A survival guide for new special educators:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
San Francisco, Calif.
Jossey-Bass
2013
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXII, 410 S. |
| ISBN: | 9781118095683 9781118261934 9781118223574 9781118236925 |
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| 245 | 1 | 0 | |a A survival guide for new special educators |c Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman |
| 250 | |a 1. ed. | ||
| 264 | 1 | |a San Francisco, Calif. |b Jossey-Bass |c 2013 | |
| 300 | |a XXII, 410 S. | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Special education / United States | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
THE AUTHORS
ACKNOWLEDGMENTS TABLES, FIGURES, AND EXHIBITS INTRODUCTION
PARTONE: THE BASICS
CHAPTER ONE: GETTING THE RIGHT JOB AN INITIAL PRIORITY: FIND A GOODJOB
MATCH STEPS IN YOUR JOB SEARCH THE INTERVIEW PROCESS
CONSIDER THE OFFER TOSUM UP WHAT S NEXT?
CHAPTER TWO: GREAT BEGINNINGS
REALITY 101: WHAT TO EXPECT IN THE FIRST YEARS YOUR CHALLENGE: BECOME AN
ACCOMPLISHED AND COMMITTED SPECIAL EDUCATOR REFLECT ON THE MORAL PURPOSE
THAT GUIDES YOUR WORK DEVELOP KNOWLEDGE ABOUT PROFESSIONAL STANDARDS AND
ETHICS
LEARN ABOUT THE COMMUNITY AND KEY POLICIES AND GUIDELINES LEARN MORE
ABOUT THE CONTENT STANDARDS FOR SUBJECTS YOU TEACH USE AND REFINE YOUR
KNOWLEDGE ABOUT EVIDENCE-BASED PRACTICES KNOW YOUR STUDENTS AND
SYSTEMATICALLY MONITOR THEIR LEARNING
COLLABORATE EFFECTIVELY WITH ADMINISTRATORS, COLLEAGUES, AND PARENTS
PROTECT INSTRUCTIONAL TIME AND BALANCE YOUR RESPONSIBILITIES DEVELOP
RESILIENCE AND MANAGE STRESS
V
VLL
XVLL
XXI
3
3 4 5
10 10 10
11
11 13 13 14 15 16 17 17 18 18 18
IX
IMAGE 2
TAKE INITIATIVE FOR YOUR OWN PROFESSIONAL LEARNING
MAKING IT HAPPEN: CREATE AN ETWORK OF SUPPORTS TOSUM UP WHAT S NEXT?
ADDITIONAL RESOURCES
CHAPTER THREE: WORKING WITH OTHERS
BE AN ENERGIZER BE AN EFFECTIVE COMMUNICATOR WORKING THROUGH CONFLICTS A
GREAT START WITH PARENTS TEN ACTIONS TO DEVELOP POSITIVE RELATIONSHIPS
WITH PARENTS A GREAT START WITH ADMINISTRATORS A GREAT START WITH YOUR
MENTOR(S) A GREAT START WITH COLLEAGUES LEADING EFFECTIVE PROFESSIONAL
MEETINGS TOSUM UP WHAT S NEXT? ADDITIONAL RESOURCES
CHAPTER FOUR: SPECIAL EDUCATION LAW
KEY LAWS RELATED TO STUDENTS WITH DISABILITIES EDUCATION FOR ALL
HANDICAPPED CHILDREN ACT INDIVIDUALS WITH DISABILITIES EDUCATION ACT
SECTION 504 AMERICANS WITH DISABILITIES ACT
CONFIDENTIALITY DEALING WITH LEGAL CHALLENGES TOSUM UP WHAT S NEXT?
ADDITIONAL RESOURCES
CHAPTER FIVE: DEVELOPING QUALITY IEPS
THE IEP DOCUMENT THE IEP PROCESS TIPS FOR A GREAT START WITH IEPS TIPS
FOR DEVELOPING IEP COMPONENTS
THE IEP MEETING TRANSITION PLANNING IEP SUMMARY FORMS TIPS FOR
ORGANIZING THE IEP PROCESS
PRACTICAL SUGGESTIONS FROM SPECIAL EDUCATORS TOSUM UP WHAT S NEXT?
