by
Wynne, Sharon A.
Call Number
371.120973 22
Publication Date
2009
Format:
Electronic Resources
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6.1349
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:
3.9360
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by
Burns, Edward, 1943-
Call Number
371.9046
Publication Date
2003
Summary
"A Handbook for Supplementary Aids and Services will be useful to regular and special education teachers, related service providers (e.g., speech and language, physical and occupational therapy, etc.), school personnel, psychologists, IEP team members, and parents in the development, implementation and review of individualized education programs (IEPs). Public law 105-17 (the IDEA amendments of 1997) has reemphasized the importance of participation in the regular classroom and in the general curriculum. In order to maximize the participation of children with disabilities with children who are not disabled, Supplementary Aids and Services are now a required element of a child's IEP. Of the three services which must be specified in every child's IEP (special education related services and Supplementary Aids and Services), Supplementary Aids and Services are the least defined. Nonetheless, Supplementary Aids and Services are the key to mainstreaming and inclusion and provide the basic test when determining "the maximum extent appropriate" a child with a disability can be educated with children who are not disabled. This book attempts to fulfill this need by providing guidance based on best practice, the law and current research concerning the meaning and implementation of Supplementary Aids and Services."--Provided by publisher.
Format:
Electronic Resources
Relevance:
3.1202
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
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0.3781
by
Yanoff, Jerome C.
Call Number
371.9046 22
Publication Date
2007
Format:
Electronic Resources
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0.3435
by
Flynt, Wayne, 1940-
Call Number
976.1063
Publication Date
2011
Summary
This historical memoir by the widely recognized scholar, Wayne Flynt, chronicles the inner workings of his academic career at Samford and Auburn Universities, as well as his many contributions to the general history of Alabama. Flynt has traveled the state and the South lecturing and teaching both lay and academic groups, calling on his detailed knowledge of both the history and power structures in Alabama to reveal uncomfortable truths wherever he finds them, whether in academic institutions that fall short of their stated missions, in government and industry leaders who seek and hold power.
Format:
Electronic Resources
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0.3403
by
Plumridge, Diane.
Call Number
371.9 22
Publication Date
1993
Format:
Electronic Resources
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0.3314
by
Grossman, Herbert.
Call Number
371.1024
Publication Date
2000
Summary
Dr. Herbert Grossman recaps a self-described "adventure" of more than four decades during which he has worked with students who exhibit emotional and behavioral problems and also with teachers who aspire to work with these young people. He shares the amusements, frustrations, and, most importantly, insights gathered during his worldwide odyssey. The author has included an abundance of anecdotes from his work with children and adolescents and with students in the departments of regular education, special education, psychology and psychiatry of sixteen universities in the United States.
Format:
Electronic Resources
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0.3283
by
Jupp, James C., author.
Call Number
371.11 23
Publication Date
2013
Summary
Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author's eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education. Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with d.
Format:
Electronic Resources
Relevance:
0.3255
by
Oldfield, Kenneth.
Call Number
378.1208664 22
Publication Date
2009 2008
Format:
Electronic Resources
Relevance:
0.3118
by
Goldblatt, Eli.
Call Number
302.2244 23
Publication Date
2012
Summary
In this engrossing memoir, poet and literacy scholar Eli Goldblatt shares the intimate ways reading and writing influenced the first thirty years of his life-in the classroom but mostly outside it. Writing Home: A Literacy Autobiography traces Goldblatt's search for home and his growing recognition that only through his writing life can he fully contextualize the world he inhabits. Goldblatt connects his educational journey as a poet and a teacher to his conception of literacy, and assesses his intellectual, emotional, and political develop.
Format:
Electronic Resources
Relevance:
0.3012
12.
by
Stairs, Andrea J. (Jo)
Call Number
370.91732
Publication Date
2011
Summary
Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while teaching in it. The authors have combined the work of urban education theorists, researchers, and practitioners to demonstrate that urban students bring many resources to their learning environment and can often serve as educators to the teachers themse.
Format:
Electronic Resources
Relevance:
0.3012
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