instruction, Social Studies, Study Skills, Teacher Collaboration, Teacher Effectiveness, Teaching Methods
PRO-ED Inc., 8700 Shoal Creek Blvd., Austin, TX 78757-6897 (Order no. 9303, $43). Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); e-mail: firstname.lastname@example.org; Web site: http://www.proedinc.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A