Teaching students who are exceptional, diverse, and at risk in the general education classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson Education
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 483-504) and indexes |
| Beschreibung: | XV, 523 S. Ill. 28 cm |
| ISBN: | 9780137070718 0137070713 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV036551934 | ||
| 003 | DE-604 | ||
| 005 | 20200207 | ||
| 007 | t | ||
| 008 | 100707s2011 xxua||| |||| 00||| eng d | ||
| 010 | |a 2009032696 | ||
| 015 | |a GBA9A8189 |2 dnb | ||
| 020 | |a 9780137070718 |c pbk. |9 978-0-13-707071-8 | ||
| 020 | |a 0137070713 |c pbk. |9 0-13-707071-3 | ||
| 035 | |a (OCoLC)705649515 | ||
| 035 | |a (DE-599)BVBBV036551934 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-29 | ||
| 050 | 0 | |a LC3981 | |
| 082 | 0 | |a 371.9/0460973 | |
| 084 | |a DT 1422 |0 (DE-625)19989:763 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Vaughn, Sharon |d 1952- |e Verfasser |0 (DE-588)1164710974 |4 aut | |
| 245 | 1 | 0 | |a Teaching students who are exceptional, diverse, and at risk in the general education classroom |c Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson Education |c 2011 | |
| 300 | |a XV, 523 S. |b Ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 483-504) and indexes | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Mainstreaming in education |z United States | |
| 650 | 4 | |a Special education |z United States | |
| 650 | 4 | |a Children with disabilities |x Education |z United States | |
| 650 | 4 | |a Children with social disabilities |x Education |z United States | |
| 650 | 4 | |a Learning disabled children |x Education |z United States | |
| 650 | 4 | |a Inclusive education |z United States | |
| 650 | 0 | 7 | |a Behinderung |0 (DE-588)4112696-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Integrativer Unterricht |0 (DE-588)4138728-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schüler |0 (DE-588)4053369-4 |2 gnd |9 rswk-swf |
| 651 | 4 | |a USA | |
| 689 | 0 | 0 | |a Schüler |0 (DE-588)4053369-4 |D s |
| 689 | 0 | 1 | |a Behinderung |0 (DE-588)4112696-8 |D s |
| 689 | 0 | 2 | |a Integrativer Unterricht |0 (DE-588)4138728-4 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Bos, Candace S. |e Sonstige |4 oth | |
| 700 | 1 | |a Schumm, Jeanne Shay |e Sonstige |4 oth | |
| 856 | 4 | 2 | |m Digitalisierung UB Erlangen |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020473457&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-020473457 | ||
Datensatz im Suchindex
| _version_ | 1804143126449750017 |
|---|---|
| adam_text | VILI BRIEF CONTENTS FOUNDATIONS CHAPTER 1 SPECIAL EDUCATION AND INDUSIVE
SCHOOLING 2 INTRODUCTION 3 EARLY FOUNDATIONS OF SPECIAL EDUCATION 4
EARLY INFLUENCES 4 RECENT INFLUENCES 4 IDEIA AND THE VOCATIONAL
REHABILITATION ACT 5 PROVISIONS AND GUIDELINES FOR IMPLEMENTING IDEA 7
