<P style="MARGIN: 0px"><B>Describes the</B> <B><I>characteristics</I> of students with mild disabilities,</B> <B>and</B> <B>clearly explains</B> <B><I>the best teaching practices</I> for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, </B>including learning disabilities, mild intellectual disabilities and emotional disturbance. </P> <P style="MARGIN: 0px"> </P> <P style="MARGIN: 0px">This new edition includes an elaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators.  This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified.</P> <P style="MARGIN: 0px"> </P> <P style="MARGIN: 0px"> </P> <P style="MARGIN: 0px"><B>Highlights of the New Edition:</B></P> <UL> <LI> <DIV istory><B>Re-organized to present the overview of mild disabilities earlier in the sequence of chapters</B>(now chapter 2).  This chapter includes new information on Asperger's Syndrome, pervasive developmental delay and non-verbal learning disabilities, as well as expanded information on ADHD. </DIV></LI> <LI> <DIV istory><B>Response To Intervention (RTI).  </B>New information on RTI and how it creates opportunities for general education reading specialists to establish preventive reading programs for at-risk students.  Included is specific scientifically based reading strategies identified by the National Institute for Literacy (Chapter 5).</DIV></LI> <LI> <DIV istory>Contains <B>updated information on IDEA '04 and No Child Left Behind </B>with an emphasis on how these laws affect teaching, assessing and managing the behavior of students with mild disabilities.</DIV></LI> <LI> <DIV istory><B>New information on using technology </B>with students with mild disabilities. </DIV></LI></UL> <P style="MARGIN: 0px"> </P>