A Survival Guide for New Special Educators
Höfundar: Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret Kamman
2.990 kr.
Lýsing:
What every special education teacher needs to know to survive and thrive The Beginning Special Educator's Survival Guide provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists.
Offers research-backed, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.
Annað
- Höfundar: Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret Kamman
- Útgáfa:1
- Útgáfudagur: 2013-03-08
- Hægt að prenta út 2 bls.
- Hægt að afrita 2 bls.
- Format:Page Fidelity
- ISBN 13: 9781118223574
- Print ISBN: 9781118095683
- ISBN 10: 1118223578
Efnisyfirlit
- A Survival Guide for New Special Educators
- Copyright
- The Authors
- Acknowledgments
- Contents
- Tables, Figures, and Exhibits
- Tables
- Figures
- Exhibits
- Introduction
- Overview of the Chapters
- Accessing the Online Content
- Part One: The Basics
- Chapter One: Getting the Right Job
- An Initial Priority: Find a Good Job Match
- Steps in Your Job Search
- Identify Your Priorities
- Investigate a Range of Options
- Develop Your Résumé
- Complete Your Application and Follow Up
- The Interview Process
- Before the Interview
- Preparing for Interview Questions
- The Interview Itself
- After the Interview
- Consider the Offer
- To Sum 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
- State Standards
- Council for Exceptional Children (CEC)
- National Board for Professional Teaching Standards (NBPTS)
- Learn about the Community and Key Policies and Guidelines
- District and School Community
- District, School, and Local Policies
- Special Education Policies and Guidelines
- Confidentiality
- 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
- Take Initiative for Your Own Professional Learning
- Making It Happen: Create a Network of Supports
- Emotional Support
- Feedback Support
- Professional Learning Supports
- Specific Support Needs
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Three: Working with Others
- Be an Energizer
- Be an Effective Communicator
- Show Courtesy and Respect and Acknowledge Others' Efforts
- It's the Nonverbal, Unspoken Things That Say the Most
- Take Time to Listen
- Quit Taking It Personally
- Problem Solve, Don't Blame
- Working Through Conflicts
- Be Aware of Your Own Reactions First
- Never Respond in Anger
- Listen and Make Sure You Understand the Problem
- Describe Behaviors Rather Than Make Judgments
- Focus on the Goal of Communication
- Consider Multiple Ways of Addressing a Problem
- Admit When You Do Not Know
- Apologize
- A Great Start with Parents
- Ten Actions to Develop Positive Relationships with Parents
- Start Your Relationship on a Positive Note
- Show Respect and Appreciation
- View Parents as Experts on Their Child
- Remember That Parents Have Specific Legal Rights
- Make Accommodations for Parents of Students Who Do Not Speak English
- Communicate Frequently and Follow Through
- Share Resources with Parents
- Document Communication with Parents and Keep Copies of Correspondence
- Respect Confidentiality
- Exercise Care When Using E-mail and Social Networking
- A Great Start with Administrators
- Seek Clarification about Expectations and Responsibilities
- Determine if You Have One or Multiple Supervisors
- Understand the Chain of Command
- Become Familiar with Teacher Evaluation Processes
- Seek Solutions
- Listen to Feedback
- A Great Start with Your Mentor(s)
- A Great Start with Colleagues
- Avoid Blame and Power Struggles
- Involve Others in Determining Effective Solutions
- Clarify Responsibilities
- Request Professional Development (PD)
- Leading Effective Professional Meetings
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Four: Special Education Law
- Key Laws Related to Students with Disabilities
- Education for All Handicapped Children Act
- Zero Reject
- Protection in Evaluation
- Free Appropriate Public Education (FAPE)
- Least Restrictive Environment
- Procedural Safeguards
- Parental Participation
- Individuals with Disabilities Education Act
- Meeting IDEA Requirements: From Identifying Children to Finding Placement
- IDEA Disability and Related Services Terms
- Additional IDEA Requirements
- Section 504
- Americans with Disabilities Act
- Confidentiality
- Dealing with Legal Challenges
- Tips for Resolving Difficulties
- Resolving Disagreements
- To Sum 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
- Present Levels of Performance (PLOP)
- Annual Goals
- Short-Term or Benchmark Objectives
- Special Education Services
- Participation in General and Special Education
- Related Services
- Supplementary Aids and Services
- Accommodations in Assessment
- The IEP Meeting
- Required IEP Participants
- IEP Notification
- Parent Participation
- Transition Planning
- When Transition Plans Must Be Included
- Requirements for Transition Plans
- Participants in Transition Planning
- Tips for Involving Students in Transition Planning
- IEP Summary Forms
- Tips for Organizing the IEP Process
- Practical Suggestions from Special Educators
- To Sum Up
- What's Next?