ADDITIONAL RESOURCES
X CONTENTS
20
20 25 25 25
26
27 27 30 31
32 35 38 42 44 46 46 46
47
47 48 51 56
57 58 61 63
63 63
65
66 66 66 67
74 81 83 83
85 85 86 86
IMAGE 3
PARTTWO: BECOMING AN ACCOMPLISHED EDUCATOR
CHAPTER SIX: ORGANIZING AND MANAGING YOUR WORK 89 YOUR MANY ROLES AND
RESPONSIBILITIES 90
GOALS AND PLANS EQUAL ORGANIZATIONAL SUCCESS! 92
MANAGE YOUR TIME, MANAGE YOUR TASKS 96
SETTING UP YOUR CLASS FOR SUCCESS 97
CONSIDERATIONS FOR MIDDLE AND HIGH SCHOOL CLASSROOMS 98
THE TEACHER S DESK 102
GET READY FOR YOUR FIRST DAY OF SCHOOL 104
PLAN FOR FUN AND KNOWLEDGE 105
TO SUM UP 110
WHAT S NEXT? 110
ADDITIONAL RESOURCES 111
CHAPTER SEVEN: CLASSROOM AND BEHAVIOR MANAGEMENT 112 ELIZABETH BETTIN;
TIERED APPROACH TO PROVIDING POSITIVE BEHAVIORAL SUPPORT 113
EVALUATING THE INTERVENTION 136
TO SUM UP 137
WHAT S NEXT? 137
ADDITIONAL RESOURCES 137
CHAPTER EIGHT: COLLABORATION AND CO-TEACHING 139
FUNDAMENTALS OF COLLABORATION 140
DEFINING CHARACTERISTICS FOR COLLABORATION 140
UNDERSTANDING COLLABORATION IN VARIED SERVICE-DELIVERY MODELS 140
TIPS FOR SPECIAL EDUCATION TEACHERS IN COLLABORATING FOR RTI 142
COLLABORATION IN INCLUSIVE SETTINGS 142
SMALL STRATEGIES TO MAKE A BIG IMPACT ON COLLABORATION 146
HELPING GENERAL EDUCATORS 147
CO-TEACHING 149
THE CO-TEACHER RELATIONSHIP 150
CHARACTERISTICS AIDING IN SUCCESSFUL CO-TEACHING 154
BARRIERS AND HOW TO OVERCOME THEM 154
KEEPING COLLABORATIVE RECORDS 155
TO SUM UP 156
WHAT S NEXT? 157
ADDITIONAL RESOURCES 157
CHAPTER NINE: SUPPORTING YOUR STUDENTS 158
THE STUDENT- TEACHER RELATIONSHIP 159
TIPS FOR FOSTERING POSITIVE STUDENT- TEACHER RELATIONSHIPS 159
MOTIVATING YOUR STUDENTS 161
CONTENTS XI
IMAGE 4
ADVOCATING FOR AND WITH YOUR STUDENTS
CULTURALLY RESPONSIVE TEACHING HELPING YOUR STUDENTS STAY ORGANIZED AND
LEARN RESPONSIBILITY TOSUM UP WHAT S NEXT? ADDITIONAL RESOURCES
CHAPTER TEN: ASSESSMENT AND KNOWING YOUR STUDENTS
YOUR STATE STANDARDS AND THE CCSS WHY TEST IN RELATIONSHIP TO THE
STANDARDS? EDUCATIONAL LAWS AND ASSESSMENT RELATIONSHIP BETWEEN THE LAWS
AND YOUR ASSESSMENT PRACTICES PROGRESS MONITORING AND CURRICULUM-BASED
MEASURES
FORMAL OR STANDARDIZED TESTS ASSESSMENT ACCOMMODATIONS AND ADAPTING
CLASSROOM TESTS ALTERNATIVE ASSESSMENTS FEEDBACK AND GRADING ASSESSMENT
CONSIDERATIONS AT THE HIGH SCHOOL LEVEL TOSUM UP
WHAT S NEXT? ADDITIONAL RESOURCES
CHAPTER ELEVEN: UNIVERSAL DESIGN FOR
LEARNING AND TECHNOLOGY PLAN ENGAGING AND ACCESSIBLE INSTRUCTION THROUGH
UDL THE BASICS OFUDL: REACH AND ENGAGE YOUR STUDENTS IN MULTIPLE WAYS
THREE PRINCIPLES OFUDL: MULTIPLE MEANS OFREPRESENTATION,
ACTION AND EXPRESSION, AND ENGAGEMENT GENERAL HINTS FOR IMPLEMENTING UDL
USING INSTRUCTIONAL TECHNOLOGIES TO SUPPORT STUDENTS WITH DISABILITIES
ATS TO SUPPORT STUDENTS WITH DISABILITIES
TOSUM UP WHAT S N EXT? ADDITIONAL RESOURCES
PART THREE: MASTERING EFFECTIVE PRACTICES