PROVISIONS OF THE VOCATIONAL REHABILITATION ACT 8 THE CONCEPT OF LEAST
RESTRIETIVE ENVIRONMENT 9 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) 11
RESPONSIBILITIES OF CLASSROOM TEACHERS 19 PARTICIPATING IN THE REFERRAL
AND PLANNING PROCESS 22 ADAPTING INSTRUCTION 25 NO CHUD LEFT BEHIND ACT
27 EXPANDING THE IMPACT OFIDEA 28 INCLUSION 31 ACCESSING INFORMATION
ABOUT STUDENTS 32 PLACING STUDENTS IN THE GENERAL EDUCATION CLASSROOM 34
CHAPTER 2 RESPONSE TO INTERVE~TION: DEVELOPING SUCCESS FOR ALL LEARNERS
38 INTRODUCTION 39 PAST AND PRESENT CHALLENGES 40 PREVIOUS
IDENTIFLCATION PROCEDURES 40 INITIATIVES INFLUENCING RTI 41 COMPONENTS
OF RESPONSE TO INTERVENTION 43 PROGRESS MONITORING 44 THE THREE TIERS
OFINTERVENTION 46 IMPLEMENTING INTERVENTIONS 47 RTI FOR STUDENTS WHO ARE
CULTURALLY AND LINGUISTICA11YDIVERSE 51 WORKING WITH FAMILIES 53
UNIVERSAL SCREENING 53 USING SCREENING TO MAKE EDUCATIONAL DECISIONS 54
USING PROGRESS MONITORING TO ASSESS STUDENTS RESPONSE TO INTERVENTIONS
54 ROLE OFTEACHERS IN AN RTI MODEL 56 COLIABORATING AND CONSULTING 56
USING RTI DATA TO IDENTIFY STUDENTS WITH DISABILITIES 57 PROVIDING
INTERVENTIONS 57 USING RTI MODELS IN MIDDLE SCHOOLS AND JIIGH SCHOOLS 58
CHAPTER 3 COMMUNICATING AND COLLABORATING WITH OTHER PROFESSIONALS AND
FAMILIES 62 INTRODUCTION 63 CRITICAL COMMUNICATION SKILLS 64 ACCEPTANCE
64 LISTENING 64 QUESTIONING 65 STAYING FOCUSED 66 COLLABORATING WITH
OTHER PROFESSIONALS 67 CONSULTATION 68 COLIABORATION 70 CO- TEACHING 71
COLIABORATION ISSUES AND DILEMMAS 77 WORKING WITH PARENTS 78 FAMILY
COLIABORATION 79 FAMILY ADJUSTMENT 80 HOMEWORK 82 PLANNED AND UNPLANNED
PARENT CONFERENCES 84 SCHOOL-TO-HOME COMMUNICATION 86 CONTENTS IX
CHAPTER4 TEACHING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS 92
INTRODUCTION 93 DIVERSITY IN CLASSROOMS 94 UNDERSTANDING DIVERSE
CULTURES 95 UNDERSTANDING CULTURAL CHARACTERISTICS 97 MULTICULTURAL
EDUCATION 99 DIMENSIONS OF MULCLCULTURAL EDUCATION 99 DESIRED STUDENT
OUTCOMES 101 MULTICULTURAL CURRICULA 101 LINGUISTIC DIVERSITY AND SECOND
LANGUAGE ACQUISITION 104 PROGRAMS FOR PROMOTING SECOND LANGUAGE
ACQUISITION 104 FRAMEWORK FOR SECOND LANGUAGE ACQUISITION 106 LANGUAGE
VARIATION AND DIALECT 110 HISTORICAL PERSPECTIVE ON ESL INSTRUCTION ARID
BILINGUAL EDUCATION 110 ASSESSMENT OF STUDENTS WITH CULTURAL AND
LINGUISTIC DIFFERENCES 112 INSTRUCTIONAL GUIDELINES AND ACCOMMODATIONS
FOR DIVERSE STUDENTS 114 CULTURALLY RESPONSIVE TEACHING 114 BEST
PRACTICES IN ENGLISH LANGUAGE LEARNING 114 CHAPTER 5 PROMOTING SODA!
ACCEPTANCE AND MANAGING STUDENT BEHAVIOR 120 INTRODUCTION 121
ESTABLISHING A POSITIVE CLASSROOM CLIMATE 122 ARRANGING THE PHYSICAL
SPACE 123 CREATING A LEARNING COMMUNITY 123 ENGAGING STUDENTS THROUGH
CLASS MEETINGS 123 ATTENDING TO THE SAFETY OFYOUR STUDENTS 124 ENHANCING
STUDENTS SELF-CONCEPTS 126 INCREASING SODAL ACCEPTANCE OF STUDERITS
WITH DISABILITIES AND EXCEPTIONAL LEARNERS 127 UNDERSTANDING BEHAVIOR
