Including students with special needs: a practical guide for classroom teachers
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and indexes |
| Beschreibung: | XXIV, 480 S. Ill. 28 cm |
| ISBN: | 9780132179720 0132179725 |
Internformat
MARC
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| 245 | 1 | 0 | |a Including students with special needs |b a practical guide for classroom teachers |c Marilyn Friend ; William D. Bursuck |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XXIV, 480 S. |b Ill. |c 28 cm | ||
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Datensatz im Suchindex
| _version_ | 1804149033152806912 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
THE FOUNDATION FOR EDUCATINGSTUDENTS WITH SPECIAL NEEDS 2 LEARNING
OBJECTIVES 2WH AT KEYTERMS AND CONCEPTS GUIDE SPECIAL EDUCATION?
4SPECIAL EDUCATION SERVICES 4LEAST RESTRICTIVE ENVIRONMENT 5INDUSIVE
PRACTICES 6HOW OID TODAY S SPECIAL EDUCATION SERVICES COME TO EXIST?
7THE DEVELOPMENT OF EDUCATION FOR STUDENTS WITH DISABILITIES 7THE IMPACT
OFTHE CIVIL RIGHTS MOVEMENT ON SPECIALEDUCATION 9THE LEGISLATIVE BASIS
FOR CONTEMPORARY SPECIAL EDUCATION 11WHAT FACTORS INAUENCE INDUSIVE
PRACTICES IN TODAY S SCHOOLS? 15LEGISLATION AND RELATED POLICIES
15UNDERSTANDING OF INDUSIVE PRACTICES 15IMPACT ON STUDENTS, PARENTS, AND
EDUCATORS 16LIMITED RESOURCES 18PUTTING THE PIECES TOGETHER 18WHO
RECEIVES SPECIAL EDUCATION AND OTHER SPECIAL SERVICES? 20CATEGORIES OF
DISABILITY IN FEDERAL LAW 20A CROSS-CATEGORICAL APPROACH TO SPECIAL
EDUCATION 24OTHER STUDENTS WITH SPECIAL NEEDS 26WRAPPING IT UP 28BACK TO
THE CASES 28SUMMARY 28APPLICATIONS IN TEACHING PRACTICE: UNDERSTANDING
CONTEMPORARYSPECIAL EDUCATION 29 SPECIAL EDUCATION PROCEDURESAND
SERVICES 30 LEARNING OBJECTIVES 30WHO ARE THE PROFESSIONALS IN SPECIAL
EDUCATION? 32GENERAL EDUCATION TEACHERS 32SPECIAL EDUCATION TEACHERS 34
RELATED SERVICE PROVIDERS AND OTHER SPECIALISTS 35
PARENTS AND STUDENTS 38
HOW CAN YOU OECIDE WHETHER A STUDENT NEED MIGHT BE A OISABILITY? 39
ANALYZE UNMET NEEDS 40
COMMUNICATE YOUR OBSERVATIONS AND TRYYOUR OWN INTERVENTIONS 41
HOW 00 STUDENTS OBTAIN SPECIAL SERVICES? 42
INITIAL CONSIDERATION OFSTUDENT PROBLEMS 43
THE SPECIAL EDUCATION REFERRAL, ASSESSMENT, ELIGIBILITY, PLANNING, AND
PLACEMENT PROCESS 47
DECISION MAKING FOR SPECIAL SERVICES 49
MONITORING SPECIAL EDUCATION SERVICES 50
WHAT IS AN INDIVIDUALIZED EDUCATION PROGRAM? 52
REQUIRED COMPONENTS OF AN IEP 52
THEVALUEOFLEPS 56
WHAT SERVICES 00 STUDENTS WITH DISABILITIES RECEIVE? S6
SPECIAL EDUCATION AND RELATED SERVICES 57
STUDENT PLACEMENT AND EDUCATIONAL ENVIRONMENTS 57
WRAPPING IT UP 60
BACK TO THE CASES 60
SUMMARY 61
APPLICATIONS IN TEACHING PRACTICE: A VISIT TO AN MDT MEETING 61
BUILDING PARTNERSHIPS
THROUGH COLLABORATION 64
LEARNING OBJECTIVES 64 WHAT ARE THE BASICS OF COLLABORATION? 66