- Additional Resources
- Chapter One: Getting the Right Job
- Chapter Six: Organizing and Managing Your Work
- Your Many Roles and Responsibilities
- Goals and Plans Equal Organizational Success!
- Keep a Workable Working To-Do List
- Use a Calendar
- Jot Down Notes
- Everything Has a Place; Put It There!
- Send It Home or Throw It Away
- Use Color
- Create a Routine
- Set Timers
- Just Say No
- Delegate When Possible
- Manage Your Time, Manage Your Tasks
- Setting Up Your Class for Success
- Considerations for Middle and High School Classrooms
- Student Seating and Routine
- Wall Space
- Class and Student Materials
- Use Technology
- The Teacher's Desk
- Get Ready for Your First Day of School
- Create a First-Day Checklist
- Plan for Fun and Knowledge
- Getting-to-Know-You Activities
- Rules and Procedures
- Instruction
- Start a Journal
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Seven: Classroom and Behavior Management
- Tiered Approach to Providing Positive Behavioral Support
- Tier One: Classroom Management
- Tier Two: Small-Group Academic and Behavioral Interventions
- Tier Three: Individualized Interventions
- Evaluating the Intervention
- To Sum Up
- What's Next?
- Additional Resources
- Tiered Approach to Providing Positive Behavioral Support
- Chapter Eight: Collaboration and Co-Teaching
- Fundamentals of Collaboration
- Defining Characteristics for Collaboration
- Understanding Collaboration in Varied Service-Delivery Models
- Self-Contained Classroom
- Resource Services
- Co-Teaching
- Consultation
- Tips for Special Education Teachers in Collaborating for RTI
- Collaboration in Inclusive Settings
- Strategically Match Students and Teachers
- Clarify Expectations
- Meet Student Needs in General Education
- Monitor Student Progress
- Check Your Bs
- Small Strategies to Make a Big Impact on Collaboration
- Set a Regularly Scheduled Time for Communication
- Provide Immediate Assistance
- Give Positive Feedback
- Helping General Educators
- Provide Accommodations, Adapt Curriculum, and Modify Behavior
- Communicating the IEP
- Co-Teaching
- The Co-Teacher Relationship
- Before School Begins
- Building Relationships
- Review the Student and Content Goals
- Make Important Decisions
- Characteristics Aiding in Successful Co-Teaching
- Barriers and How to Overcome Them
- Keeping Collaborative Records
- Assists Collaborative Team in Noting Successes and Challenges
- Provides Information for the IEP Team
- Serves as a Record of Your Responsibilities
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Nine: Supporting Your Students
- The Student–Teacher Relationship
- Tips for Fostering Positive Student–Teacher Relationships
- Get to Know Your Students—Talk to Them!
- Share Appropriate Personal Information
- Be Available to Help
- Communicate High Expectations
- Find the Good and Build on It
- Have a Short-Term Memory for Negatives
- Motivating Your Students
- Show Your Enthusiasm
- Make It Relevant
- Find the Sparkle in Their Eyes
- Pinpoint Currency
- Pump It Up with Peers
- Let Students Take the Reins
- Set Them Up for Success
- Praise, Praise, Praise
- Advocating for and with Your Students
- Strategies for Advocating for Your Students
- Teach Your Students to Advocate for Themselves
- Facilitating Self-Advocacy
- Teach, Model, and Practice Self-Advocacy
- Collaborate with Parents
- Culturally Responsive Teaching
- Helping Your Students Stay Organized and Learn Responsibility
- Keep Organization Compact
- Color Code
- Use a Calendar or Planner
- Follow Routines
- To Sum 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
- Why Is Nondiscriminatory Evaluation So Important?