MANAGEMENT IN CULTURALLY DIVERSE CLASSROOMS 129 X CONTENTS UNIVERSAL
STRATEGIES FOR MANAGING STUDENT BEHAVIOR 130 FOCUSING ON POSITIVE
BEHAVIORS 131 USING REINFORCERS TO ENCOURAGE POSITIVE BEHAVIOR 132
ESTABLISHING CLEAR RULES WITH KNOWN CONSEQUENCES 135 HELPING STUDENTS TO
CHANGE INAPPROPRIATE BEHAVIOR 135 RECOGNIZING STUDENTS MISTAKEN GOALS
138 PRACTICES FOR PROVIDING POSITIVE BEHAVIOR SUPPORT 139 POSITIVE
BEHAVIOR SUPPORT AS PREVENTION 139 SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT
140 POSITIVE BEHAVIOR SUPPORT AND RESPONSE TO INTERVENTION 141
CATEGORICAL DIFFERENCES CHAPTER6 TEACHING STUDENTS WITH LEARNING
DISABILITIES AND ATTENTION DEFIDT HYPERACTIVITY DISORDER 144
INTRODUCTION 145 LEARNING DISABILITIES 145 DEFINITIONS AND TYPES
OFLEARNING DISABILITIES 146 DIAGNOSING STUDENTS WITH LEARNING
DISABILITIES 146 CHARACTERISTICS OF STUDENTS WITH LEARNING DISABILITIES
147 PREVALENCE OF LEARNING DISABILITIES 150 IDENTIFICATION AND
ASSESSMENT OF STUDENTS WITH LEARNING DISABILITIES 151 INSTRUCTIONAL
TECHNIQUES AND ACCOMMODATIONS FOR STUDENTS WITH LEARNING DISABILITIES
152 ATTENTION DENCIT HYPERACTIVITY DISORDER 160 DEFINITIONS AND TYPES OF
ATTENTION DEFICIT HYPERAETIVITY DISORDER 161 CHARAETERISTICS OF STUDENTS
WITH ATTENTION DEFIDT HYPERACTIVITY DISORDER 163 PREVALENCE OF ATTENTION
DEFIDT HYPERACTIVITY DISORDER 165 IDENTIFLCATION AND ASSESSMENT OF
STUDENTS WITH ATTENTION DEFLCIT HYPERACTIVITY DISORDER 166 ELIGIBILITY
FOR ADHD SERVICES AND SPECIAL EDUCATION LAW 166 INSTRUCTIONAL GUIDELINES
AND ACCOMMODATIONS FOR STUDENTS WITH ATTENTION DEFLCIT HYPERACTIVITY
DISORDER 167 CHAPTER7 , TEACHING STUDENTS WITH . COMMUNICATION DISORDERS
174 INTRODUCTION 175 COMMUNICATION DISORDERS 176 SPEECH DISORDERS 176
SCHOOL-AGE LANGUAGE DISORDERS 179 LANGUAGE CONTENT 179 LANGUAGE FORM 183
LANGUAGE USE 185 METALINGUISTICS 187 PREVALENCE OF COMMUNICATION
DISORDERS 188 IDENTIFYING AND ASSESSING STUDENTS WITH COMMUNICATION
DISORDERS 188 INSTRUCTIONAL GUIDELINES AND ACCOMMODATIONS FOR STUDENTS
WITH COMMUNICATION DISORDERS 190 FACILITATING SPEECH DEVELOPMENT 191
FACILITATING LANGUAGE DEVELOPMENT 192 SPOTLIGHT ON CULTURAL AND
LINGUISTIC DIVERSITY 197 WORKING WITH PARENTS TO EXTEND LANGUAGE
CONCEPTS 198 CHAPTER 8 TEACHING STUDENTS WITH EMOTIONAL AND BEHAVIORAL
DISORDERS 200 INTRODUCTION 201 DEFINITIONS OF EMOTIONAL AND BEHAVIORAL
DISORDERS 202 PREVALENCE OF STUDENTS WITH EMOTIONAL OR BEHAVIORAL
DISORDERS 203 TYPES AND CHARACTERISTICS OF EMOTIONAL OR BEHAVIORAL
DISORDERS 204 THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS
205 CONDUCT AND AGGRESSION 207 SOCIALIZED AGGRESSION 207 IMMATURITY 208
SCHIZOPHRENIA 209 CAUSES OF EMOTIONAL AND BEHAVIORAL DISORDERS 209
BIOLOGICAL CAUSES 209 ENVIRONMENTAL CAUSES 209 IDENTIFICATION AND
ASSESSMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS 210
INITIAL IDENTIFLCATION 210 RESPONSE TO INTERVENTION FOR STUDENTS WITH
EMOTIONAL AND BEHAVIORAL DISORDERS 214 UNIVERSAL SCREENING AND PROGRESS
