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ocn939262571 |
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OCoLC |
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20240809213013.0 |
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m o d |
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160213s2008 xx o 000 0 eng d |
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|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d AU@
|d UKAHL
|d OCLCQ
|d LOA
|d OCLCO
|d OCLCF
|d K6U
|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
|d SXB
|d OCLCQ
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|a 9781412958196
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|a 1412958199
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|a (OCoLC)939262571
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|a LB3013
|b .L553 2009
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| 049 |
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|a HCDD
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|a Lindberg, Jill A.
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|a Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities.
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| 260 |
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|a Thousand Oaks :
|b SAGE Publications,
|c 2008.
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| 300 |
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|a 1 online resource (145 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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|a Print version record.
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|a 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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|a 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.
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|a 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.
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| 650 |
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|a Classroom management.
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| 650 |
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|a Children with disabilities
|x Education.
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| 650 |
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|a Special education teachers
|x In-service training.
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| 650 |
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|a Children with disabilities
|x Education
|2 fast
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| 650 |
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7 |
|a Classroom management
|2 fast
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| 650 |
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|a Special education teachers
|x In-service training
|2 fast
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| 700 |
1 |
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|a Ziegler, Michele F. (Flasch)
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| 700 |
1 |
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|a Barczyk, Lisa.
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| 758 |
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|i has work:
|a Common-sense classroom management (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGgcwQcyjy3cJ7F8DbXx8P
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|a Lindberg, Jill A.
|t Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities.
|d Thousand Oaks : SAGE Publications, ©2008
|z 9781412958196
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1994177
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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