CHAPTER TWELVE: EFFECTIVE INSTRUCTIONAL PRACTICES AND LESSON PLANNING
PLANNING FOR EFFECTIVE INSTRUCTION USING EFFECTIVE INSTRUCTION TO SUM UP
WHAT S NEXT? ADDITIONAL RESOURCES
XII CONTENTS
164
166 169 171 171
171
172
173 173 173 174
175 178 179 181 183
186 188 189 189
190
192 192
193 196 203 207 210 210 210
215
216 223 232 233
233
IMAGE 5
CHAPTER THIRTEEN: TEACHING READING 234
A FRAMEWORK FOR TEACHING READING 235
PHONOLOGICAL AWARENESS AND PHONICS (BASIC DECODING) 235
DECODING MULTISYLLABIC WORDS AND PROMOTING MORPHOLOGICAL AWARENESS 239
VOCABULARY INSTRUCTION 241
PROMOTING FLUENCY AT THE RIME, WORD, AND CONNECTED-TEXT LEVELS 243
PROMOTING READING COMPREHENSION 245
SPECIAL CONSIDERATIONS FOR ELLS WITH LEARNING DISABILITIES 248
INCORPORATING TECHNOLOGY INTO READING INSTRUCTION 248
TO SUM UP 250
WHAT S NEXT? 251
ADDITIONAL RESOURCES 251
CHAPTER FOURTEEN: TEACHING WRITING 252
BASIC SKILLS UNDERLYING PROFICIENT WRITING PERFORMANCE 252
BECOMING AN INDEPENDENT WRITER 255
SPECIAL CORI.SIDERATIONS FOR ELLS 261
USING TECHNOLOGY TO SUPPORT WRITING 262
TO SUM UP 263
WHAT S NEXT? 263
ADDITIONAL RESOURCES 263
CHAPTER FIFTEEN: TEACHING MATHEMATICS 264
WHAT MAKES MATH SO DIFFICULT FOR SO MANY STUDENTS? 265
GOING BEYOND ARITHMETIC TO ALGEBRA 266
CHARACTERISTICS OF STRUGGLING LEARNERS IN MATHEMATICS AND GENERAL
STRATEGIES FOR SUPPORTING STUDENTS 267
INSTRUCTIONAL MATH STANDARDS 269
HOW SHOULD I TEACH LEARNERS WHO HAVE DIFFICULTY KEEPING UP WITH THE
CURRICULUM? 271
INSTRUCTION THAT SUPPORTS STUDENTS WITH DISABILITIES IN MATHEMATICS 271
WHAT IS THE BEST WAY TO INTEGRATE CRA INTO MATH INSTRUCTION? 274
METACOGNITIVE MATH STRATEGIES 277
ASSESSMENT AND FEEDBACK TO INFORM MATHEMATICS PRACTICE 278
FORMAL ASSESSMENT AND MATHEMATICS 281
TECHNOLOGY-ENHANCED MATHEMATICS INSTRUCTION 282
TO SUM UP 284
WHAT S NEXT? 284
ADDITIONAL RESOURCES 284
CHAPTER SIXTEEN: TEACHING CONTENT 285
WHAT CAN YOU DO TO SUPPORT STUDENTS WITH DISABILITIES IN LEARNING
CONTENT? 285 WHAT SPECIFIC THINGS CAN YOU DO TO HELP STUDENTS WITH
DISABILITIES IN THE CONTENT AREAS? 286
CONTENTS XLII
IMAGE 6
UDL AND INSTRUCTIONAL TECHNOLOGIES IN CONTENT LEARNING
TEACHING CONCEPTS WITH CONTENT ENHANCEMENTS TEACHING SIMPLE CONCEPTS
COMPLEX CONCEPTS INQUIRY-BASED APPROACHES TO TEACHING AND LEARNING
CONTENT
WHAT IS THE RELATIONSHIP BETWEEN INQUIRY LEARNING AND PROBLEM-,
PROJECT-, AND CHALLENGE-BASED LEARNING? TOSUM UP WHAT S NEXT? ADDITIONAL
RESOURCES
CHAPTER SEVENTEEN: TEAEHING STUDENTS WITH
LIMITED TO PERVASIVE INTELLEETUAL DISABILITY BREEA. JIMENEZ OND POMELO
J. MIMS WHO ARE YOUR STUDENTS? WHAT TO TEACH
WHY TEACH BEYOND FUNCTIONAL SKILLS TO STUDENTS WITH INTELLECTUAL
DISABILITIES ASSESSMENTS TO GUIDE CURRICULAR PLANNING HOWTOTEACH
TOSUMUP WHAT S NEXT? ADDITIONAL RESOURCES
PART FOUR: ADDITIONAL CONSIDERATIONS
CHAPTER EIGHTEEN: MANAGING STUDENT HEALTH NEEDS POMELO W CORTER
INDIVIDUAL HEALTH-CARE PLANS AND EMERGENCY CARE PLANS HEALTH CONDITIONS
