Teaching Students With Special Needs in Inclusive Classrooms - Interactive
Námskeið KME103F Nám og kennsla: Að mæta sérþörfum - Höfundar: Diane P. Bryant, Brian R. Bryant, Deborah D. Smith
9.490 kr.
Námskeið
- KME103F Nám og kennsla: Að mæta sérþörfum
Lýsing:
Teaching Students with Special Needs in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Brian R. Bryant, and Deborah D.
Smith show how to create truly inclusive classrooms through evidence-based practices and hands-on strategies. The Second Edition includes strategically reorganized chapters, a new chapter devoted to differentiated instruction, and new classroom footage and teacher interviews illustrating how readers can implement the strategies discussed in their own classrooms. With the help of this supportive guide, educators will be inspired to teach students with disabilities in inclusive settings and be properly equipped to do so effectively.
Annað
- Höfundar: Diane P. Bryant, Brian R. Bryant, Deborah D. Smith
- Útgáfa:2
- Útgáfudagur: 01/2019
- Engar takmarkanir á útprentun
- Engar takmarkanir afritun
- Format:ePub
- ISBN 13: 9781544365008
- Print ISBN: 9781544365015
- ISBN 10: 1544365004
Efnisyfirlit
- Media Library
- Preface
- About the Authors
- Chapter 1 • Inclusive Teaching as Responsive Education
- Setting the Stage
- What Is Inclusive Education?
- Origins of Inclusion
- Inclusive Education
- Inclusive Education Practices
- The Inclusion Debate
- What Is Special Education?
- Free Appropriate Public Education
- Least Restrictive Environment
- Systematic Identification Procedures
- Individualized Education Programs
- Family Involvement
- Related Services
- Access to the General Education Curriculum
- Evidence-Based Interventions
- Frequent Monitoring of Progress
- What Are the Origins of Special Education?
- Inconsistent Opportunities
- Court Cases: A Backdrop for National Legislation
- What Laws and Court Decisions Protect Students With Disabilities?
- Every Student Succeeds Act
- Section 504 of the Rehabilitation Act
- Americans With Disabilities Act
- Individuals With Disabilities Education Act
- Assistive Technology Act of 2004
- Court Decisions Defining the Individuals With Disabilities Education Act
- What Is a Disability?
- Intellectual and Learning Disabilities
- The Deficit Perspective on Disabilities
- The Cultural Perspective on Disabilities
- The Sociological Perspective on Disabilities
- People With Disabilities as Members of a Minority Group
- What Are Some Reasons for Disabilities?
- Biological Causes of Disability
- Environmental Causes of Disability
- Other Risk Factors
- What Are the Characteristics of Students With Disabilities?
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- Chapter 2 • Delivery of Appropriate Services to Students With Special Needs
- What Is the ADAPT Framework?
- What Are the Multi-Tiered Systems of Support and Response to Intervention?
- Tier 1 (Primary or Core)
- Tier 2 (Secondary) and Tier 3 (Tertiary)
- What Is the Evaluation and Identification Process?
- Step 1: Prereferral
- Step 2: Referral
- Step 3: Identification
- Step 4: Eligibility
- Step 5: Development of the Individualized Education Program
- Step 6: Implementation of the Individualized Education Program
- Step 7: Evaluation and Reviews
- Who Are the Members of the Individualized Education Program Team?
- Roles of Education Professionals
- Roles of Families
- Roles of Students
- What Plans Guarantee Students With Disabilities an Appropriate Education?
- Individualized Family Service Plans
- Individualized Education Programs
- Transition and Components of Individualized Education Programs
- Behavior Intervention Plans
- What Are Related Services and Who Are the Providers?
- How Are Students With Physical and Cognitive Needs Protected Under Section 504?
- Qualifying for Services Under Section 504
- Special Education Law
- Providing Educational Services Under Section 504
- Section 504 Sample Plan
- How Are Students Identified and Served as Gifted and Talented?
- Definition
- Characteristics
- Prevalence
- Culturally and Linguistically Diverse Gifted Students
- Gifted Students With Disabilities
- Gifted Females
- Teaching Students Who Are Gifted and Talented
- Acceleration
- Enrichment
- Who Are Students At Risk and How Do We Help Them Achieve Their Full Potential?
- Definition of At Risk
- Some Conditions That Contribute to Risk
- Poverty
- Homelessness
- Migrant Status
- Lack of Health Care
- At-Risk Schools
- Ways to Tackle the Problems: Prevention of Risk
- Health Care
- Educational Practices
- What Are the Characteristics of Collaboration?
- Shared Problem Solving
- Shared Responsibility
- Voluntary Involvement
- What Are Critical Prerequisite Skills for Effective Collaboration?
- Communication Skills
- Conflict Resolution Skills
- Multicultural and Linguistic Diversity Considerations
- How Can Professionals Work Together Collaboratively?
- The Need for Collaborative Partnerships With Professionals
- Models of Collaborative Partnerships With Professionals
- Collaboration–Consultation
- Coteaching Model
- Collaboration Considerations for English Learners
- How Can Professionals Collaborate With Paraprofessionals?
