Inclusion: effective practices for all students
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 447-464) and indexes |
| Beschreibung: | XXV, 484 S. Ill. 28 cm |
| ISBN: | 9780135154038 0135154030 |
Internformat
MARC
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| 100 | 1 | |a McLeskey, James |d 1949- |e Verfasser |0 (DE-588)134066359 |4 aut | |
| 245 | 1 | 0 | |a Inclusion |b effective practices for all students |c James McLeskey, Michael S. Rosenberg, David L. Westling |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XXV, 484 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. 447-464) and indexes | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Inclusive 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 Mainstreaming in education |z United States | |
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| 700 | 1 | |a Westling, David L. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804148632380768256 |
|---|---|
| adam_text | IMAGE 1
PART I
FOUNDATIONS OF SUCCESSFUL INCLUSION
CHAPTER 1 WH AT IS INCLUSION, AND WHY IS IT IMPORTANT? 2 A VIEW FROM
PARENTS 3
IS INCLUSION GOOD FOR GRACE?
INTRODUCTION 4
INCLUSION IS FOR ALL STUDENTS 5
DESCRIPTIONS OF THREE HIGHLY EFFECTIVE, INCLUSIVE SCHOOLS 5
STUDENTS WITH DISABILITIES AND SPECIAL EDUCATION 8
OTHER STUDENTS WHO MAY NEED SUPPORT IN THE GENERAL EDUCATION
CLASSROOM 10
CONCEPTS THAT SUPPORT INCLUSIVE PRACTICES 11 NORMALIZATION 12
LEAST RESTRICTIVE ENVIRONMENT 13
WHAT ARE EFFECTIVE INCLUSIVE PROGRAMS? 15
A VIEW FROM HER PARENTS AND TEACHER 15
INCLUSIVE PROGRAMS: RESEARCH ON EFFECTIVENESS 17
TEACHING IN AN INCLUSIVE SCHOOL 19 YOUR ROLE AS A TEACHER 19
TEACHER ATTITUDES TOWARD INCLUSION 21
BEING A GOOD TEACHER OF ALL STUDENTS 23 APPROPRIATE DISPOSITIONS 23
POSITIVE TEACHER QUALITIES 23
SUMMARY 25
ADDRESSING PROFESSIONAL STANDARDS 27
CHAPTER 2 INCLUSION: HISTORICAL TRENDS, CURRENT PRACTICES, AND
TOMORROW S CHALLENGES 28
A VIEW FROM A PARENT 29
SARITA CELEBRATES INCLUSION INTRODUCTION 30
THE EVOLUTION OF INCLUSIVE SPECIAL EDUCATION SERVICES 31 FROM
SEGREGATION TO INCLUSION 31
CIVIL RIGHTS AND PARENT ADVOCACY 33
CURRENT STATUS OF INCLUSIVE PRACTICES 34
A VIEW FROM THE PRINCIPAL 36
LEGAL FOUNDATIONS OF SPECIAL EDUCATION AND INCLUSION 37
* XVI
IMAGE 2
PART 11
CONTENTS XVII
INDIVIDUALS VVITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEA 2004) 37
ELEMENTS OF IDEA 2004 38
NO CHILD LEFT BEHIND (NCLB) 42
ELEMENTS OF NCLB 42
SECTION 504 OF THE REHABILITATION ACT OF 1973 (PL 93-112) AND THE
AMERICANS VVITH DISABILITIES ACT 44
INCLUSION TODAY: MULTI-TIERED RESPONSE TO INTERVENTION (RTI) FRAMEWORKS
45 RESPONSE TO INTERVENTION (RTI) 45
ELEMENTS OF AN RTI FRAMEVVORK 46
RTI EFFICACY 47
TOMORROW S CHALLENGES 48 AYP AND STUDENTS VVITH DISABILITIES 48