AND TEACHER TIPS
TOURETTE SYNDROME (TS) TOSUM UP ADDITIONAL RESOURCES
PART FIVE: APPENDIXES
292 293 293 294
295
299 301 301 301
303
304 304
304 306 308 321
321 321
325
326 326 341 343 343
APPENDIX A: DEFINITIONS AND RESOUREESABOUT DISABILITY 345
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) 347
AUTISM SPECTRUM DISORDERS 350
DEAFNESS AND HEARING LOSS 353
DEVELOPMENTAL DELAY 355
EMOTIONAL DISTURBANCE 356
INTELLECTUAL DISABILITY 361
XIV CONTENTS
IMAGE 7
OTHER HEALTH IMPAIRMENT
SPECIFIC LEARNING DISABILITY SPEECH AND LANGUAGE DISORDERS TRAUMATIC
BRAIN INJURY VISUAL IMPAIRMENT INCLUDING BLINDNESS
APPENDIX B: KEY SPECIAL EDUCATION CASES
APPENDIX C: ASSESSMENT VOCABULARY AND CONCEPTS VALIDITY AND RELIABILITY
APPENDIX D: TIPS TOR PREPARING TOR OBSERVATIONS
AND EVALUATIONS
APPENDIX E: BONUS WEB CONTENT
NOTES INDEX
362 365 367 369
371
373
374 375
377
380
383 400
CONTENTS XV
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| spelling | A survival guide for new special educators Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman 1. ed. San Francisco, Calif. Jossey-Bass 2013 XXII, 410 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index First year teachers / United States Special education / United States Berufsanfänger (DE-588)4122073-0 gnd rswk-swf Sonderschullehrer (DE-588)4055545-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Sonderschullehrer (DE-588)4055545-8 s Berufsanfänger (DE-588)4122073-0 s DE-604 Billingsley, Bonnie S. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025685651&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | A survival guide for new special educators First year teachers / United States Special education / United States Berufsanfänger (DE-588)4122073-0 gnd Sonderschullehrer (DE-588)4055545-8 gnd |
| subject_GND | (DE-588)4122073-0 (DE-588)4055545-8 (DE-588)4078704-7 |
| title | A survival guide for new special educators |
| title_auth | A survival guide for new special educators |
| title_exact_search | A survival guide for new special educators |
| title_full | A survival guide for new special educators Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman |
| title_fullStr | A survival guide for new special educators Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman |
| title_full_unstemmed | A survival guide for new special educators Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman |
| title_short | A survival guide for new special educators |
| title_sort | a survival guide for new special educators |
| topic | First year teachers / United States Special education / United States Berufsanfänger (DE-588)4122073-0 gnd Sonderschullehrer (DE-588)4055545-8 gnd |
| topic_facet | First year teachers / United States Special education / United States Berufsanfänger Sonderschullehrer USA |
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