Teaching Students with Learning Problems

by Cecil D. Mercer, Ann R. Mercer

This practical resource contains all the information teachers need to make informed decisions concerning their students with learning or behavior problems, making it the most useful methods book on the market. It is prided for its unique separate coverage of assessment and methods for the content areas, and assists teachers in finding effective practices to facilitate instruction of students with learning or behavior problems. Practical applications are included in coverage of collaboration, inclusion, content enhancements, technology, effective teaching practices, classroom management, phonological awareness, cultural diversity, affective development, and functional curriculum. The book also contains extensive information for secondary and college level students with learning disabilities, and focuses on learning problems throughout the lifespan. It allows teachers to readily look up assessment techniques, interventions, classroom activities, instructional games, self-correcting materials, computer programs, and commercial materials in each academic area for students of all ages with learning problems. For teachers of students with mild disabilities and/or at risk for school failure.

Genres: Education

656 pages, Paperback

First published January 1, 1981

Reviews

[Huda Fel · Rating 5 out of 5]

This book is definitely a must-own for those interested in LD.
Even though my main focus was on the identifications and characteristics of LD, I loved the instructional games included on social, emotional and behavioral development.

[حسن خميس]

كيف يمكنني قراءة الكتاب ؟

[Randie D. Camp, M.S. · Rating 4 out of 5]

This textbook is a nice resource for not only special educators but all educators. The number of students with learning problems is increasing and this book offers educators research based strategies that will help them give students with learning problems the support they need to access the curriculum.

[Staci]

the authors like to hear themselves talk and make teaching sound far more complicated than it really is