MONITORING 214 DEVELOPING A FUNCTIONAL BEHAVIORAL ASSESSMENT 214
TEACHING GUIDELINES AND ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL OR
BEHAVIORAL DISORDERS 215 CHANGING BEHAVIOR 217 RESOLVING CONFLICTS AND
PROMOTING SELF-CONTROL 218 TEACHING SELF-MONITORING SKILLS 220 ,
TEACHING SELF-MANAGEMENT SKILLS 221 TEACHING SOCIAL SKILLS 222 USING
SOCIAL LEARNING STRATEGIES 224 IMPLEMENTING SCHOOL-BASED WRAPAROUND 224
ADAPTING INSTRUCTION 226 CHAPTER9 TEACHING STUDENTS WITH AUTISM SPEETRUM
DISORDERS/PERVASIVE DEVELOPMENTAL DISORDERS 230 INTRODUCTION 231
DEFINITIONS OF AUTISM SPECTRUM DISORDERSL ASPERGER SYNDROME AND
PERVASIVE DEVELOPMENTAL DISORDERS 232 CONTENTS XI C AUTISM 232 ASPERGER
SYNDROME 233 RETT SYNDROME 235 CHILDHOOD DISINTEGRATIVE DISORDER 235
PERVASIVE DEVELOPMENTAL DISORDER-NOT OTHERWISE SPEDFIED 235
CBARACTERISTICS OF STUDENTS WITH AUTISM SPECTRUM DISORDERSL ASPERGER
SYNDROME 236 SODAL SKILLS 236 COMMUNICATION SKILLS 236 REPETITIVE
BEHAVIORS AND ROUTINES 237 IDENTINCATION AND ASSESSMENT OF STUDENTS WITH
AUTISM SPECTRUM DISORDERS 237 CURRICULAR AND INSTRUCTIONAL GUIDELINES
FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS 237 ASSESS PREFERENEES 238
ESTABLISH A CLASSROOM ROUTINE 238 TEAEH COMMUNICATION SKILLS 239 TEAEH
SODAL SKILLS 241 ADDRESSING CBALLENGING BEHAVIORS 245 USING FUNETIONAL
BEHAVIORAL ASSESSMENT (FBA) 245 USING POSITIVE BEHAVIORAL SUPPORT 247
CHAPTER 10 TEACHING STUDENTS WITH DEVELOPMENTAL DISABILITIES 250
INTRODUCTION 251 TYPES OF DEVELOPMENTAL DISABILITIES 251 INTELLEETUAL
DISABILITIES 252 PHYSICAL CAUSES OFINTELLEETUAL DISABILITIES 253 SEVERE
DISABILITIES 254 PREVALENCE AND IDENTINCATION OF STUDENTS WITH
DEVELOPMENTAL DISABILITIES 257 IDENTIFICATION OF STUDENTS WITH
DEVELOPMENTAL DISABILITIES 258 TEAEHER S ROLE IN IDENTIFYING STUDENTS
WITH DEVELOPMENTAL DISABILITIES 258 COMMUNICATING AND COLLABORATING WITH
FAMILIES 258 XII CONTENTS GUIDELINES FOR TEACBING STUDENTS WITH
DEVELOPMENTAL DISABILITIES 259 ROLE OF THE GENERAL EDUCATION TEACHER 259
PLANNING SYSTEMS 260 FUNETIONAL ASSESSMENT, DISEREPANCY ANALYSIS, AND
TASK ANALYSIS 262 AUTHENTIE AND ALTERNATE ASSESSMENT 263 PARTIAL
PARTIDPATION 264 CURRICULUM ADAPTATIONS 264 PEER SUPPORT AND PEER
TUTORING 265 STRATEGIES TO SUPPORT STUDENTS IN THE GENERAL EDUCATION
CLASSROOM 265 PROVIDING OPPORTUNITIES FOR FUNETIONAL PRAETICE 269
ENEOURAGING FAMILY INVOLVEMENT 269 CHAPTER 11 TEACHING STUDENTS WITH
LOWER- INCIDENCE DISABILITIES 272 INTRODUCTION 273 STUDENTS WITH VISUAL
IMPAIRMENTS 274 DEFINITIONS AND TYPES OFVISUAL IMPAIRMENTS 274
CHARAETERISTICS OF STUDENTS WITH VISUAL IMPAIRMENTS 275 PREVALENCE
OFVISUAL IMPAIRMENTS 276 IDENTIFICATION AND ASSESSMENT OF STUDENTS WITH
VISUAL IMPAIRMENTS 276 INSTRUETIONAL GUIDELINES AND AEEOMMODATIONS FOR
STUDENTS WITH VISUAL IMPAIRMENTS 277 STUDENTS WITH HEARING LOSS 280
DEFINITIONS AND TYPES OFHEARING LOSS 281 CHARAETERISTICS OF STUDENTS
