by
Burns, Edward, 1943-
Call Number
371.90973 23
Publication Date
2006
Summary
The purpose of this book is to provide guidelines to develop appropriate Individualized Education Programs (IEPs) for children with disabilities based on the Individuals with Disabilities Education Act amendments of 2004 (IDEA-2004) or Public Law 108-446. These guidelines are intended to result in IEPs that are streamlined, focused, and reasonably calculated to provide educational benefit. Specifically, this work is directed toward developing IEPs that provide every child with a free and appropriate public education, rather than to develop IEPs that merely show compliance with IDEA but confuse.
Format:
Electronic Resources
Relevance:
5.7595
by
Bugaj, Christopher R.
Call Number
371.90433 22
Publication Date
2010
Summary
Presents detailed advice and ideas to provide assistive technology services to effectively and efficiently help students.
Format:
Electronic Resources
Relevance:
5.7060
View Other Search Results
by
Anderson, Frances E.
Call Number
371.90445 20
Publication Date
1994
Summary
This book has been written to help both the regular education, and art and special education teachers, both pre- and in-service, better understand some of the issues and realities of providing education and remediation to children with disabilities. The book is also offered as a model of a concept that has governed the author's personal and professional career of over thirty years - the concept that we must live, learn and develop through art - that art belongs at the core of the public school curriculum. Additionally, the author emphasizes that art offers one of the most powerful ways to grow.
Format:
Electronic Resources
Relevance:
5.6005
by
Villa, Richard A., 1952-
Call Number
371.9046 22
Publication Date
2005
Summary
Annotation In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs. Richard A. Villa, Ed. D., has worked with thousands of teachers and administrators to develop and implement instructional support systems for educating all students within general education settings. Jacqueline S. Thousand, Ph. D., is a professor in the College of Education at California State University, San Marcos, where she coordinates the College's special education credential and masters programs.
Format:
Electronic Resources
Relevance:
5.5905
by
Taylor, George R.
Call Number
371.9 21
Publication Date
1998
Summary
This exceptional social skills curriculum was designed as a guide to assist in the instruction of disabled individuals in determining what behaviors are and are not acceptable in our society. The author highlight the socialization skills which are considered essential in order for the disabled to successfully function in society. The skills outlined in this text stress strategies needed to: (1) show respect for the rights of privacy of others; (2) learn how to handle anger; (3) learn how to act in public places; (4) demonstrate ability to show good sportsmanship; (5) take responsibility for one's actions; (6) encourage self-control; (7) present alternatives to using profanity; (8) learn how and when to apologize; (9) present alternatives to telling lies; (10) deal with individuals who hit or threaten others. The authors provide a general framework for innovative educators seeking new insight into additional methods and procedures for teaching social and interpersonal skills to the disabled. Parents and other family member of the disabled will also find the strategies presented useful for follow-up activities in the home.
Format:
Electronic Resources
Relevance:
5.5722
by
Burns, Edward, 1943-
Call Number
371.9046 22
Publication Date
2004
Summary
In order to achieve successful regular classroom participation for children with disabilities with supplementary aids and services, consultant teacher services are essential. This book is intended for special education teachers and other professionals providing special education services with information, guidelines and suggestions relating to the role and responsibilities of the special education consultant teacher. Every state must provide a continuum of alternative placements (e.g. regular classroom, resource room, self-contained setting), but the focus of this guide is participation in the regular classroom and/or regular curriculum "to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate." The many suggestions provided should prove useful concerning what the special education consultant teacher can and should do to enable children with disabilities to be educated with nondisabled children.
Format:
Electronic Resources
Relevance:
5.5598
by
Williams, Belinda.
Call Number
370.91732 22
Publication Date
2003
Summary
Despite years of reform, a persistent achievement gap remains between students in urban schools and elsewhere. Recognizing that goal setting and good intentions cannot close the gap, the authors provide a research-based synthesis of the dynamics that contribute to urban students' academic achievement patterns.
Format:
Electronic Resources
Relevance:
5.3541
by
Reglin, Gary L.
Call Number
371.8269420973 21
Publication Date
1998
Summary
Research clearly shows mentoring to be a powerful alternative education (dropout prevention) strategy for students at risk, and this book meets a demand from teachers and case workers in the juvenile justice system for a comprehensive guide to establish mentoring programs. The book is teacher-friendly, easy to read, positive, and full of suggestions. The mentor application, interest inventories, and evaluation forms provided also make it an excellent resource book. Strategies on writing mission statements, goals, and objectives will help the reader build confidence in developing successful proposals to fund mentoring programs. The recruitment strategies, screening strategies, process and outcome evaluation questions, and the 20-step Replicable Model will benefit readers concerned with enhancing the effectiveness of existing mentoring programs. This book was designed to meet the needs of K-12 teachers, K-12 school administrators, case managers in the juvenile justice system, as well as members of nonprofit organizations who work with students at risk.
Format:
Electronic Resources
Relevance:
5.2691
by
Gore, M. C., author.
Call Number
371.9045 22
Publication Date
2010
Summary
This book identifies "locks" to learning and provides targeted strategies, or "keys" that unlock learning barriers for adolescents with disabilities and other learning challenges.
Format:
Electronic Resources
Relevance:
5.2532
by
Kochhar-Bryant, Carol A.
Call Number
371.91 22
Publication Date
2010
Summary
Synopsis: This book examines collaboration between teachers, administrators, student support specialists, community agencies, and service providers to improve outcomes for students with complex learning needs.
Format:
Electronic Resources
Relevance:
5.2059
by
Anastasiow, Nicholas J.
Call Number
371.967 22
Publication Date
1976
Summary
The cultural and dialectal differences as they currently exist in rural andinner-city poverty areas are the primary foci of this volume. The text contains the conclusions from the authors' research studies involving several hundred children of various racial and ethnic backgrounds along with numerous examples of children's oral response to school English. A discussion of how language develops and dialects are learned, techniques for diagnosing elementary school age children's stage of language development, and instructional strategies to facilitate children's oral language and reading developm.
Format:
Electronic Resources
Relevance:
5.0479
by
Maanum, Jody L.
Call Number
371.9 22
Publication Date
2009
Summary
Through IDEA, students who are eligible to receive services to meet their special needs are guaranteed certain rights and benefits in the general education classroom. The third edition of this handbook offers easy-to-implement strategies, recommendations, and answers to questions that help general education classroom teachers provide the best support for all students.
Format:
Electronic Resources
Relevance:
4.9631
Limit Search Results