CHARACTERISTICS OF COLLABORATION 67
PREREQUISITES FOR COLLABORATION 69
WHAT COLLABORATIVE SERVICES IN SCHOOLS FOSTER INDUSION? 72
SHARED PROBLEM SOLVING 72
CO-TEACHING 76
WORKING ON A TEAM 79
CONSULTATION 81
THE COMPLEXITY OF PROFESSIONAL COLLABORATION 83
HOW CAN YOU WORK EFFECTIVELY WITH PARENTS? 84
UNDERSTANDING THE PERSPECTIVE OFFAMILY MEMBERS 84
PARENTS REACTIONS TO THEIR CHILD S DISABILITY 85
COLLABORATING WITH PARENTS 87
XV
IMAGE 2
XVI CONTENTS
HOW CAN YOU WORK EFFECTIVELY WITH PARAPROFESSIONALS? 92
UNDERSTANDING YOUR WORKING RELATIONSHIP WITH PARAPROFESSIONALS 92
COLLABORATING WITH PARAPROFESSIONALS 93
THE COMPLEXITY OFCOLIABORATING WITH PARAPROFESSIONALS 94
WRAPPING IT UP 95
BACK TO THE CASES 95
SUMMARY 95
APPLICATIONS IN TEACHING PRACTICE:
COLLABORATION IN THE WASHINGTON SCHOOL DISTRICT 96
O
ASSESSING STUDENT NEEDS 98 LEARNING OBJECTIVES 98HOW DO YOUR STUDENT
ASSESSMENTS CONTRIBUTE TO SPECIALEDUCATION DECISIONS? 100SCREENING
100DIAGNOSIS 101PROGRAM PLACEMENT 101CURRICULUM PLACEMENT
103INSTRUCTIONAL EVALUATION 104PROGRAM EVALUATION 104WHAT INFORMATION
SOURCES ARE USED IN PROGRAMMING FOR STUDENTSWITH SPECIAL NEEDS?
104HIGH-STAKES ACHIEVEMENT TESTS 105STANDARDIZED ACHIEVEMENT TESTS
107PSYCHOLOGICAL TESTS 108ALTERNATE ASSESSMENTS 109CURRICULUM-BASED
ASSESSMENTS 111WHAT KINDS OFCURRICULUM-BASED ASSESSMENTS CAN YOU
CREATEFOR YOUR STUDENTS? 112PROBES OF BASIC ACADEMIC SKILLS
112CURRICULUM-BASED ASSESSMENTS IN CONTENT AREAS 117HOW ARE
CURRICULUM-BASED PROBES USED TO MAKE SPECIAL EDUCATIONDECISIONS? 121PEER
COMPARISON IN SCREENING 121FLUENCY AND ACCURACY IN DIAGNOSIS 124SKILL
MASTERY AND CURRICULUM PLACEMENT 124MONITORING STUDENT PROGRESS AND
INSTRUCTIONAL EVALUATION 125WRAPPING IT UP 125BACK TO THE CASES
125SUMMARY 126APPLICATIONS IN TEACHING PRACTICE: COLLECTINGAND
USINGASSESSMENTINFIJRMATION 126 PLANNING INSTRUCTION
BY ANALYZING CLASSROOM AND STUDENT NEEDS 128 LEARNING OBJECTIVES 128 HOW
CAN THE INCLUDE STRATEGY HELP YOU MAKE REASONABLE
ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS? 130
STEP 1: IDENTIFY C1ASSROOM DEMANDS 132
STEP 2: NOTE STUDENT LEARNING STRENGTHS AND NEEDS 134
STEP 3: CHECK FOR POTENTIAL AREAS OFSTUDENT SUCCESS 135
STEP 4: LOOK FOR POTENTIAL PROBLEM AREAS 135
STEP 5: USE INFORMATION TO BRAINSTORM WAYS TO DIFFERENTIATE INSTRUCTION
136
STEP 6: DIFFERENTIATE INSTRUCTION 138
STEP 7: EVALUATE STUDENT PROGRESS 139
HOW IS AN INCLUSIVE C1ASSROOM MANAGED? 139
PHYSICAL ORGANIZATION 141
ROUTINES FOR C1ASSROOM BUSINESS 143
C1ASSROOM C1IMATE 143
BEHAVIOR MANAGEMENT 144
USE OFTIME 145
HOW CAN YOU GROUP ALL YOUR STUDENTS FOR INSTRUCTION IN INCLUSIVE
CLASSROOMS? 147
WHOLE-C1ASS OR LARGE-GROUP INSTRUCTION 147
SMALL-GROUP INSTRUCTION 148
ONE-TO-ONE INSTRUCTION 148
HOW CAN YOU EVALUATE INSTRUETIONAL MATERIALS FOR INCLUSIVE CLASSROOMS?