WITH HEARING LOSS 281 PREVALENEE OF HEARING LOSS 282 IDENTIFICATION AND
ASSESSMENT OF STUDENTS WITH HEARING LOSS 283 INSTRUETIONAL GUIDELINES
AND ACCOMMODATIONS FOR STUDENTS WITH HEARING LOSS 284 STUDENTS WITH
PHYSICAL DISABILITIES, HEALTH IMPAIRMENTS, AND TRAUMATICBRAIN INJURY 286
DEFINITIONS AND TYPES OFPHYSICAL DISABILITIES, HEALTH IMPAIRMENTS, AND
TRAUMATIE BRAIN INJURY 286 CHARACTERISTICS OF STUDENTS WITH PHYSICAL
DISABILITIES, HEALTH IMPAIRMENTS, AND TRAUMATIE BRAIN INJURY 288
PREVALENCE OF PHYSICA1DISABILITIES HEA1TH IMPAIRMENTS, AND TRAUMATIC
BRAIN INJURY 290 IDENTIFLCATION AND ASSESSMENT OF STUDENTS WITH PHYSICA1
DISABILITIES, HEALTH IMPAIRMENTS, AND TRAUMATIC BRAIN INJURY 291
INSTRUCTIONAL GUIDELINES AND ACCOMMODATIONS FOR STUDENTS WITH PHYSIEAL
DISABILITIES, HEALTH IMPAIRMENTS, AND TRAUMATIC BRAIN INJURY 291
TEACHING PRACTICES CHAPTER 12 FACILITATING READING 298 INTRODUCTION 299
CURRENT TRENDS IN READING AND READING INSTRUCTION 300 THREE KEY CONCEPTS
FOR EFFECTIVE READING INSTRUCTION 300 LEARNING DIFFICULTIES IN THE
PROCESS OF READING 301 COMPONENTS OF R~DING INSTRUCTION 302 EFFECTIVE
READING INSTRUCTION FOR STRUGGLING READERS 303 ESTABLISHING AN
ENVIRONMENT TO PROMOTE READING 303 USING RESPONSE TO INTERVENTION TO
SCREEN STRUGGLING READERS 304 USING SCREENING, ASSESSMENT, AND PROGRESS
MONITORING 305 PROVIDING INTENSIVE INSTRUCTION 307 OBTAINING EARIY
INTERVENTION: RESPONSE TO INTERVENTION 308 STRATEGIES FOR TEACHING
PHONOLOGICAL AWARENESS AND PHONICS 308 TEACHING PHONOIOGICA1 AWARENESS
309 TEACHING PHONIES 310 STRATEGIES FOR TEACHING WORD IDENTIFLCATION 314
TEACHING SIGHT WORDS 314 TEACHING DECODING STRATEGIES 315 TECHNIQUES
FOR TEACHING DECODING AND SIGHT WORDS 318 STRATEGIES FOR HELPING
STUDENTS DEVELOP FLUENCY 320 USING RESPONSE TO INTERVENTION (RTI) TO
PROMOTE FIUENCY 320 READING ALOUD 321 REPEATED READING 321 PEER TUTORING
323 STRATEGIES FOR IMPROVING READING COMPREHENSION 323 K-W-L STRATEGY
324 QUESTION-ANSWER RELATIONSHIPS STRATEGY 325 QUESTIONING THE AUTHOR
327 COLLABORATIVE STRATEGIE READING 327 TEACHING ENGLISH LANGUAGE
LEARNERS WITH READING DIFFICULTIES 329 STRATEGIES FOR TEACHING OLDER
READERS WITH READING DIFFICULTIES 331 PUTTING IT ALL TOGETHER 332
CHAPTER 13 FACILITATING WRITING 336 INTRODUCTION 337 CURRENT TRENDS IN
WRITING CURRICULUM AND INSTRUCTION 337 STANDARDS-BASED WRITING
INSTRUCTION AND RESEARCH- BASED PRACTICES 338 EMPHASIS ON ASSESSMENT AND
PROGRESS MONITORING 339 PROGRESS MONITORING AND WRITING 339 RESPONSE TO
INTERVENTION AND WRITING 340 WRITING RUBRICS AND PORTFOLIOS 341 TEACHING
WRITING AS A PROCESS 342 WRITING AS AN INTERACTIVE PROCESS 342 WRITING
AS A STRATEGIE PROCESS 343 WRITING AS A PROCESS OF CONSTRUCTING MEANING
344 WRITING AS A STUDENT-CENTERED PROCESS 345 WRITING AS A SODALLY
MEDIATED LANGUAGE-LEARNING ACTIVITY 345 STRATEGIES FOR ESTABLISHING AN
ENVIRONMENT THAT PROMOTES WRITING 345 PHYSICA1ENVIRONMENT 345 SODA!