HIGHLY QUALIFIED PROFESSIONALS 49
SUMMARY 50 ADDRESSING PROFESSIONAL STANDARDS 51
MEETING THE NEEDS OF ALL STUDENTS
CHAPTER 3 STUDENTS WITH LEARNING DISABILITIES 52
A VIEW FROM TEACHERS 53
HOW STUDENTS WITH LEARNING DISABILITIES BENEFIT FROM INCLUSION
INTRODUCTION 54
WHO ARE THE STUDENTS WITH LEARNING DISABILITIES? 54 DEFINITION 54
IDENTIFICATION OF STUDENTS VVITH LEARNING DISABILITIES 56
PREVALENCE 58 SERVICE DELIVERY 59
MAJOR CHARACTERISTICS OF STUDENTS WITH LEARNING DISABILITIES 60 ACADEMIC
CHARACTERISTICS 60
A VIEW FROM A TEACHER 61
COGNITIVE CHARACTERISTICS 62
SOCIAL AND MOTIVATIONAL CHARACTERISTICS 62
TEACHING STUDENTS WITH LEARNING DISABILITIES IN INCLUSIVE CLASSROOMS:
TIPS FROM TEACHERS 63 SUMMARY 64
ADDRESSING PROFESSIONAL STANDARDS 65
CHAPTER 4 STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER 66 A
VIEW FROM TEACHERS 67
HOW STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER BENEFIT FRAM
INCLUSION
INTRODUCTION 68
WHO ARE STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER? 69
DEFINITION 69
IDENTIFICATION OF STUDENTS VVITH ADHD 71
PREVALENCE 73 SERVICE DELIVERY 73
MAJOR CHARACTERISTICS OF STUDENTS WITH ADHD 74
IMAGE 3
INATTENTIVE, HYPERACTIVE, AND IMPULSIVE BEHAVIORS 74
A VIEW FROM A TEACHER 75
EXECUTIVE FUNCTIONS AND WORKING MEMORY 76
SOCIAL AND BEHAVIOR DIFFICULTIES 76
ACADEMIC DIFFICULTIES 77
THE USE OF MEDICATION TO ADDRESS THE SYMPTOMS OF ADHD 77 TEACHING
STUDENTS WITH ADHD IN INCLUSIVE CLASSROOMS: TIPS FROM TEACHERS 79
SUMMARY 80
ADDRESSING PROFESSIONAL STANDARDS 81
CHAPTER 5 STUDENTS WITH INTELLEETUAL DISABILITIES 82
A VIEW FROM THE TEACHER 83 HOW SUSAN HUFF INCLUDES STUDENTS WITH
DISABILITIES INTRODUCTION 84
WHO ARE STUDENTS WITH INTELLECTUAL DISABILITIES? 84 DEFINITION 84
IDENTIFICATION OF STUDENTS VVITH INTELLECTUAL DISABILITIES 86
PREVALENCE 87 SERVICE DELIVERY 88
A VIEW FROM A STUDENT 88
MAJOR CHARACTERISTICS OF STUDENTS WITH INTELLECTUAL DISABILITIES 89
ACADEMIC CHARACTERISTICS 89
COGNITIVE CHARACTERISTICS 90
SOCIAL AND BEHAVIORAL CHARACTERISTICS 91
A VIEW FROM PEERS 92 KEYS TO SUCCESSFUL INCLUSION: TIPS FROM EFFECTIVE
TEACHERS 92 SUMMARY 93
ADDRESSING PROFESSIONAL STANDARDS 94
CHAPTER 6 STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES 96
A VIEW FROM THE TEACHER 97 BEHAVIORAL SUPPORT PROGRAM COORDINATOR STEVE
WILLIAMS ON INCLUDING STUDENTS WITH CHALLENGING BEHAVIOR
INTRODUCTION 98
WHO ARE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES? 99
DEFINITION 99
IDENTIFICATION OF STUDENTS VVITH EMOTIONAL AND BEHAVIORAL
DISABILITIES 100 PREVALENCE 101 SERVICE DELIVERY 102
MAJOR CHARACTERISTICS OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL
DISABILITIES 103 EXTERNALIZING BEHAVIOR PROBLEMS 103
INTERNALIZING BEHAVIOR PROBLEMS 103
A VIEW FROM A STUDENT 104 INTELLIGENCE AND ACADEMIC CHARACTERISTICS 105
