Out of print

Learning Disabilities: Foundations, Characteristics, and Effective Teaching, 3rd Edition

Dr Daniel E. Hallahan, Miami University of Ohio

John W. Lloyd, University of Virginia

James M. Kauffman, University of Virginia

Margaret P. Weiss, Virginia Tech

Elizabeth A. Martinez, Council for Exceptional Children

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Overview

Description

Already the most impeccably accurate, up-to-the-minute and research-based text on the market, this new edition now gives the reader plenty of classroom context and practical instructional guidance.

It includes the latest information on the characteristics of persons with learning disabilities, the causes of learning disabilities, and the most reliable educational interventions for students with LD.

Students will enjoy reading this clearly written, well-organized text, which strikes a perfect balance between foundational information and practical tools that educators can readily use with students. As in previous editions, the most important research and trends in the field are emphasized continually. The Third Edition has been reorganized to include new chapters on eligibility, ADHD, and inclusive practices.

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Sample chapter is available for download in PDF format.

This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.

Features

“Effective Teaching Practices for Learning Disabilities” features throughout the book provide clear, easy-to-understand explanations and how-to information on the latest empirically validated teaching approaches for students with learning disabilities.

“Today's Technology for Learning Disabilities” highlights technological advances, lists excellent websites, and discusses their usefulness for students with learning disabilities and their teachers.

“Multicultural Perspectives” introduce issues pertaining to cultural differences versus disabilities and prepare students to teach in today's diverse classrooms.

“Current Issues” succinctly capture the essence of critical themes, ethical questions, and topics in the field, providing an excellent vehicle for classroom discussions.

New to This Edition

Chapter 3, “Eligibility,” focuses on the laws, definitions, identification, and eligibility topics related to learning disabilities. The new edition integrates the eligibility process with related assessment concepts. Includes the most recent information about response-to-intervention as an alternative means to eligibility determination.
Because of the extensive overlap of learning disabilities with attention deficit hyperactivity disorder (ADHD), this edition includes a new chapter on ADHD, its causes, characteristics, and treatment (Ch. 9).
Chapter 15, “Participation in General Education Classrooms for Students with Learning Disabilities,” considers the student with learning disability in the general education classroom, including information about planning for, accommodating, and adapting instruction.
Includes Case material about real students:

Two actual students with LD, Shannon and Jamal, are introduced in Chapter 1. As students travel with them throughout the book, they see firsthand the questions parents, students, and teachers face. These engaging stories also provide opportunities to illustrate how educational techniques and strategies relate to the specific needs of a specific child. In addition, Chapter-opening quotes from Shannon's or Jamal's teachers, parents, physicians, and others offer interesting views and perspectives, as well as a variety of ideas to stimulate class discussions.
“Case Connections” focus in-depth on a particular aspect of the Shannon and Jamal cases and connect the cases to the content covered within the chapter. They provide concrete and practical examples of a variety of important topics including school-home communication, transition planning, and others.
“Case Questions” at the end of chapter sum up the main points of the chapter as related to the opening cases, and are great for discussion or student assignments.

“Focus on.... Do Now Activities” appear at the end of eight chapters , providing quick, easy-to-apply strategies, techniques, and activities for immediate use and reference by preservice and beginning teachers. For example, “Focus on Mathematics... Do Now Activities to Promote Fluency, Number Sense, and Mathematical Reasoning" includes an activity specifically designed to aid in the teaching of mathematics.
The CEC Standards Connection: Because these standards are becoming so important to the profession, including the certification and licensure process, this text is aligned with CEC Common Core and Learning Disability Standards.
- CEC Knowledge & Skills Overview: Each chapter opens with a brief overview of how that chapter relates to CEC Knowledge and Skills.
- CEC Knowledge Check Margin Notes tie the adjacent text material to CEC Common Core and Disability-Specific Knowledge and Skills statements.
- CEC Portfolio-Building Activity: Demonstrating Your Knowledge of the CEC Content Standards. This is a cumulative activity that allows you to apply the information you have learned in each chapter to develop a Personal Philosophy Paper that incorporates information from CEC.
- Standards Appendix provides a complete listing of the CEC Content Standards, Common Core and Learning Disability Knowledge and Skills.
Margin Glossary defines key terms and concepts when they're first discussed.

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Learning Disabilities: Foundations, Characteristics, and Effective Teaching, 3rd Edition

If You're an Educator

If You're a Student

Overview

Description

Look Inside

Features

New to This Edition

Table of Contents

Order

Digital

Paper

Previous editions

Introduction to Learning Disabilities, 2nd Edition