- Multitiered Systems of Support or RTI and Intervention
- Universal Screening
- Multitiered Instructional Supports
- Progress Monitoring and Curriculum-Based Measures
- Formal or Standardized Tests
- Norm-Referenced Assessments
- Assessment Accommodations and Adapting Classroom Tests
- Eligibility for Assessment Accommodations
- Typical Assessment Accommodations
- Tips for Determining Students' Assessment Accommodations
- Common Mistakes in Providing Assessment Accommodations to Students with Disabilities
- Alternative Assessments
- Determining Which Students Should Participate in Alternate Assessment
- Different Types of Alternate Assessments
- Feedback and Grading
- Assessment Considerations at the High School Level
- Ethical Considerations
- Providing Assessment Results to Parents
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Eleven: Universal Design for Learning and Technology
- Plan Engaging and Accessible Instruction through UDL
- A Brief History
- The Basics of UDL: Reach and Engage Your Students in Multiple Ways
- Three Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement
- Multiple Means of Representation
- Multiple Means of Action and Expression
- Multiple Means of Engagement
- UDL and Instructional Planning
- General Hints for Implementing UDL
- Collaborate with General Education Teachers
- Your Skills in Implementing UDL Will Improve Over Time
- What Instructional Supports Are Available to You and the General Education Teachers with Whom You Wo
- Using Instructional Technologies to Support Students with Disabilities
- Where Do I Begin?
- General Instructional Technologies and Student Learning
- Instructional Technology and Content Area Instruction
- ATs to Support Students with Disabilities
- What Are Assistive Technologies?
- IEPs and Assistive Technologies
- Continuum from No-Tech and Low-Tech to High-Tech AT
- Determining Appropriate AT for the Individualized Needs of Students with Disabilities
- To Sum Up
- What's Next?
- Additional Resources
- Plan Engaging and Accessible Instruction through UDL
- Chapter Twelve: Effective Instructional Practices and Lesson Planning
- Planning for Effective Instruction
- How to Approach the Planning Process
- Using Assessment to Inform Planning
- Three Frameworks for Planning Curriculum, Units, and Lessons
- Using Effective Instruction
- Direct Instruction
- Cognitive Strategy Instruction
- Explicit Approaches to Acquiring Inquiry and Analytical Skills
- Cooperative Learning Approaches
- To Sum Up
- What's Next?
- Additional Resources
- Planning for Effective Instruction
- Chapter Thirteen: Teaching Reading
- A Framework for Teaching Reading
- Phonological Awareness and Phonics (Basic Decoding)
- Decoding Multisyllabic Words and Promoting Morphological Awareness
- Vocabulary Instruction
- Promoting Fluency at the Rime, Word, and Connected-Text Levels
- Rapid Word-Part Recognition
- Rapid Word Recognition
- Fluent Reading of Connected Text
- Promoting Reading Comprehension
- Response-to-Intervention
- Special Considerations for ELLs with Learning Disabilities
- Incorporating Technology into Reading Instruction
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Fourteen: Teaching Writing
- Basic Skills Underlying Proficient Writing Performance
- Spelling Well
- Handwriting or Keyboarding Fluency
- Knowledge of Sentence Structure
- A Rich Vocabulary and Background Knowledge
- Becoming an Independent Writer
- Setting Goals
- Strategies for Planning and Generating Narrative and Expository Texts
- Revising Texts
- Special Considerations for ELLs
- Using Technology to Support Writing
- To Sum Up
- What's Next?
- Additional Resources
- Basic Skills Underlying Proficient Writing Performance
- Chapter Fifteen: Teaching Mathematics
- What Makes Math So Difficult for So Many Students?
- Going Beyond Arithmetic to Algebra
- Characteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students
- Instructional Math Standards
- How Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum?
- Instruction That Supports Students with Disabilities in Mathematics
- CRA Math Instruction
- Abstract Instruction
- What Is the Best Way to Integrate CRA into Math Instruction?