SOCIAL BEHAVIOR 105
IMAGE 4
CONTENTS XIX
TEACHING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN INCLUSIVE
CLASSROOMS: TIPS FROM TEACHERS 106 SUMMARY 108
ADDRESSING PROFESSIONAL STANDARDS 109
CHAPTER 7 STUDENTS WITH AUTISM SPECTRUM DISORDERS 110 A VIEW FROM A
BEHAVIOR SPECIALIST 111 EILEEN WALLS DESCRIBES THE BENEFITS OF INCLUDING
STUDENTS WITH ASD INTRODUCTION 112
WHO ARE STUDENTS WITH AUTISM SPECTRUM DISORDERS? 113 DEFINITION 113
IDENTIFICATION OF STUDENTS VVITH AUTISM SPECTRUM DISORDERS 114
PREVALENCE 115 SERVICE DELIVERY 115
A VIEW FROM A STUDENT 116
CHARACTERISTICS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS 117 PRIMARY
CHARACTERISTICS 117
SECONDARY CHARACTERISTICS 119
TEACHING STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS: TIPS FROM
TEACHERS 120 SUMMARY 122
ADDRESSING PROFESSIONAL STANDARDS 123
CHAPTER 8 STUDENTS WITH COMMUNICATION DISORDERS AND STUDENTS WITH
SENSORY IMPAIRMENTS 124 A VIEW FROM A SPEECH/LANGUAGE PATHOLOGIST1 25
MALEE TAYLOR S THOUGHTS ON INCLUSION AND COMMUNICATION
INTRODUCTION 126
WHO ARE STUDENTS WITH COMMUNICATION DISORDERS? 127 DEFINITIONS 127
IDENTIFICATION OF STUDENTS VVITH COMMUNICATION DISORDERS 128
PREVALENCE 129 SERVICE DELIVERY 130
MAJOR CHARACTERISTICS OF STUDENTS WITH COMMUNICATION DISORDERS 130
ACADEMIC CHARACTERISTICS 130
SOCIAL AND BEHAVIORAL CHARACTERISTICS 131
WHO ARE STUDENTS WITH SENSORY IMPAIRMENTS? 131 DEFINITIONS 131
IDENTIFICATION OF STUDENTS VVITH SENSORY IMPAIRMENTS 134
PREVALENCE 134 SERVICE DELIVERY 134
MAJOR CHARACTERISTICS OF STUDENTS WITH SENSORY IMPAIRMENTS 135 ACADEMIC
CHARACTERISTICS 135
A VIEW FROM A PARENT 136 SOCIAL AND BEHAVIORAL CHARACTERISTICS 137
KEYS TO SUCCESSFUL INCLUSION: TIPS FROM EFFECTIVE TEACHERS 137 SUMMARY
138
ADDRESSING PROFESSIONAL STANDARDS 139
IMAGE 5
PART 111
CHAPTER 9 STUDENTS WITH PHYSICAL DISABILITIES, HEALTH IMPAIRMENTS, AND
MULTIPLE DISABILITIES 140
A VIEW FROM PROFESSIONALS 141 HOWA PRE-KTEAM INCLUDES A CHILD WITH
MULTIPLE DISABILITIES INTRODUCTION 142
WHO ARE STUDENTS WITH PHYSICAL DISABILITIES, HEALTH IRNPAIRRNENTS, AND
MULTIPLE DISABILITIES? 143 DEFINITIONS 144
IDENTIFICATION OF STUDENTS VVITH PHYSICAL DISABILITIES, HEALTH
IMPAIRMENTS, AND MULTIPLE DISABILITIES 146
PREVALENCE 147 SERVICE DELIVERY 147
MAJOR CHARACTERISTICS OF STUDENTS WITH PHYSICAL DISABILITIES, HEALTH
IRNPAIRRNENTS, AND MULTIPLE DISABILITIES 147
A VIEW FROM A PEER 148
ACADEMIC CHARACTERISTICS 148
SOCIAL AND BEHAVIORAL CHARACTERISTICS 149
KEYS TO SUCCESSFUL INCLUSION: TIPS FRORN EFFECTIVE TEACHERS 150 SUMMARY
151
ADDRESSING PROFESSIONAL STANDARDS 153
EFFECTIVE PRACTICES FOR ALL STUDENTS
CHAPTER 10 COLLABORATION AND TEAMING 154 A VIEW FROM TEACHERS 155 WHY IS
COLLABORATION AN ABSOLUTE NECESSITY TO SUPPORT INCLUSION?