- Roles and Responsibilities of Paraprofessionals in Collaborative Partnerships
- Supervision and Training of Paraprofessionals
- How Can Professionals Collaborate With Families?
- The Need for Collaborative Partnerships With Families
- Models of Collaborative Partnerships With Families
- Family Systems Approach
- Parent–Teacher Conference
- Home–School Communication
- How Can We Best Meet the Needs of Students in Our Culturally and Linguistically Diverse Classrooms?
- Definition of Culture
- Multicultural Education
- Bilingual Education
- Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education
- Culturally and Linguistically Diverse Gifted Students
- How Can We Apply the Response to Intervention Framework for Culturally and Linguistically Diverse Learners?
- What Constitutes Effective Multicultural Special Education Programs?
- What Is Bilingual Special Education?
- Linguistic Support
- Validated Instructional Practices
- Curricular Modifications
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- What Are the Categories for Students With Disabilities?
- How Are Disabilities Organized for Special Education?
- Special Education Categories
- Perspectives on Disability
- Severity of Disability
- Prevalence of Disability
- What Are the Attributes of Students With Learning Disabilities?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Speech or Language Impairments?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Attention-Deficit/Hyperactivity Disorder?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Intellectual and Developmental Disabilities?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Emotional or Behavioral Disorders?
- Definition
- Types
- Characteristics
- Prevalence
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- What are the Attributes of Students With Low-Incidence Disabilities?
- What Are the Attributes of Students With Autism Spectrum?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Health Impairments or Special Health-Care Needs?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Multiple-Severe Disabilities?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Developmental Delay?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Physical Disabilities?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students Who Are Deaf and Hard of Hearing?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Visual Disabilities?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Traumatic Brain Injury?
- Definition
- Types
- Characteristics
- Prevalence
- What Are the Attributes of Students With Deaf-Blindness?
- Definition
- Types
- Characteristics
- Prevalence
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- What Is Differentiated Instruction?
- What Is the ADAPT Framework?
- ADAPT Steps
- What Are Effective Practices for Designing and Delivering Instruction?
- Translating Research Findings into Instructional Practices
- Designing Instruction
- Types of Knowledge
- Delivering Instruction
- Advance Organizer
- Presentation of Subject Matter (I Do)
- Guided Practice (We Do)
- Independent Practice (You Do)
- Closure
- Types of Questions and Questioning Strategy
- Instructional Grouping Practices
- Whole Group
- Flexible Small Groups
- Same-Ability Groups
- Mixed-Ability Groups
- One-to-One Groups
- Peer Tutoring
- Cooperative Learning
- What Is Universal Design for Learning?
- Universal Design for Learning and Its Applications
- What Guidelines Should Be Followed for Textbooks and Instructional Materials Used With Students Who Have Special Needs?
- Textbooks
- Instructional Materials
- Student Considerations
- Instructional Content and Methodology Considerations
- Adaptations for Curricular Materials
- What Are Assistive Technology Devices and Services for Promoting Access to the General Education Curriculum?
- Assistive Technology Devices
- Assistive Technology Services
- Importance of Assistive Technology
- Assistive Technology Integration
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- How Do We Use Data to Make Instructional Decisions?
- Why Do We Assess Students?
- Purposes of Assessment
- Identifying Strengths and Weaknesses
- Determining Relative Standing
- Informing Instruction
- Determining Program Eligibility
- Grading
- Determining Adequate Yearly Progress
- Documenting Progress
- Legislative Protection Related to Assessment
- Purposes of Assessment
- How Do We Assess Students With Special Needs?
- Norm-Referenced Tests
- Progress-Monitoring Measures
- Criterion-Referenced Tests
- Testing for Students’ Strategies
- Screening Tests
- Diagnostic Assessments
- Observations
- Interviews
- Rating Scales and Checklists
- Rubrics
- Work Samples
- School Records
- Portfolio Assessments
- Behavioral Assessments
- Functional Behavior Assessment
- Curriculum-Based Measures (CBM)
- Designing Curriculum-Based Measures
- Technical Adequacy
- How Do We Adapt and Modify Assessments for Students With Special Needs?
- Universal Design for Assessment
- Parental Involvement
- Adaptation Categories
- Input Adaptations
- Output Adaptations
- Time and/or Schedule Adaptations
- Location Adaptations
- Academic Qualifications
- Adaptations for High-Stakes Testing
- Curricular Content
- Assessment Issues
- Adaptation Issues
- Alternative Assessments
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
- What Practices Can Be Used to Foster Student Relationships and Communication?
- Get to Know Your Students
- Student Relationships
- Use Motivational Practices
- Fostering Positive Relationships With Students
- Be Responsive to Cultural Differences
- Conduct Student Meetings
- What Ways Can Be Used to Communicate Effectively With Students?
- Communicate Clear and Consistent Messages
- Explain the Rules and Consequences
- Explain the Daily Schedule
- Provide Good Directions
- Describe Transition Procedures
- Use Specific Praise Judiciously
- What Are Effective Classroom Arrangement Practices?
- Physical Arrangements
- Traffic Patterns
- Seating Arrangements
- With-It-Ness
- Classroom Observation
- What Are the Goals of Misbehavior?
