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Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities.

Author: Jill A Lindberg; Michele F Ziegler (Flasch); Lisa Barczyk
Publisher: Thousand Oaks : SAGE Publications, 2008.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This invaluable handbook provides teachers with common-sense strategies, tools, and templates to ensure the best possible educational outcomes for learners with significant disabilities.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Lindberg, Jill A.
Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities.
Thousand Oaks : SAGE Publications, ©2008
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jill A Lindberg; Michele F Ziegler (Flasch); Lisa Barczyk
ISBN: 9781412958196 1412958199
OCLC Number: 939262571
Description: 1 online resource (145 pages)
Contents: Cover --
Contents --
Foreword --
Preface --
About the Authors --
Introduction and Overview --
Chapter 1 --
Getting Ready --
Time Organization --
Student Information --
Finding Appropriate Materials and Adaptive Equipment --
Physical and Visual Arrangements within the Room --
Helping Administrators, General Education Teachers, and Support Staff Understand the Needs and Abilities of Students --
Knowing Your Community --
Chapter 2 --
Organizing the Students and Their Learning Environment --
The IEP and Planning --
Grouping Students --
Developing Daily and Weekly Schedules --
Individual Student Planning in a Variety of Learning Environments --
Developing Lesson Plans --
Documenting Student Progress --
Working with Classroom Support Staff --
Community Experiences and Instruction --
Advocating for Your Students and Exploring Inclusive Learning Environments --
Chapter 3 --
General Planning: Curriculum and Methods of Instruction --
Consistency, Structure, and Routine --
Student Full and Partial Participation in the General Education Classroom --
Systematic Instruction and Fading --
Curriculum --
Blending Academic and Functional Curriculum Models --
Chapter 4 --
Academic Planning --
Inclusion, Least Restrictive Environment (LRE), and IDEIA --
Academic and Content Standards and Writing Individualized Education Programs (IEPs) --
Curriculum, Instructional, and Assessment Planning --
Inclusive Instructional Strategies and Adaptations --
Active Participation Versus Presence Only in the Classroom --
Collaboration and Team Planning --
Chapter 5 --
Functional Planning --
Planning for Community and Functional Skills Instruction --
Functional Learning Outcomes --
Functional Instruction --
Inclusive Examples --
Social Skills and Peer Relationships --
Self-Advocacy and Self-Determination --
Transition and Outcomes. Chapter 6 --
Using Assistive Technology as a Learning Support --
Definition of Assistive Technology (AT) --
The SETT Framework --
Use of Assistive Technology for Communication --
Use of Assistive Technology to Access Literacy --
Use of Assistive Technology to Control the Environment --
Use of Assistive Technology to Hold Things --
Use of Assistive Technology to See Better --
Use of Assistive Technology to Hear Better --
Use of Assistive Technology for Computer Access --
Use of Assistive Technology for Eating or Dressing --
Use of Assistive Technology for Access to Recreation and Leisure --
Documenting Assistive Technology in the IEP --
Chapter 7 --
Understanding Behavior --
Communication --
Determining Cause and Supporting the Student --
Developing a Support Plan for Difficult Behaviors in Different Settings --
Shaping Behavior and Rewards --
Chapter 8 --
Working with Related Service Providers and Other Support Staff --
Defining Related Services --
Models of Service Delivery --
Teacher Tips for Working with Related Service Providers --
Finding Time for Collaboration --
Role of the Occupational Therapist --
Role of the Physical Therapist --
Role of the Speech and Language Pathologist --
Working with Other Support Personnel --
Chapter 9 --
Communication with Parents and Guardians --
Developing a Positive Relationship with Parents or Guardians --
Coordinating School and Home Expectations --
Ongoing Communication Strategies --
IEP Team Meetings --
Parent-Teacher Conferences --
Chapter 10 --
Transition --
Parent and Student Involvement --
Transition in Early Development --
School-Age Transitions --
Identifying Adaptive Equipment Needs --
Developing Postsecondary Goals --
Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals --
Determining Community Resources --
References --
Index.

Abstract:

A resource to help ensure full participation, educational equity, and self-sufficiency for pupils with disabilities  Read more...

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"This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides Read more...

 
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