INTRODUCTION 156
COLLABORATION: WHAT TO EXPECT 157 WHAT IS COLLABORATION? 157
DISPOSITIONS AND SKILLS NEEDED FOR SUCCESSFUL COLLABORATION 159
DISPOSITIONS NEEDED FOR SUCCESSFUL COLLABORATION 159
SKILLS NEEDED FOR SUCCESSFUL COLLABORATION 162
COLLABORATIVE ROLES IN INCLUSIVE SCHOOLS 162 COLLABORATIVE TEAMS 163
CO-TEACHING 163 COLLABORATIVE CONSULTATION 166
STUDENTS AS COLLABORATORS: PEER ASSISTANCE IN INCLUSIVE CLASSROORNS AND
SCHOOLS 168
THE PEER BUDDY PROGRAM 169
A VIEW FROM STUDENTS 169 SUMMARY 170
ADDRESSMG PROFESSIONAL STANDARDS 171
IMAGE 6
CHAPTER 11
EFFECTIVE STRATEGIES FORCOLLABORATION AND TEAMING 173 PUTTING IT ALL
TOGETHER 173
STRATEGY FACT SHEET 173 STRATEGY 10.1 KEY COMPONENTS OF EFFECTIVE
COLLABORATION 175 STRATEGY 10.2 COMMUNICATION SKILLS AND SUCCESSFUL
COLLABORATION 177 STRATEGY 10.3 TEACHER ASSISTANCE TEAMS (TATS) 179
STRATEGY 10.4 PLANNING FOR CO-TEACHING 183
STRATEGY 10.5 WORKING WITH PARAEDUCATORS 187 STRATEGY 10.6 WORKING WITH
FAMILIES: HOME-SCHOOL COLLABORATION 191 STRATEGY 10.7 PEER BUDDY
PROGRAMS 195
FORMAL PLANS AND PLANNING FOR DIFFERENTIATED INSTRUCTION 198 A VIEW FROM
FACULTY AND ADMINISTRATORS 199 PLANNING FOR INCLUSION AT GILPIN MANOR
ELEMENTARY SCHOOL
INTRODUCTION 200
RESPONSE-TO-INTERVENTION PLANS 200
INDIVIDUALIZED EDUCATION PROGRAMS 201
SECTION 504 PLANS 203 BEHAVIOR INTERVENTION PLANS 203
PLANNING FOR DIFFERENTIATED INSTRUCTION 205 GETTING TO KNOW YOUR
STUDENTS AND THEIR STRENGTHS 206
LEVEL-1 PLANNING: IDENTIFYING STUDENTS LEARNING NEEDS 207
LEVEL-2 PLANNING: PREPARING FOR DAILY INSTRUCTION 208
LEVEL-3 PLANNING: INTERACTIVE PLANNING DURING INSTRUCTION 211
MONITORING STUDENT PROGRESS 212
GRADING STUDENTS WITH DISABILITIES 213
ARRANGING THE CLASSROOM FOR INCLUSION 213
SUMMARY 215
ADDRESSLNG PROFESSIONAL STANDARDS 216
EFFECTIVE PRACTICES 217
PUTTING IT ALL TOGETHER 217
STRATEGY FACT SHEET 217 STRATEGY 11 .1 CONTRIBUTING TO INDIVIDUALIZED
EDUCATION PROGRAMS 219
STRATEGY 11.2 PROCEDURES FOR DEVELOPING A 504 PLAN 221 STRATEGY 11.3