- How Can Problem Behaviors Be Assessed?
- Behavior Identification
- Observational Techniques
- What Instructional Strategies Are Available for Behavior Problems?
- Planned Ignoring
- Problem Behaviors
- Redirecting Inappropriate Behavior
- Contingent Observation
- Managing Classroom Behavior
- Criterion-Specific Rewards
- Contracting
- Self-Regulation
- Time-Out and Seclusion Time-Out
- In-School Supervision
- Functional Behavior Assessment
- Behavior Intervention Plan
- Guidelines for Safer Schools
- Dealing With Bullying
- What Issues Are Related to Reading Instruction?
- What Are the Five Components of Reading?
- Phonological Awareness
- Characteristics of Students Who Struggle with Phonological Awareness
- Strategies for Teaching Phonological Awareness
- Phonics and Word Study
- Characteristics of Students Who Struggle With Phonics and Word Study
- Strategies for Teaching Phonics and Word Study
- Reading Fluency
- Characteristics of Students Who Struggle With Reading Fluency
- Strategies for Teaching Reading Fluency
- Reading Vocabulary
- Characteristics of Students Who Struggle With Reading Vocabulary
- Strategies for Teaching Reading Vocabulary
- Reading Comprehension
- Enhancing Reading Comprehension Instruction
- Characteristics of Students Who Struggle With Reading Comprehension
- Strategies for Teaching Reading Comprehension
- Phonological Awareness
- Dysgraphia
- Instructional Design Features That Promote Success
- Stage 1: Develop and Activate Background Knowledge
- Stage 2: Discuss It
- Stage 3: Model It
- Stage 4: Memorize It
- Stage 5: Support It
- Stage 6: Perform Independently
- Prewriting Stage of Writing
- Characteristics of Students Who Struggle With Prewriting
- Strategies for Teaching During the Prewriting Stage
- Drafting Stage of Writing
- Characteristics of Students Who Struggle With Drafting
- Strategies for Teaching During the Drafting Stage
- Revising Stage of Writing
- Characteristics of Students Who Struggle With Revising
- Strategies for Teaching During the Revising Stage
- Editing Stage of Writing
- Characteristics of Students Who Struggle With Editing
- Strategies for Teaching During the Editing Stage
- Publishing Stage of Writing
- Characteristics of Students Who Struggle With Publishing
- Strategies for Teaching During the Publishing Stage
- Instructional Design Features That Promote Success
- What Are the Characteristics of Students With Mathematics Difficulties and Attributes of Effective Instruction?
- Mathematics Difficulties and Disabilities
- Factors Contributing to Mathematics Difficulties
- Evidence-Based Instructional Practices
- What Is Early Number Development and How Is It Taught?
- Difficulties With Early Number Development
- Teaching Early Number Development
- Counting
- Teen Numbers
- Magnitude Comparison
- Numeral Recognition: Fast Numbers
- Number Writing: Quick Write
- Reversals
- Part-Part-Whole Relationships
- Difficulties With Number Combinations
- Teaching Number Combinations
- Difficulties With Place Value
- Teaching Place Value
- Teen Numbers
- Need to Trade?
- Are There Enough?
- Difficulties With Whole-Number Computation
- Teaching Whole-Number Computation
- Rounding
- Estimation: The Front-End Strategy
- Estimation: The Clustering Strategy
- Bean Stick Computation
- Alternative Algorithms
- Demonstration Plus Permanent Model
- Key Questions
- Sequence of Instruction
- Difficulties With Rational Numbers
- Teaching Rational Numbers
- Sorting Fractions and Decimals
- Fractions as Equal to or Greater Than 1
- Comparisons
- Number Combinations and Fractions
- Money, Decimals, and Percentages
- Difficulties With Algebra
- Teaching Algebraic Reasoning
- Fact Families
- Solving Algebraic Equations
- Order of Operations
- Graphic Organizers
- Difficulties With Problem Solving
- Types of Word Problems
- Teaching Problem Solving
- What Difficulties Do Students Demonstrate With Content-Area Instruction?
- How Can Teachers Teach Content-Area Vocabulary and Concepts?
- Teaching Technical Vocabulary and Concepts
- Evidence-Based Instructional Strategies
- How Can Teachers Teach Students to Monitor Their Understanding
- Teaching Students to Monitor Their Understanding
- Evidence-Based Instructional Strategies
- How Can Students Learn From Textbook Instruction?
- Teaching Students How to Learn From Textbooks
- How Can Teachers Promote Student Participation?
- Using Class Discussions to Engage Students
- How Can Teachers Help Students With Difficulties in Study Skills?
- Study Skills
- Teaching Time Management Skills
- Teaching Listening and Note-Taking Skills
- What Are Ways to Facilitate Memorization and Test Taking?
- Teaching Memorization and Test-Taking Skills
- Summary
- Review the Learning Objectives
- Revisit the Opening Challenge
UM RAFBÆKUR Á HEIMKAUP.IS
Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu
- Gerð : 208
- Höfundur : 14526
- Útgáfuár : 2019
- Leyfi : 380
