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Teaching Students With Mental Retardation

A Practical Guide for Every Teacher

By: Bob Algozzine, Jim Ysseldyke

This reference discusses common causes of mental retardation; methods for improving students’ functional academic, social, self-care, and work skills; and instructional approaches for students with severe disabilities.

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Product Details

Grade Level: PreK-12
ISBN: 9781412939058
Published By: Corwin
Year: 2006
Page Count: 136
Publication date: March 24, 2006

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Description

Learn what effective teachers do to support students with mental retardation in and out of the inclusive classroom!

Students with mental retardation often struggle tremendously to complete the same tasks that many of their peers do without any difficulty-but with special assistance their struggles to learn can be highly successful. In Teaching Students With Mental Retardation, special and general educators will find highly effective strategies for enhancing the academic and social skills of students with mental retardation in their classrooms.

Offering a pretest, posttest, and key vocabulary terms, this exceptional resource also discusses:

Common causes of mental retardation such as genetic conditions, problems during pregnancy and birth, and health problems
Diagnosing mental retardation
Cognitive, academic, physical, behavioral, and communication characteristics of mental retardation
Methods for improving the functional academic, social, self-care, and work skills of students with mental retardation
Instructional approaches for students with severe disabilities
Influential trends and issues such as prevention of mental retardation and transitioning from school to work

A Practical Approach to Special Education for Every Teacher: The 13-Book Collection
This collection equips educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-their fullest potential.

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Key features

Practical, accessible, research-based information and advice distilled from a highly-successful textbook
Numerous case studies
Practical, age-appropriate strategies for the classroom
Reflection/professional development exercises
Resources – books, articles, organizations
Linked to IDEA 2004

Author(s)

Bob Algozzine

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.

Jim Ysseldyke

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.

Table of Contents

About A Practical Approach to Special Education for Every Teacher

Acknowledgements

About the Authors

Self-Assessment I

Introduction to Teaching Students With Mental Retardation

1.What is Mental Retardation?

Definition

Prevalence

2.What Causes Mental Retardation?

Genetic Conditions

Problems During Pregnancy & Birth

Health Problems

3.How is Mental Retardation Diagnosed?

Significance of Adaptive Behavior in Diagnosis

4.What Characteristics Are Associated With Mental Retardation?

Cognitive

Academic

Physical

Behavioral

Communication

5.How Should Teachers Teach Students With Mental Retardation?

Improving Functional Academic Skills

Improving School Adaptive Behavior

Improving Work Skills

Improving Leisure Skills

6.What Should Every Teacher Know About Teaching Students With Severe Disabilities?

Definition

Prevalence

Curriculum Considerations

Instructional Approaches

7.What Trends and Issues Influence How We Teach Students With Mental Retardation?

Prevention of Mental Retardation

Transitioning From School to Work

8.Mental Retardation in Perspective

Recent Advances

The Importance of Environments

Inclusion

9. What Have We Learned?

Key Points

Key Vocabulary

Self-Assessment II

Answer Key for Self-Assessments

On Your Own

Resources

Books

Journals & Articles

Organizations

References

Index

Other Titles in: Cognitive Impairments | Teaching Methods & Learning Styles

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