PLANNING FOR DIFFERENTIATED INSTRUCTION 223 STRATEGY 11.4 IDENTIFYING
INSTRUCTIONAL NEEDS 225
STRATEGY 11.5 USING PERSON-CENTERED PLANS TO SUPPORT INCLUSION 227
STRATEGY 11.6 PLANNING FOR BASIC SKILLS INSTRUCTION IN AN INCLUSIVE
CLASSROOM 229 STRATEGY 11 .7 PLANNING FOR ACADEMIC CONTENT INSTRUCTION
USING UDL PRINCIPLES 231
STRATEGY 11 .8 USING CBM TO MEASURE STUDENT ACADEMIC PROGRESS 233
STRATEGY 11.9 DEVELOPING A PERSONALIZED GRADING PLAN 237
IMAGE 7
CHAPTER 12 EFFECTIVE PRACTICES FOR STUDENTS FROM DIVERSE BACKGROUNDS 240
A VIEW FROM THE TEACHER 241 NAVIGATING CULTURAL RESPONSIVENESS AT
HERITAGE HIGH SCHOOL INTRODUCTION 242
STUDENTS FROM DIVERSE BACKGROUNDS: WHAT TO EXPECT 243 WH AT TO EXPECT
REGARDING STUDENT DIVERSITY 243
WHAT TO EXPECT REGARDING DIVERSITY IN SPECIAL EDUCATION 243
WHAT YOU NEED TO KNOVV ABOUT STUDENT DIVERSITY AND ACADEMIC
ACHIEVEMENT 245
PRINCIPLES AND PRACTICES TO SUPPORT EFFECTIVE INSTRUCTION 246 HOVV
TEACHERS ESTABLISH CONNECTIONS ACROSS THE DEMOGRAPHIE
DIVIDE 246
WHAT IS CULTURE AND WHY IS IT SO IMPORTANT? 247
BECOMING A CULTURALLY RESPONSIVE TEACHER 249
DEMONSTRATING CARE 250
A VIEW FROM A TEACHER 251 HIGH EXPECTATIONS: WH AT DOES NO EXCUSES
REALLY MEAN? 253
USING A DIVERSE CURRICULUM 254
SUMMARY 255
ADDRESSING PROFESSIONAL STANDARDS 256
EFFECTIVE PRACTICES FORSTUDENTS FROMDIVERSE BACKGROUNDS 257 PUTTING IT
ALL TOGETHER 257
STRATEGY FACT SHEET 257 STRATEGY 12.1 CULTURALLY RESPONSIVETEACHING 259
STRATEGY 12.2 TEACHING READING TO STUDENTS WHO ARE ENGLISH-LANGUAGE
LEARNERS (ELLS) 263
STRATEGY 12.3 HIGHLY EFFECTIVE INSTRUCTIONAL PRACTICES TOR STUDENTS TROM
CLD BACKGROUNDS 265
STRATEGY 12.4 CULTURALLY RESPONSIVE CLASSROOM MANAGEMENT 269 STRATEGY
12.5 DOUBLE-CHECK: A CULTURALLY RESPONSIVE APPROACH TO CLASSROOM
MANAGEMENT 273
CHAPTER 13 EFFECTIVE INSTRUCTION IN CORE ACADEMIC AREAS: TEACHING
READING, WRITING, AND MATHEMATICS 278 A VIEW FROM TEACHERS 279 WHAT IS
EFFECTIVE INSTRUCTION?