149
LEARNING OUTCOMES 149
TEXTBOOKS 150
MANIPULATIVES AND MODELS 153
TECHNOLOGY 155
HOW CAN YOU ANALYZE INSTRUCTIONAL METHODS IN RELATION TO STUDENT NEEDS?
157
ELEMENTS OF DIRECT INSTRUCTION 157
INDIRECT METHODS OFLNSTRUCTION 160
SCAFFOLDING 161
INDEPENDENT STUDENT PRACTICE 162
EVALUATION OF STUDENT PERFORMANCE 164
WRAPPING IT UP 164
BACK TO THE CASES 164
SUMMARY 164
APPLICATIONS IN TEACHING PRACTICE: PLANNINGACCOMMODATIONS IN THE
INSTRUCTIONAL ENVIRONMENT 165
IMAGE 3
STUDENTS WITH LOW-I NCIDENCE
DISABILITIES 166
LEAMING OBJECTIVES 166 WHAT ARE LOW-INCIDENCE DISABILITIES? 169
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH AUTISM SPECTRUM
DISORDERS? 171
CHARACTERISTICS OFSTUDENTS WITH AUTISM SPECTRUM DISORDERS 171
STUDENTS WITH ASPERGER SYNDROME 172
ACCOMMODATIONS FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS 173
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH MODERATE, SEVERE, OR
MULTIPLE DISABILITIES? 175
CHARACTERISTICS OF STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL
DISABILITIES 177
ACCOMMODATIONS FOR STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL
DISABILITIES 178
STUDENTS WITH MULTIPLE DISABILITIES 181
DEAF-BLINDNESS 181
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH SENSORY IMPAIRMENTS?