ENVIRONMENT 345 STRATEGIES FOR CONDUCTING A WRITING WORKSHOP 347
CONTENTS :XILI MAKING ADAPTATIONS FOR STRUGGLING WRITERS: TEACHERS
PRACTICES 349 PREWRITING: GETTING STARTED 350 COMPOSING 351 REVISING AND
&LITING 351 PUBLISHING 352 SHARING 352 STRATEGIES FOR TEACHING NARRATIVE
WRITING 354 USING STORY WEBS TO PLAN 354 INSTRUCTION IN STORY
DEVELOPMENT 354 STRATEGIES FOR TEACHING EXPOSITORY WRITING 354 PARAGRAPH
WRITING 356 ESSAY WRITING 356 RESEARCH PAPER WRITING 356 STRATEGIES FOR
TEACHING PERSUASIVE WRITING 357 STRATEGIES FOR HELPING ALL STUDENTS
ACQUIRE SPELLING SKILLS 358 TRADITIONAL SPELLING INSTRUCTION 358
SPELLING INSTRUCTION FOR STUDENTS WITH LEARNING DIFFICULTIES AND
DISABILITIES 359 PRINCIPLES OF EFFECTIVE SPELLING INSTRUCTION 362
STRATEGIES FOR HELPING ALL STUDENTS DEVELOP HANDWRITING AND KEYBOARDING
SKILLS 363 TRADITIONAL HANDWRITING INSTRUCTION 363 STUDENTS WITH
DIFFICULTY IN HANDWRITING 364 PRINCIPLES OF EFFECTIVE HANDWRITING
INSTRUCTION 364 PRINCIPLES OF EFFECTIVE KEYBOARDING INSTRUCTION 366
CHAPTER 14 HELPING ALL STUDENTS SUCCEED IN MATHEMATICS 370 INTRODUCTION
371 CURRENT TRENDS IN MATHEMATICS CURRICULUM AND INSTRUCTION 371
INFLUENCES ON MATH INSTRUCTION 372 MATH PROFICIENCY 373 DIFFICULTIES IN
LEARNING MATHEMATICS 375 DEVELOPMENTAL ARITHMETIC DISORDER 375 NONVERBAL
MATH DIFFICULTIES 375 XLV CONTENTS EFFECTIVEMATH INSTRUETION FOR ALL
LEARNERS 376 EVALUATING MATHEMATICS CURRICULA 377 ADAPTING INSTRUCTION
FOR SECONDARY STUDENTS WITH MATH DIFFICULTIES 378 ADAPTING BASAL
MATERIALS FOR STUDENTS WITH SPECIAL NEEDS 379 ADAPTING TESTS FOR
STUDENTS WITH SPECIAL NEEDS 379 USING CURRICULAR PROGRAMS FOR STUDENTS
WITH MATH DIFFICULTIES 380 ESTABLISHING APPROPRIATE GOALS 380 USING
PEERS TO SUPPORT INSTRUCTIONAL PRACTICE 381 USING RESPONSE TO
INTERVENTION: IDENTIF}RING STUDENTS WHO NEED HELP IN MATH 382 ASSESSMENT
AND PROGRESS MONITORING 382 ASSESSING STUDENTS NUMBER SENSE 384 HELPING
STUDENTS IMPROVE IN MATH 385 PROVIDING PRACTICE 388 STRATEGIES FOR
HELPING ALL STUDENTS ACQUIRE BASIC MATH SKILLS 389 PRENUMBER SKILLS 389
WORKING WITH NUMERATION 390 UNDERSTANDING PLACE VALUE 392 LEARNING
FRACTIOPS 392 STRATEGIES FOR HELPING ALL LEARNERS ACQUIRE AND USE
COMPUTATION SKILLS 393 PATTERNS OF COMMON COMPUTATION ERRORS 394
COMPUTATION AND CALCULATORS 396 STRATEGIES FOR HELPING ALL STUDENTS
DEVELOP PROBLEM-SOLVING SKILLS 397 TEACHING PROBLEM-SOLVING STRATEGIES
TO SECONDARY STUDENTS 397 INTEGRATING MATH PROBLEM SOLVING INTO THE
CURRICULUM 400 SECONDARY INSTRUCTION CHAPTER 15 DIFFERENTIATING
INSTRUCTION AND ASSESSMENT FOR MIDDLE AND HIGH SCHOOLSTUDENTS 404
INTRODUCTION 405 STANDARDS-BASED INSTRUCTION 407 461 473 483 505 513
DIFFICULTIES IN DEVELOPING INDEPENDENT LEARNERS 443 DEVELOPING
INDEPENDENCE: PERSONAL RESPONSIBILITY 443 SELF-MONITORING 446
ORGANIZATIONAL SYSTEMS 448 TIME MANAGEMENT 449 SELF-ADVOCACY 450
DEVELOPING INDEPENDENCE: ACTIVE LEARNING IN THE CLASSROOM 451
PARTICIPATING IN CLASS 451 LISTENING AND TAKING NOTES IN CLASS 452
DEVELOPING INDEPENDENCE: MAKING HOME-SCHOOL CONNECTIONS 455 COMPLETING
ASSIGNMENTS 456 ORGANIZING AND PLANNING FOR LONG- TERM ASSIGNMENTS 456
REMEMBERING INFORMATION 457 APPENDIX GLOSSARY REFERENCES NAME INDEX
SUBJECT INDEX DIFFERENTIATING INSTRUCTION FOR SECONDARY LEAMERS 407 WHAT
IS DIFFERENTIATED INSTRUCTION? 407 HOW CAN I DIFFERENTIATE ASSIGNMENTS
AND HOMEWORK? 409 HOW CAN I PLAN FOR DIFFERENTIATED INSTRUCTION? 409 HOW
CAN I ACCOMMODATE STUDENTS WHO ARE GIFTED AND TALENTED? 411 HOW CAN
DIFFERENTING INSTRUCTION ACCOMMODATE MULTIPLE INTELLIGENCES? 415 HOW
DOES DIFFERENTIATED INSTRUCTION RELATE TO RESPONSE TO INTERVENTION? 415
PREPARING ENGAGING LESSONS FOR MIDDLE AND HIGH SCHOOL STUDENTS 416 USING
PRELEARNING ACTIVITIES 416 USING GRAPHIE ORGANIZERS 416 CREATING
LISTENER- FRIENDLY LECTURES 419 GIVING DEMONSTRATIONS 420 FACILITATING
STUDENT PARTICIPATION 421 EFFECTIVE CONTENT-AREA READING INSTRUCTION FOR
MIDDLE AND HIGH SCHOOL LEAMERS 424 FAMILIARIZING YOURSELF WITH THE
TEXTBOOK 424 UNDERSTANDING HOW STUDENTS INTERACT WITH AND RESPOND TO
TEXT 424 MAKING TEXTBOOK ADAPTATIONS 425 DIFFERENTIATING ASSESSMENT 429
PREPARING STUDENTS FOR HIGH-STAKES TESTS 431 HELPING STUDENTS DEVELOP
TEST-TAKING STRATEGIES 432 GRADING 435 CHAPTER 16 FOSTERING STRATEGIES