INTRODUCTION 280
EFFECTIVE INSTRUCTION IN AN INCLUSIVE CLASSROOM: WHAT TO EXPECT 281
PRINCIPLES AND PRACTICES TO SUPPORT EFFECTIVE INSTRUCTION 282 EFFECTIVE
INSTRUCTION: TEACHER BEHAVIORS IN DELIVERING INSTRUCTION 282
GROUPING STUDENTS TO SUPPORT THE DELIVERY OF EFFECTIVE INSTRUCTION 284
INDIVIDUAL TUTORING 285
PEER TUTORING 286
EFFECTIVE INSTRUCTION IN READING, WRITING, AND MATHEMATICS 287 READING
INSTRUCTION 287
WRITING INSTRUCTION 290
IMAGE 8
CONTENTS XXIII
MATHEMATICS INSTRUCTION 293 SUMMARY 295 ADDRESSING PROFESSIONAL
STANDARDS 296
EFFECTIVE INSTRUCTION IN CORE ACADEMIC AREAS 297 PUTTING IT ALL TOGETHER
297 STRATEGY FACT SHEET 297 STRATEGY 13.1 PRINCIPLES OF RESEARCH-BASED
INSTRUCTION IN CORE CONTENT
AREAS 299
STRATEGY 13.2 DIRECT INSTRUCTION OF CORE ACADEMIC SKILLS 303 STRATEGY
13.3 COOPERATIVE LEARNING 307 STRATEGY 13.4 READING RECOVERY 309
STRATEGY 13.5 PEER-ASSISTED LEARNING STRATEGIES 311 STRATEGY 13.6
BEGINNING READING:TIERS OF INSTRUCTION AND RESPONSE
TO INTERVENTION 313
STRATEGY 13.7 SELF-REGULATED STRATEGY DEVELOPMENT AND WRITING
INSTRUCTION 315 STRATEGY 13.8 COGNITIVE STRATEGY INSTRUCTION FORTEACHING
MATHEMATICS PROBLEM SOLVING 317
CHAPTER 14 TEACHING STUDENTS IN SECANDARY CANTENT AREAS 320 A VIEW FROM
A TEACHER-LEADER 321 SUSAN HILI ADDRESSES THE CHALLENGES OFTEACHING
SECONDARY CONTENT TO STUDENTS WITH DISABILITIES
INTRODUCTION 322
CONTENT LEARNING DIFFERENCES: WHAT TO EXPECT 323 UNDERSTANDING
CURRICULUM 324 WORKING COLLABORATIVELY 324 MODELS AND APPROACHES FOR
INCLUSIVE CONTENT-AREA INSTRUCTION 325
UNIVERSAL DESIGN FOR LEARNING 325 DIRECT INSTRUCTION 325 GUIDED
DISCOVERY LEARNING 326 COOPERATIVE LEARNING 326
LEARNING STRATEGIES 327 CONTENT ENHANCEMENTS 327 CONTENT SURVIVAL
STRATEGIES 329 CONTENT-AREA INSTRUCTION FOR STUDENTS NITH SEVERE
DISABILITIES 331 SUMMARY 333
ADDRESSING PROFESSIONAL STANDARDS 334
EFFECTIVE STRATEGIES FORTEACHING SECONDARY CONTENT AREAS 335 PUTTING IT
ALL TOGETHER 335
STRATEGY FACT SHEET 335 STRATEGY 14.1 CONTENT ENHANCEMENTS: UNIT AND
LESSON ORGANIZERS 337 STRATEGY 14.2 IMPROVING EXPOSITORYWRITING ACROSS
CONTENT-AREA CLASSES 341 STRATEGY 14.3 MNEMONIC STRATEGIES 345 STRATEGY
14.4 CONTENT-AREA READING 347
STRATEGY 14.5 DEVELOPING AND SUPPORTING NOTETAKING 349 STRATEGY 14.6
DEVELOPING EFFECTIVETESTTAKING 353
IMAGE 9
** XXIV CONTENTS
STRATEGY 14.7 PROBLEM-CENTERED LEAMING (PCL) 355
CHAPTER 15 EFFECTIVE PRACTICES FOR ALL STUDENTS: CLASSROOM MANAGEMENT
358
A VIEW FROM A TEACHER 359 EILEEN WALLS DESCRIBES THE SUCCESS OF WEST
HERNANDO MIDDLE SCHOOL S TIERED CLASSROOM MANAGEMENT SYSTEM
INTRODUCTION 360
STUDENT BEHAVIOR: WHAT TO EXPECT 361
BEHAVIOR MANAGEMENT READINESS AND TIERED MANAGEMENT STRATEGIES 362
CLASSROOM ORGANIZATION 362 EFFECTIVE INSTRUCTION 363 A CLIMATE OF CARE
AND RESPECT 364 TIERED MANAGEMENT 365