183
STUDENTS WITH VISUAL IMPAIRMENTS 183
CHARACTERISTICS OFSTUDENTS WITH VISUAL IMPAIRMENTS 183
ACCOMMODATIONS FOR STUDENTS WITH VISUAL IMPAIRMENTS 184
STUDENTS WITH HEARING LOSS 185
CHARACTERISTICS OF STUDENTS WHO ARE DEAF OR HARD OF HEARING 187
ACCOMMODATIONS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING 188
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH PHYSICAL, MEDICAL, OR
HEALTH DISABILITIES? 190
ORTHOPEDIC IMPAIRMENTS 190
ACCOMMODATIONS FOR TEACHING STUDENTS WITH ORTHOPEDIC IMPAIRMENTS 191
OTHER HEALTH IMPAIRMENTS 193
ACCOMMODATIONS FOR TRAUMATIC BRAIN INJURY 195
WRAPPING IT UP 198
BACK TO THE CASES 199
SUMMARY 199
APPLICATIONS IN TEACHING PRACTICE: PLANNINGFOR STUDENTS WITH
LOW-INCIDENCEDISABILITIES 200
CONTENTS XVII
STUDENTS WITH HIGH-INCIDENCE
DISABILITIES 202
LEAMING OBJECTIVES 202 WHAT ARE HIGH-INCIDENCE DISABILITIES? 204
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH COMMUNICATION
DISORDERS? 204
UNDERSTANDING SPEECH PROBLEMS 204
UNDERSTANDING LANGUAGE PROBLEMS 206
ACCOMMODATIONS FOR STUDENTS WITH COMMUNICATION DISORDERS 208
WHO ARE STUDENTS WITH LEARNING AND BEHAVIORAL DISABILITIES AND WH AT ARE
THEIR ACADEMIC NEEDS? 209
READING SKILLS 212
WRITTEN LANGUAGE SKILLS 215
MATH SKILLS 216
LEARNING SKILLS 216
LEARNING STYLES 219
WHAT ARE THE SOCIAL AND EMOTIONAL NEEDS OF STUDENTS WITH LEARNING AND
BEHAVIORAL DISABILITIES? 219
INTERPERSONAL SKILLS 222
PERSONAL AND PSYCHOLOGICAL ADJUSTMENT 223
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH LEARNING AND
BEHAVIORAL DISABILITIES? 224
ADDRESSING ACADEMIC NEEDS 224
ADDRESSING SOCIAL AND EMOTIONAL NEEDS 225
WRAPPING IT UP 229
BACK TO THE CASES 230
SUMMARY 230
APPLICATIONS IN TEACHING PRACTICE: USING THE INCLUDE STRATEGY WITH
STUDENTS WITH HIGH-INCIDENCE DISABILITIES 230
STUDENTS WITH SPECIAL NEEDS
OTHER THAN DISABILITIES 232
LEARNING OBJEETIVES 232 WHICH STUDENTS ARE PROTECTED BY SECTION 504? 235
UNDERSTANDING SECTION 504 235
STUDENTS ELIGIBLE FOR SERVICES UNDER SECTION 504 237
HOW CAN YOU ACCOMMODATE STUDENTS WITH ATTENTION DEFICIT-HYPERACTIVITY
DISORDER? 238
IMAGE 4
XVIII CONTENTS
CHARACTERISTICS AND NEEDS OFSTUDENTS WITH ATTENTION
DEFICIT-HYPERACTIVITY DISORDER 239
INTERVENTIONS FOR STUDENTS WITH ATTENTION DEFICIT-HYPERACTIVITY DISORDER
241
FAMILIES OF CHILDREN WITH ATTENTION DEFICIT-HYPERACTIVITY DISORDER 243
HOW CAN YOU ACCOMMODATE STUDENTS WHO ARE GIFTED AND TALENTED? 245
CHARACTERISTICS AND NEEDS OFSTUDENTS WHO ARE GIFTED AND TALENTED 246
INTERVENTIONS FOR STUDENTS WHO ARE GIFTED AND TALENTED 247
WHAT ARE THE NEEDS OFSTUDENTS FROM CULTURALLY DIVERSE BACKGROUNDS? 250
DIVERSITY AND SPECIAL EDUCATION 250
CULTURAL AWARENESS 251
FAMILIES AND DIVERSITY 255
MULTICULTURAL AND BILINGUAL EDUCATION 255
HOW CAN YOU MEET THE NEEDS OFSTUDENTS WHO ARE AT RISK? 256
CHARACTERISTICS AND NEEDS OFSTUDENTS AT RISK 257
INTERVENTIONS FOR STUDENTS AT RISK 261
WRAPPING IT UP 263
BACK TO THE CASES 263
SUMMARY 264
APPLICATIONS IN TEACHING PRACTICE: DIVERSI!) IN A HIGH SCHOOL CLASS 264
DIFFERENTIATING INSTRUCTION 266
LEARNING OBJECTIVES 266 HOW CAN YOU MAKE ACCOMMODATIONS FOR STUDENTS
WITH SPECIAL NEEDS IN BASIC SKILLS INSTRUCTION? 268
