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

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

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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Bibliographic Details
Main Author: Lindberg, Jill A.
Other Authors: Ziegler, Michele F. (Flasch), Barczyk, Lisa
Format: eBook
Language:English
Published: Thousand Oaks : SAGE Publications, 2008.
Subjects:
Classroom management.
Children with disabilities > Education.
Special education teachers > In-service training.
Children with disabilities > Education
Classroom management
Special education teachers > In-service training
Online Access:Click for online access
Table of 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.

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