UNIVERSAL INCLUSIVE PRACTICES AND SUPPORTS 365 TARGETED INTERVENTIONS
368 FUNCTIONAL BEHAVIORAL ASSESSMENT 368 BEHAVIOR INTERVENTION PLANS 371
WRAPAROUND SUPPORTS 374 SUMMARY 375
ADDRESSING PROFESSIONAL STANDARDS 375
EFFECTIVE PRACTICES FORCLASSROOM MANAGEMENT 377 PUTTING IT ALL TOGETHER
377
STRATEGY FACT SHEET 377 STRATEGY 15.1 DEVELOPING AND MAINTAINING RULES
AND PROCEDURES 379 STRATEGY 15.2 SURFACE MANAGEMENTTECHNIQUES 383
STRATEGY 15.3 DEVELOPING CONSEQUENCES AND DELIVERINGTHEM WITH
CONSISTENCY 385
STRATEGY 15.4 DEFUSING CONFRONTATIONS AND RESPONDING TO DANGEROUS
BEHAVIOR 387
STRATEGY 15.5 CHECK-IN, CONNECT, AND CHECK-OUT SYSTEMS 389 STRATEGY 15.6
BEHAVIORAL CONTRACTS 391 STRATEGY 15.7 FUNCTION-BASED THINKING,
FUNCTIONAL BEHAVIOR ASSESSMENTS, AND BEHAVIOR INTERVENTION PLANS 393
STRATEGY 15.8 DIRECT TEACHING OF SOCIAL SKILLS: SOCIAL STORIES 397
CHAPTER 16 USINGTECHNOLOGY TO SUPPORT INCLUSION 400
A VIEW FROM AN ASSISTIVE TECHNOLOGY SPECIALIST 401 ALLISON MCMAHON
EXPLAINS HOW AT FACILITATES INCLUSION INTRODUCTION 402
EDUCATIONAL TECHNOLOGY AND ASSISTIVE TECHNOLOGY 402 TYPES OF EDUCATIONAL
TECHNOLOGY 403 TYPES OF ASSISTIVE TECHNOLOGY DEVICES 404 PRINCIPLES AND
PRACTICES FOR EFFECTIVELY USING EDUCATIONAL TECHNOLOGY AND ASSISTIVE
TECHNOLOGY 412
USE OF EDUCATIONAL TECHNOLOGY TO FACILITATE INCLUSION 412 TEACHING
STUDENTS TO USE EDUCATIONAL TECHNOLOGY 413 USE OF ASSISTIVE TECHNOLOGY
TO FACILITATE INCLUSION 414 TEACHING STUDENTS TO USE ASSISTIVE
TECHNOLOGY 414 UNIVERSAL DESIGN FOR LEARNING 415
IMAGE 10
CONTENTS XXV
PRINCIPLES AND GUIDELINES OF UDL 415
APPLYING PRINCIPLES AND GUIDELINES OF UDL 416
EXAMPLE OF THE EFFECTIVENESS OF UDL APPLICATIONS 416
SUMMARY 417
ADDRESSING PROFESSIONAL STANDARDS 419
429
420
TL 423
425
ASSISTLVE
E NOW ON PSPCF RK PERFORMAN
ORIZED WHEELEHA 441
RELATED SOFTWARE TO SUPPORT
USINGTECHNOLOGY TOSUPPORT INCLUSI
8ACH NG 5T DLSABLHT ES TA USE CALCULATO 437
.JPDORTL )I C:-TULLE.;NT~ UGRFLEMTAT VE/ALTERNC
RN NUN C: OTLON [)EVL 439
SE EDUEATIONAL TEEHNOLOGY PROGR
ING THE SMART BOARD TO TEACT I JSIVE CLASSROO
ING READ 180 IN THE CLASSROO 427
ING THE COMPUTER GAME PLA ATHEMATIES) TO IMPROVE STUDENTS
VALUATI~G R JC !T AR DL TECHNO 0 431
DEC SLON-LVCJKLRT FOR F _
F CHNOLOGY 0 VIC 433
LNG WARD F
TUD ,NT W TLR 435
STRATEGY 16.1 STRATEGY 16.2
STRATEGY 16.3
STRATEGY 1 6.4
STRATEGY 16.7
STRATEGY 16.5
STRATEGY 16.6
STRATEGY 16.8
STRATEGY 16.9
STRATEGY 16.10 PPORTING STUDENTS W 0
I
PUTTING IT ALL TOGETHER 420
STRATEGY FACT SHEET 420
GLOSSARY 443
REFERENCES 450
NAME INDEX 473
SUBJECT INDEX 477
PHOTO CREDITS 485
|
| any_adam_object | 1 |
| author | McLeskey, James 1949- Rosenberg, Michael S. Westling, David L. |
| author_GND | (DE-588)134066359 |
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| dewey-full | 371.9/046 |
