Summary
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Teach your students learning strategies that will last a lifetime!
The pressure is on special and general education teachers alike. If we're to ensure that adolescents with mild disabilities achieve the very same gains as their peers, we must first teach them how to learn. Here's a one-stop guide for getting started, pairing the very best instructional methods with assessments and IEP goals so all students can be independent learners.
Driven by research, this indispensible resource features: Evidence-based strategies for teaching vocabulary, reading, written language, math, and science, as well as study skills, textbook skills, and self-regulation; Clear presentation that describes strategies in context; Informal assessments for every content area or skill addressed; Case studies that link assessment results, IEP goals, and learning strategies; Application activities with questions and suggested responses
Whether you teach in an inclusive, resource, or self-contained setting, there's no better guide for teaching your students learning strategies that will last a lifetime.
“This is a rare find—a book for practitioners that actually stays on task throughout and provides an abundance of teaching strategies. As a veteran of the classroom, it is nice to find strategies that are useful and can be readily implemented.”
—Sally Jeanne Coghlan, Special Education Teacher
Rio Linda Preparatory Academy, Rio Linda CA
“I really like this comprehensive resource of strategies. I felt the book was written for people like me, struggling to do the very best for my students to make their time in school truly of benefit.”
—Cheryl Moss, Special Education Teacher
Gilbert Middle School, Gilbert, IA
Science: Informal Assessments
Science: Informal Assessments
Science is a challenge for students who face difficulties acquiring and retaining knowledge and demonstrating their competence in assessments.
Meet Rafael
Rafael arrived in the United States a few years ago when his parents emigrated from Central America. At home English is rarely spoken, and he did not learn English in school prior to moving to the United States. He could read but was approximately two years below grade level in Spanish, his first language. Consequently, he learned to read in English fairly quickly, transferring his Level 1 (entering) reading skills to English. After three years in the United States, he has strong basic interpersonal communication skills (BICS) with English. Like many English language learners, he still struggles ...
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