Teaching Students With Sensory Disabilities

A Practical Guide for Every Teacher
1. Auflage 2006
ISBN: 978-1-4129-3947-8
Verlag: Corwin

Buch, Englisch, 136 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 359 g

Learn how to provide targeted support to students with sensory disabilities!

With the right modifications, students with sensory disabilities-impairments that affect how well they see and/or hear-can participate fully in general education classes alongside their neighbors and peers.

In Teaching Students With Sensory Disabilities discusses the defining characteristics and specific needs of students who are categorized as deaf, blind, or deaf-and-blind. Offering numerous practical classroom management tips and surprisingly easy instruction adjustments, this valuable resource shows teachers how they can provide instruction in a highly effective manner that will foster the independence of students with visual and hearing impairments in the general education classroom.

Including a pretest, posttest, and key vocabulary terms, this highly informative guide discusses everything educators need to know about students with sensory disabilities, including:

- Cognitive characteristics and issues

- Academic characteristics and issues

- Physical characteristics and issues

- Behavioral characteristics and issues

- Communication characteristics and issues

Autoren/Hrsg.

Algozzine, Bob

Ysseldyke, Jim

Ysseldyke, James E.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

About A Practical Approach to Special Education for Students With Special Needs
Acknowledgements
About the Authors
Self-Assessment I
Introduction to Teaching Students with Sensory Disabilities
1.What Should Every Teacher Know About Visual Impairments?
Definition
Eligibility for Special Education
Prevalence
What you May See in Your Classroom
2.What Should Every Teacher Know About Hearing Impairments?
Definition
Types of Hearing Loss
Prevalence
What you May See in Your Classroom
3.What Should Every Teacher Know About Deafness and Blindness?
Definition
Prevalence
Characteristics
4.What Tools and Strategies Should Teachers Use to Support Students With Sensory Disabilities?
Eliminate Barriers
Improve Communication
Foster Independence
5.Sensory Disabilities in Perspective
Understand Characteristics
Support Accomodations
Foster Collaboration
Prepare for the Future
6. What Have We Learned?
Key Points
More About Visual Impairments
More About Hearing Impairments
Key Vocabulary
Self-Assessment II
Answer Key for Self-Assessments
On Your Own
Resources
Websites
Books
Journals & Articles
Organizations
References
Index

Über Autor(innen)

Ysseldyke, James E.
Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe.

As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities.

The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring—and meeting—all their potentials.

Algozzine, Bob
Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.