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| edition | 2. ed. |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV039743836 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:10:13Z |
| institution | BVB |
| isbn | 9780135154038 0135154030 |
| language | English |
| lccn | 2009011693 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024591443 |
| oclc_num | 317777952 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXV, 484 S. Ill. 28 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | McLeskey, James 1949- Verfasser (DE-588)134066359 aut Inclusion effective practices for all students James McLeskey, Michael S. Rosenberg, David L. Westling 2. ed. Boston ; Munich [u.a.] Pearson 2013 XXV, 484 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 447-464) and indexes Erziehung Inclusive education United States Special Education United States Children with disabilities Education United States Mainstreaming in education United States Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Rosenberg, Michael S. Verfasser aut Westling, David L. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024591443&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | McLeskey, James 1949- Rosenberg, Michael S. Westling, David L. Inclusion effective practices for all students Erziehung Inclusive education United States Special Education United States Children with disabilities Education United States Mainstreaming in education United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4112696-8 (DE-588)4053369-4 (DE-588)4078704-7 |
| title | Inclusion effective practices for all students |
| title_auth | Inclusion effective practices for all students |
| title_exact_search | Inclusion effective practices for all students |
| title_full | Inclusion effective practices for all students James McLeskey, Michael S. Rosenberg, David L. Westling |
| title_fullStr | Inclusion effective practices for all students James McLeskey, Michael S. Rosenberg, David L. Westling |
| title_full_unstemmed | Inclusion effective practices for all students James McLeskey, Michael S. Rosenberg, David L. Westling |
| title_short | Inclusion |
| title_sort | inclusion effective practices for all students |
| title_sub | effective practices for all students |
| topic | Erziehung Inclusive education United States Special Education United States Children with disabilities Education United States Mainstreaming in education United States Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Erziehung Inclusive education United States Special Education United States Children with disabilities Education United States Mainstreaming in education United States Integrativer Unterricht Behinderung Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024591443&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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