- Metacognitive Math Strategies
- Assessment and Feedback to Inform Mathematics Practice
- Task Analysis and Assessment
- Formal Assessment and Mathematics
- Technology-Enhanced Mathematics Instruction
- Technologies That Help Students Bypass Difficulties Associated with Their Disability
- Technologies That Extend and Enhance Traditional Math Instruction
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Sixteen: Teaching Content
- What Can You Do to Support Students with Disabilities in Learning Content?
- What Specific Things Can You Do to Help Students with Disabilities in the Content Areas?
- Scaffolding Instruction
- Building Background Knowledge
- Building Content Vocabulary
- 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
- Why Can Inquiry Be Difficult for Students with Disabilities?
- Continuum of Student-Directed to Teacher-Directed Learning
- What Is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learni
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability
- Who Are Your Students?
- What to Teach
- Why Teach Beyond Functional Skills to Students with Intellectual Disabilities
- It Is the Law!
- Personal Relevance and "Least Dangerous Assumption"
- Assessments to Guide Curricular Planning
- Ecological Inventory
- Person-Centered Planning
- Adaptive Behavior Assessments
- Curriculum Guides
- How to Teach
- Research and Evidence-Based Practices
- Systematic Instruction
- Peer Supports
- Embedded Instruction
- Assistive Technology
- Self-Determination
- Assessments
- Summative Assessments
- To Sum Up
- What's Next?
- Additional Resources
- Chapter Eighteen: Managing Student Health Needs
- Individual Health-Care Plans and Emergency Care Plans
- Health Conditions and Teacher Tips
- Allergies
- Asthma
- Attention Deficit Hyperactivity Disorder (ADHD)
- Cancer
- Cardiovascular Disorders
- Cystic Fibrosis (CF)
- Diabetes Mellitus
- Dysfunctional Elimination Syndrome (DES)
- Epilepsy and Seizures
- Gastrointestinal Disorders
- HIV and AIDS
- Sickle Cell Disease
- Tourette Syndrome (TS)
- To Sum Up
- Additional Resources
- Appendix A: Definitions and Resources about Disability
- Attention Deficit Hyperactivity Disorder (ADHD)
- What Are the Characteristics of ADHD?
- What Are the DSM-IV Criteria and Symptoms for ADHD?
- What Are the Subtypes of ADHD?
- Tips for Teachers
- Autism Spectrum Disorders
- What Are the Characteristics of Autism Spectrum Disorders?
- What Are the Specific Disorders on the Autism Spectrum?
- Tips for Teachers
- Deafness and Hearing Loss
- What Are the Types of Hearing Loss?
- Tips for Teachers
- Developmental Delay
- Types of Developmental Delays and the Developmental Evaluation
- Emotional Disturbance
- What Are the Characteristics of Emotional Disturbance?
- What Are Some Specific Types of Emotional Disturbances?
- Tips for Teachers
- Intellectual Disability
- What Are the Characteristics of an Intellectual Disability and How Is It Diagnosed?
- Tips for Teachers
- Other Health Impairment
- Hemophilia
- Lead Poisoning
- Nephritis
- Rheumatic Fever
- Specific Learning Disability
- What Are Some Characteristics of Specific Learning Disabilities?
- Tips for Teachers
- Speech and Language Disorders
- What Are the Characteristics and Different Types of Speech or Language Impairments?
- Tips for Teachers
- Traumatic Brain Injury
- What Are Some Characteristics of Traumatic Brain Injury?
- Tips for Teachers
- Visual Impairment Including Blindness
- What Are the Characteristics of Visual Impairment Including Blindness?
- What Are Some Different Types of Visual Impairments?
- Attention Deficit Hyperactivity Disorder (ADHD)
- Validity and Reliability
- Validity
- Reliability
- Chapter One
- Chapter Two
- Chapter Three
- Chapter Four
- Chapter Five
- Chapter Six
- Chapter Seven
- Chapter Eight
- Chapter Nine
- Chapter Ten
- Chapter Eleven
- Chapter Twelve
- Chapter Thirteen
- Chapter Fourteen
- Chapter Fifteen
- Chapter Sixteen
- Chapter Seventeen
- Chapter Eighteen
- Appendix A
- Appendix C
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- Gerð : 208
- Höfundur : 11506
- Útgáfuár : 2013
- Leyfi : 379
