by
Kaweski, Walter.
Call Number
371.94 22
Publication Date
2011
Summary
Walter Kaweski offers secondary teachers practical strategies and heartfelt insights based on his extensive experience as an autism specialist, inclusion coordinator, and father of a son with Asperger syndrome. Students with special needs often require extra support as they adjust to middle and high school and the changes that accompany adolescence. Without support, this time can be overwhelming. In providing hundreds of valuable ideas to help teachers, each chapter offers numerous personal stories that illustrate and reinforce strategies in a tangible way.
Format:
Electronic Resources
Relevance:
4.5884
by
Downing, June, 1950-
Call Number
371.926 22
Publication Date
2010
Summary
This book provides approaches, information, and ideas for teachers of students with moderate to severe disabilities in general education classrooms.
Format:
Electronic Resources
Relevance:
4.5531
View Other Search Results
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:
4.5314
by
Voltz, Deborah L., 1961-
Call Number
379.154 22
Publication Date
2010
Summary
Features a field-tested framework for teaching to ensure inclusion and differentiated instruction are in harmony with standards-based education.
Format:
Electronic Resources
Relevance:
4.5081
by
Yanoff, Jerome C.
Call Number
371.9046 22
Publication Date
2007
Format:
Electronic Resources
Relevance:
3.7880
by
Tomlinson, Carol A.
Call Number
371.394 22
Publication Date
2010
Summary
Today's teachers are responsible for a greater variety of learners with a greater diversity of needs that ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. The authors tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot--and will not--move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. The authors argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.
Format:
Electronic Resources
Relevance:
3.3078
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:
3.1072
by
Downing, June, 1950-
Call Number
371.90446 22
Publication Date
2005
Summary
High-profile author Excellent companion to new projects in Autism and Asperger's Syndrome. Including students with severe disabilities in mainstream classrooms has become more and more common. These severe disabilities include both physical and intellectual, and the Downing project tackles the most common subject area for inclusion - literacy. Covering a wide age spectrum the author looks at: accessing the general curriculum; literary activities; parental involvement; pre- and post-assessment; IEPs; peer support; school-wide approaches; evaluation and grading; goal-setting. The project also includes very practitioner-oriented pedagogy, including Frequently Asked Questions, chapter by chapter references, bibliography with short summaries, and relevant websites.
Format:
Electronic Resources
Relevance:
3.0034
by
Nolet, Victor.
Call Number
371.9046 22
Publication Date
2005
Summary
Featuring updated strategies for fitting special education into frameworks created by standards and assessments, this indispensable resource shows teachers how to achieve expected results with all students.
Format:
Electronic Resources
Relevance:
2.9662
by
Burns, Edwards.
Call Number
371.900973
Publication Date
2007
Summary
The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and the special education process. These concerns range from requirements for referring a child for an individual evaluation, school discipline, classroom-based assessment, IEP meetings, inclusion and mainstreaming, and various legal requirements relating.
Format:
Electronic Resources
Relevance:
2.0215
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:
0.2828
by
Landsman, Julie.
Call Number
370.1170973 22
Publication Date
2010
Format:
Electronic Resources
Relevance:
0.2606
Limit Search Results