TEACHING PRESKILLS 269
SELECTING AND SEQUENCING EXAMPLES 269
DECIDING THE RATE OFLNTRODUCTION OFNEW SKILLS 272
PROVIDING DIRECT INSTRUCTION AND OPPORTUNITIES FOR PRACTICE AND REVIEW
273
HOW CAN YOU MAKE ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS WHEN
TEACHING SUBJECT-AREA CONTENT? 277
ACTIVATING BACKGROUND KNOWLEDGE 277
ORGANIZING CONTENT 281
TEACHING TERMS AND CONCEPTS 286
HOW CAN YOU IMPROVE CLARITY IN WRITTEN AND ORAL COMMUNICATION? 288
CLARITY IN WRITTEN COMMUNICATION 289
CLARITY IN ORAL COMMUNICATION 290
HOW CAN YOU INVOLVE PARENTS IN TEACHING THEIR CHILDREN? 293
WHAT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS TO HELP THEM SUCCEED IN
INDEPENDENT PRACTICE? 294
DIFFERENTIATING SEATWORK ASSIGNMENTS 295
DIFFERENTIATING LEARNING CENTER ACTIVITIES 295
DIFFERENTIATING HOMEWORK ASSIGNMENTS 296
HOW CAN YOU MAKE INSTRUCTIONAL MODIFICATIONS FOR STUDENTS WITH MODERATE
TO SEVERE DISABILITIES? 297
WRAPPING IT UP 300
BACK TO THE CASES 300
SUMMARY 300
APPLICATIONS IN TEACHING PRACTICE: DEVELOPINGA REPERTOIRE
O{LNSTRUCTIONAL ACCOMMODATIONS 301
STRATEGIES FOR INDEPENDENT LEARNING 302
LEARNING OBJECTIVES 302 HOW CAN YOU ENCOURAGE STUDENT SELF-AWARENESS,
SELF-ADVOCAEY, AND SELF-DETERMINATION? 305
HOW CAN YOU EFFECTIVELYTEACH INDEPENDENT LEARNING STRATEGIES IN CLASS?
306
ASSESS CURRENT STRATEGY USE 308
CLARIFY EXPECTATIONS 308
DEMONSTRATE STRATEGY USE 310
ENCOURAGE STUDENTS TO MEMORIZE STRATEGY STEPS 310
PROVIDE GUIDED AND INDEPENDENT PRACTICE 311
AD M IN ISTER POSTTESTS 31 2
WHAT ARE SOME EXAMPLES OF SUCCESSFUL LEARNING STRATEGIES? 312
WORD-IDENTIFICATION AND READING FLUENCY STRATEGIES 312
VOCABULARY STRATEGIES 313
READING COMPREHENSION STRATEGIES 314
LISTENING AND NOTE-TAKING STRATEGIES 318
WRITING STRATEGIES 321
STRATEGIES FOR USING TECHNOLOGY TO IMPROVE STUDENT WRITING 325
STRATEGIES FOR PROBLEM SOLVING IN MATH 326
STRATEGIES FOR MANAGING TIME AND RESOURCES 330
HOW CAN STUDENTS LEARN TO USE STRATEGIES INDEPENDENTLY? 332
SELF-INSTRUCTION 332
SELF-MONITORING 333
SELF-QUESTIONING 333
WRAPPING IT UP 335
BACK TO THE CASES 335
SUMMARY 336
APPLICATIONS IN TEACHING PRACTICE: DESIGNINGSTRATEGIES TOR INDEPENDENCE
336
EVALUATING STUDENT LEARNING 338
LEARNING OBJECTIVES 338 HOW CAN ACCOMMODATIONS BE MADE FOR STUDENTS WITH
SPECIAL NEEDS WHEN GIVING CLASSROOM TESTS? 340
ACCOMMODATIONS BEFORE THE TEST 341
ACCOMMODATIONS DURING THE TEST 344
ACCOMMODATIONS AFTER THE TEST 346
HOW CAN ACCOMMODATIONS IN REPORT-CARD GRADING BE MADE FOR STUDENTS WITH
SPECIAL NEEDS? 348
GRADING PRACTICES THAT BENEFIT ALL STUDENTS 350
IMAGE 5
USING INDIVIDUALIZED GRADING WITH STUDENTS WITH DISABILITIES 354
LEGALITIES OF INDIVIDUALIZED GRADING 360
HOW CAN PERFORMANCE-BASED ASSESSMENT BENEFIT STUDENTS WITH SPECIAL
NEEDS? 360
HOW CAN PORTFOLIO ASSESSMENT BENEFIT STUDENTS WITH SPECIAL NEEDS? 363
WRAPPING IT UP 365
BACK TO THE CASES 365
SUMMARY 366
APPLICATIONS IN TEACHING PRACTICE: MAKING ACCOMMADATIANS WHEN EVALUATING
STUDENTS WITH SPECIAL NEEDS 366
RESPONDING TO STUDENT BEHAVIOR 368
LEARNING OBJECTIVES 368 HOW CAN YOU USE POSITIVE BEHAVIOR SUPPORTS TO
PREVENT DISCIPLINE PROBLEMS? 371
