Table Of Contents:

• Dedications
• About the Authors
• Preface
• 1. Overview of Learning Disabilities
• IDEA Definition of a Specific Learning Disability
• Overview of Specific Learning Disabilities
• Key Facts About Learning Disabilities
• Causes of a Specific Learning Disability
• Age of Onset for Specific Learning Disabilities
• Gender Features for Specific Learning Disabilities
• Cultural Features for Specific Learning Disabilities
• Familial Patterns for Specific Learning Disabilities
• Co-morbidity for Specific Learning Disabilities
• Discrepancy in Diagnosing a Learning Disability
• The Exclusionary Clause
• Characteristics of Specific Learning Disabilities
• Educational Implications of Specific Learning Disabilities
• 2. Characteristics of Children With Learning Disabilities
• Overview
• Academic Achievement Deficits
• Language Deficits
• Disorders of Attention
• Achievement Discrepancy
• Memory Deficits
• Cognitive Deficits
• Metacognition Deficits
• Social-Emotional Problems
• Nonverbal Learning Disorders (NLD)
• Motivational and Attribution Problems
• Perceptual Deficits
• 3. Types of Learning Disabilities
• Auditory Processing Disorders
• Dyscalculia (Arithmetic Disorder)
• Dysgraphia (Writing Disorders)
• Dyslexia (Reading Disorders)
• Dysorthographia (Spelling Disorders)
• Nonverbal Learning Disabilities (Nonverbal Learning Disorders or NLD)
• Organizational Learning Disorders
• Social Cue Disorder
• Visual Processing Disorders
• 4. Eligibility Criteria for Learning Disabilities
• Step I. Becoming Familiar With the Characteristics of Students With Specific Learning Disabilities
• Step II. Determining the Procedures and Assessment Measures To Be Used
• Step III. Determination of Eligibility for a Diagnosis of a Specific Learning Disability
• 5. Responsiveness to Intervention (RTI)
• Overview of Responsiveness to Intervention (RTI)
• Purpose of RTI
• Importance of RTI
• Is RTI a New Approach?
• Core Principles of RTI
• Rationale for Replacing the Discrepancy Model With RTI
• Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy
• Why RTI Was Considered in the Process of SLD Determination
• The Role RTI Should Play in the Identification of Children With Specific Learning Disabilities
• Can RTI Be Used as the Sole Determinant for SLD Classification?
• In the Big Picture, How Does RTI Fit Into the Determination of LD Process?
• Continuum of Intervention Support for At-Risk Students
• Parent Involvement, An Important Component for Successful RTI Programs
• Fidelity
• The RTI Process for Teachers
• What Teachers Need in Terms of Professional Development and RTI
• 6. Effective Teaching Strategies for Students With LD
• Academic Instruction
• Behavioral Interventions
• Classroom Accommodations
• 7. Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting
• Introduction
• Review of Inclusion
• Principles of Effective Inclusion
• Why Are Social Skills Important?
• Social-Cognitive Skill Development
• The Role of Social Skills at School
• Strategies to Foster a Sense of Belonging in the Inclusion Classroom
• Creating a Positive Inclusion Classroom Climate
• Teaching Social Skills Through Role-Playing and Observation
• The Inclusion Classroom Teacher's Power to Model Acceptance
• Promoting Positive Social Interactions Among Students With and Without Learning Disabilities in an Inclusion Setting
• 8. IEP Development and Educational Placement Options for Students With Learning Disabilities
• Overview of the IEP Committee
• Members of the IEP Committee
• Responsibilities of the IEP Committee
• IDEA 2004 and IEP Committee Meeting: What to Know
• Development of the Information Packet for Presentation to the IEP Committee
• Required Forms
• How Recommendations for Classification Are Made by the IEP Committee
• Specific Educational Placement (LRE) Considerations According to IDEA 2004
• Appealing the Decision of the IEP Committee
• Other Roles of the IEP Committee
• IEP Development
• Components to Be Included in the IEP
• Questions and Answers About the IEP Under IDEA 2004
• 9. Transition Services for Students With Learning Disabilities
• The Transitional Process
• The Intent of Transition Services
• The Importance of Transition Services for Individuals With Learning Disabilities
• The Introduction of Transition Services
• The Individualized Transition Plan (ITP)
• Transition Services
• Special Considerations for Students With Learning Disabilities
• Employment Services
• Vocational Assessments
• Leisure/Recreational Experiences
• Advantages of Special Leisure Programs
• Individual Concerns When Faced With Leisure Activities
• Postsecondary Education Options
• When to Begin College Planning
• Understanding Legal Rights Pertaining to Postsecondary Education
• Identifying the Desirable Characteristics of a College
• Disability-Related Support Services
• Assistive Technology
• Glossary
• References
• Index