FOR STUDENT INDEPENDENCE 438 INTRODUCTION 439 EFFECTIVE STRATEGY
INSTRUCTION: THE TEACHING-LEAMING CONNECTION 439 THE GOALS OF STRATEGY
INSTRUCTION 440 STRATEGY INSTRUCTION GUIDELINES 440 CONTENTS XV
|
| any_adam_object | 1 |
| author | Vaughn, Sharon 1952- |
| author_GND | (DE-588)1164710974 |
| author_facet | Vaughn, Sharon 1952- |
| author_role | aut |
| author_sort | Vaughn, Sharon 1952- |
| author_variant | s v sv |
| building | Verbundindex |
| bvnumber | BV036551934 |
| callnumber-first | L - Education |
| callnumber-label | LC3981 |
| callnumber-raw | LC3981 |
| callnumber-search | LC3981 |
| callnumber-sort | LC 43981 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1422 |
| ctrlnum | (OCoLC)705649515 (DE-599)BVBBV036551934 |
| dewey-full | 371.9/0460973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/0460973 |
| dewey-search | 371.9/0460973 |
| dewey-sort | 3371.9 6460973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 5. ed. |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02356nam a2200589zc 4500</leader><controlfield tag="001">BV036551934</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20200207 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">100707s2011 xxua||| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2009032696</subfield></datafield><datafield tag="015" ind1=" " ind2=" "><subfield code="a">GBA9A8189</subfield><subfield code="2">dnb</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780137070718</subfield><subfield code="c">pbk.</subfield><subfield code="9">978-0-13-707071-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0137070713</subfield><subfield code="c">pbk.</subfield><subfield code="9">0-13-707071-3</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)705649515</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV036551934</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC3981</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.9/0460973</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DT 1422</subfield><subfield code="0">(DE-625)19989:763</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Vaughn, Sharon</subfield><subfield code="d">1952-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1164710974</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching students who are exceptional, diverse, and at risk in the general education classroom</subfield><subfield code="c">Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">5. ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Boston ; Munich [u.a.]</subfield><subfield code="b">Pearson Education</subfield><subfield code="c">2011</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XV, 523 S.</subfield><subfield code="b">Ill.</subfield><subfield code="c">28 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (p. 483-504) and indexes</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mainstreaming in education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Special education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Children with disabilities</subfield><subfield code="x">Education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Children with social disabilities</subfield><subfield code="x">Education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Learning disabled children</subfield><subfield code="x">Education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Inclusive education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Behinderung</subfield><subfield code="0">(DE-588)4112696-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Integrativer Unterricht</subfield><subfield code="0">(DE-588)4138728-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schüler</subfield><subfield code="0">(DE-588)4053369-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Schüler</subfield><subfield code="0">(DE-588)4053369-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Behinderung</subfield><subfield code="0">(DE-588)4112696-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Integrativer Unterricht</subfield><subfield code="0">(DE-588)4138728-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bos, Candace S.</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Schumm, Jeanne Shay</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Erlangen</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020473457&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-020473457</subfield></datafield></record></collection> |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV036551934 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:42:41Z |