INSTRUCTIONAL ENVIRONMENTS CONDUCIVE TO LEARNING 373
SCHOOLWIDE STRATEGIES 374
HOW CAN YOU PROMOTE POSITIVE GROUP BEHAVIOR? 374
IMPLEMENT PEER-MEDIATED INSTRUCTION 375
USE GROUP CONTINGENCIES 379
WHAT ARE POSITIVE BEHAVIOR STRATEGIES FOR RESPONDING TO MINOR INDIVIDUAL
BEHAVIORS? 380
USE MINIMUM INTERVENTIONS 380
MANAGE STUDENTS SURFACE BEHAVIORS 381
HOW CAN FUNCTIONAL BEHAVIOR ASSESSMENT AND BEHAVIOR INTERVENTION PLANS
HELP YOU RESPOND TO SERIOUS INDIVIDUAL BEHAVIORS? 381
RATIONALE FOR FUNCTIONAL BEHAVIOR ASSESSMENT 383
CONTENTS XIX
VERIFYING THE SERIOUSNESS OF THE PROBLEM 385
DEFINING THE PROBLEM BEHAVIOR 385
COLLECTING DATA TO BETTER UNDERSTAND THE BEHAVIOR 385
ANALYZING THE DATA AND FORMING HYPOTHESES 389
DEVELOPING A BEHAVIOR INTERVENTION PLAN 390
IMPLEMENTING THE PLAN 390
MONITORING THE PLAN S EFFECTIVENESS 390
WHAT ARE EFFECTIVE STRATEGIES FOR RESPONDING TO SERIOUS INDIVIDUAL
BEHAVIORS? 391
INCREASING DESIRABLE BEHAVIORS 391
DECREASING UNDESIRABLE BEHAVIORS 394
USING BEHAVIOR CONTRACTS 398
HOW CAN YOU HELP STUDENTS MANAGE THEIR OWN BEHAVIOR? 399
COGNITIVE BEHAVIOR MANAGEMENT STRATEGIES 400
TEACHING COGNITIVE BEHAVIOR MANAGEMENT STRATEGIES 400
FINAL THOUGHTS ABOUT INCLUDING STUDENTS WITH SPECIAL NEEDS AND THE
INCLUDE STRATEGY 401
WRAPPING IT UP 402
BACK TO THE CASES 402
SUMMARY 402
APPLICATIONS IN TEACHING PRACTICE: DEVELAPING STRATEGIES (AR RESPANDING
TA INDIVIDUAL STUDENT BEHAVIAR 403
APPENDIX: CEC KNOWLEDGE AND SKILL STANDARDS
COMMON CORE 405
GLOSSARY 409
REFERENCES 419
NAME INDEX 449
SUBJECT INDEX 463
|
| any_adam_object | 1 |
| author | Friend, Marilyn Bursuck, William D. |
| author_facet | Friend, Marilyn Bursuck, William D. |
| author_role | aut aut |
| author_sort | Friend, Marilyn |
| author_variant | m f mf w d b wd wdb |
| building | Verbundindex |
| bvnumber | BV040034668 |
| callnumber-first | L - Education |
| callnumber-label | LC1201 |
| callnumber-raw | LC1201 |
| callnumber-search | LC1201 |
| callnumber-sort | LC 41201 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1422 |
| ctrlnum | (OCoLC)796196413 (DE-599)BVBBV040034668 |
| dewey-full | 371.9/046 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/046 |
| dewey-search | 371.9/046 |
| dewey-sort | 3371.9 246 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040034668 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:16:35Z |
| institution | BVB |
| isbn | 9780132179720 0132179725 |
| language | English |
| lccn | 2010049471 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024891490 |
| oclc_num | 796196413 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | XXIV, 480 S. Ill. 28 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Friend, Marilyn Verfasser aut Including students with special needs a practical guide for classroom teachers Marilyn Friend ; William D. Bursuck 6. ed. Boston ; Munich [u.a.] Pearson 2012 XXIV, 480 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and indexes Erziehung Inclusive education United States Mainstreaming in education United States Special education United States Children with disabilities Education United States Schulische Integration (DE-588)4126716-3 gnd rswk-swf Lernbehinderung (DE-588)4123636-1 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Inklusive Pädagogik (DE-588)7693876-1 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Integrative Schule (DE-588)4127591-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Inklusive Pädagogik (DE-588)7693876-1 s DE-604 Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s Lernbehinderung (DE-588)4123636-1 s Schulische Integration (DE-588)4126716-3 s 1\p DE-604 Integrative Schule (DE-588)4127591-3 s 2\p DE-604 Bursuck, William D. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024891490&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Friend, Marilyn Bursuck, William D. Including students with special needs a practical guide for classroom teachers Erziehung Inclusive education United States Mainstreaming in education United States Special education United States Children with disabilities Education United States Schulische Integration (DE-588)4126716-3 gnd Lernbehinderung (DE-588)4123636-1 gnd Behinderung (DE-588)4112696-8 gnd Inklusive Pädagogik (DE-588)7693876-1 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Integrative Schule (DE-588)4127591-3 gnd |
| subject_GND | (DE-588)4126716-3 (DE-588)4123636-1 (DE-588)4112696-8 (DE-588)7693876-1 (DE-588)4138728-4 (DE-588)4053369-4 (DE-588)4127591-3 (DE-588)4078704-7 |
| title | Including students with special needs a practical guide for classroom teachers |
| title_auth | Including students with special needs a practical guide for classroom teachers |
| title_exact_search | Including students with special needs a practical guide for classroom teachers |
| title_full | Including students with special needs a practical guide for classroom teachers Marilyn Friend ; William D. Bursuck |
| title_fullStr | Including students with special needs a practical guide for classroom teachers Marilyn Friend ; William D. Bursuck |
| title_full_unstemmed | Including students with special needs a practical guide for classroom teachers Marilyn Friend ; William D. Bursuck |
| title_short | Including students with special needs |
| title_sort | including students with special needs a practical guide for classroom teachers |
| title_sub | a practical guide for classroom teachers |
| topic | Erziehung Inclusive education United States Mainstreaming in education United States Special education United States Children with disabilities Education United States Schulische Integration (DE-588)4126716-3 gnd Lernbehinderung (DE-588)4123636-1 gnd Behinderung (DE-588)4112696-8 gnd Inklusive Pädagogik (DE-588)7693876-1 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Integrative Schule (DE-588)4127591-3 gnd |
| topic_facet | Erziehung Inclusive education United States Mainstreaming in education United States Special education United States Children with disabilities Education United States Schulische Integration Lernbehinderung Behinderung Inklusive Pädagogik Integrativer Unterricht Schüler Integrative Schule USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024891490&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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