| institution | BVB |
| isbn | 9780137070718 0137070713 |
| language | English |
| lccn | 2009032696 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020473457 |
| oclc_num | 705649515 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XV, 523 S. Ill. 28 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson Education |
| record_format | marc |
| spelling | Vaughn, Sharon 1952- Verfasser (DE-588)1164710974 aut Teaching students who are exceptional, diverse, and at risk in the general education classroom Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm 5. ed. Boston ; Munich [u.a.] Pearson Education 2011 XV, 523 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 483-504) and indexes Erziehung Mainstreaming in education United States Special education United States Children with disabilities Education United States Children with social disabilities Education United States Learning disabled children Education United States Inclusive education United States Behinderung (DE-588)4112696-8 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Bos, Candace S. Sonstige oth Schumm, Jeanne Shay Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020473457&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Vaughn, Sharon 1952- Teaching students who are exceptional, diverse, and at risk in the general education classroom Erziehung Mainstreaming in education United States Special education United States Children with disabilities Education United States Children with social disabilities Education United States Learning disabled children Education United States Inclusive education United States Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4112696-8 (DE-588)4138728-4 (DE-588)4053369-4 |
| title | Teaching students who are exceptional, diverse, and at risk in the general education classroom |
| title_auth | Teaching students who are exceptional, diverse, and at risk in the general education classroom |
| title_exact_search | Teaching students who are exceptional, diverse, and at risk in the general education classroom |
| title_full | Teaching students who are exceptional, diverse, and at risk in the general education classroom Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm |
| title_fullStr | Teaching students who are exceptional, diverse, and at risk in the general education classroom Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm |
| title_full_unstemmed | Teaching students who are exceptional, diverse, and at risk in the general education classroom Sharon Vaughn, Candace S. Bos, Jeanne Shay Schumm |
| title_short | Teaching students who are exceptional, diverse, and at risk in the general education classroom |
| title_sort | teaching students who are exceptional diverse and at risk in the general education classroom |
| topic | Erziehung Mainstreaming in education United States Special education United States Children with disabilities Education United States Children with social disabilities Education United States Learning disabled children Education United States Inclusive education United States Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Erziehung Mainstreaming in education United States Special education United States Children with disabilities Education United States Children with social disabilities Education United States Learning disabled children Education United States Inclusive education United States Behinderung Integrativer Unterricht Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020473457&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT vaughnsharon teachingstudentswhoareexceptionaldiverseandatriskinthegeneraleducationclassroom AT boscandaces teachingstudentswhoareexceptionaldiverseandatriskinthegeneraleducationclassroom AT schummjeanneshay teachingstudentswhoareexceptionaldiverseandatriskinthegeneraleducationclassroom |