Including adolescents with disabilities in general education classrooms:
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 1. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024178740&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XVIII, 350 S. Ill. |
| ISBN: | 9780135014967 0135014964 |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CHAPTER 1
ADOLESCENTSWITH DISABILITIES 2
TYPES OF DEVELOPRNENT 3
INRELLECTUAL DEVELOPMENR 3 PHYSICAL DEVELOPMENT 4
EMOTIONAL/PSYCHOLOGICAL DEVELOPMENR 4 SODAL DEVELOPMENT 4
MORAL/ETHICAL DEVELOPMENR 4
ADOLESCENTS WITH DISABILITIES 5
INRELLECTUAL DISABILITY 7 LEARNING DISABILITIES 10 BEHAVIORAL/EMOTIONAL
DISORDERS 12 AUTISM SPECTRUM DISORDERS: AUTISM AND ASPERGER S SYNDROME
14 LOW- INDDENCE CATEGORIES 15 CEREBRAL PALSY 16 TRAUMATIC BRAIN INJURY
17
SUMMARY 19
AETIVITIES 20
REFERENEES 20
CHAPTER 2
SERVICESFOR ADOLESCENTSWITH DISABILITIESIN MIDDLE AND SECONDARYSCHOOLS
22 INTRODUCTION 23
SECONDARY PUBLIC EDUCATION 23
ORGANIZATION OF SECONDARY EDUCATION 23 PURPOSE OF SECONDARY SCHOOLS 23
SECONDARY SCHOOL CURRICULA 24 DIVERSITY IN SECONDARY SCHOOLS 24
CHALLENGES IN SECONDARY SCHOOLS 25 TEACHING IN SECONDARY SCHOOLS 26
SPECIAL EDUCATION SERVICES IN SECONDARY SCHOOLS 26 TRADITIONAL SERVICES
FOR ADOLESCENRS WITH DISABILITIES IN MIDDLE AND SECONDARY SCHOOLS 27
CURRENR PROGRAMMING MODELS 27
X
IMAGE 2
INDUSION OF STUDENTS WITH DISABILITIES IN SECONDARY SCHOOLS 30
THE INCLUSION MOVEMENT 30 RATIONALE SUPPORTING INCLUSION 31 ADVANTAGES
AND DISADVANTAGES OF INCLUSION 32 PARENT AND TEACHER SUPPORT FOR
INCLUSION 33
LEGAL BASIS FOR SPECIAL EDUCATION SERVICES 34 INDIVIDUALS WITH
DISABILITIES EDUCATION ACT 34 SECTION 504 AND THE ADA 36 LITIGATION AND
SPECIAL EDUCATION 37
GOALS FOR ADOLESCENTS WITH DISABILITIES IN MIDDLE AND SECONDARY SCHOOLS
39
ISSUES FACING SECONDARY SPECIAL EDUCATION 39 DROPPING OUT OF SCHOOL 39
INCREASING ACCOUNTABILITY 39 ROLE OFTEACHERS 41
SUMMARY 41
AETIVITIES 42
REFERENEES 42
CHAPTER 3
THE SPECIAL EDUCATIAN PRACESSIN MIDDLE
AND SECANDARYSCHAALS 44 INTRODUCTION 45
REFERRAL 45
BEHAVIORS SUGGESTING REFERRAL 47 LEGAL REQUIREMENTS 47 REFERRAL MEETING
48 TEACHER S ROLE IN THE REFERRAL PROCESS 49
RESPONSE TO INTERVENTION 49
ASSESSMENT 50
LEGAL REQUIREMENTS 50 TYPES OF ASSESSMENT 51 NORM-REFERENCED TESTS 51
CRITERION- REFERENCED TESTS 51
OTHER FORMS OF ASSESSMENT 52
SELECTING TYPES OF ASSESSMENTS 52
TEACHER S ROLE IN THE ASSESSMENT PROCESS 54
DETERMINING ELIGIBILITY 55
INDIVIDUALIZED EDUCATIONAL PROGRAMMING 55 LEGAL REQUIREMENTS 55
LHE IEP PROCESS 56
IEP PARTICIPANTS 56 COMPONENTS OF THE IEP 57 ACTIONS DURING EACH STEP 57
CONTENTS XI
IMAGE 3
XII (ONTENTS
BEHAVIOR INTERVENTION PLANNING 59
LEGAL REQUIREMENTS 59
TRANSITION PLANNING 60
LEGAL REQUIREMENTS 60 TRANSFER OF RIGHTS 61
FACUEITATING IEP PARTICIPATION 63
FACILITATING PARENTAL INVOJVEMENT 63 FACILITATING STUDENT INVOJVEMENT 64
TEACHER S ROJE IN THE IEP PROCESS 64
LEAST RESTRICTIVE ENVIRONMENT 65 LEGAL REQUIREMENTS 65 CONTINUUM
OFPJACEMENT OPTIONS 66
DUE PROCESS 67
LEGAL REQUIREMENTS 67
ROLE OF SPECIAL EDUCATION AND CLASSROOM TEACHERS IN THE SPECIAL
EDUCATION PROCESS 68
SUMMARY 70
AETIVITIES 70
REFERENEES 71
CHAPTER4
TRANSITION PROGRAMMING FOR ADOLESCENTS WITH DISABILITIES 72
INTRODUCTION 73
YERTICA1 TRANSITIONS 73
TRANSITIONS WITHIN SECONDARY SCHOOJ 73 TRANSITION OUT OF SCHOOL 75
STUDENT-CENTERED PLANNING 76
TRANSITION CURRICULUM 77
POSTSECONDARY EDUCATION GOAL 78 VOCATIONAL GOAL 79 POSTSECONDARY
INDEPENDENT LIVING GOAL 79
LEGAL REQUIREMENTS FOR TRANSITION OF STUDENTS WITH DISABUEITIES 80
TRANSITION ASSESSMENT FOR PLANNING 81
THE TRANSITION PLANNING TEAM 83
THE TRANSITION PLAN 87
AGE OF MAJORITY 87
SUMMARY 89
AETIVITIES 89
REFERENEES 90
IMAGE 4
CHAPTER 5
SCHOOL/FAMILYCOLLABORATIONIN A MIDDLE/SECONDARY INCLUSIVECLASSROOM 92
INTRODUCTION 93
COLLABORATION 93
IMPACT OF FAMILY INVOLVEMENT 94 STANDARDS AND FAMILY INVOLVEMENT 94
LEGAL MANDATE FOR FAMILY INVOLVEMENT 96
THEFAMILY 97
CHARACRERISTICS OF FAMILIES 97 FAMILY LIFE CYDE 98 TIPS FOR
COMMUNICATING WITH FAMILIES 99
IMPACT OF A CHILD WITH DISABILITIES ON THE FAMILY 99
PARENTS AND STRESS 100 SIBLINGS AND STRESS 100 EXTENDED FAMILY AND
STRESS 101 PROFESSIONALS AND FAMILY STRESS 101
FAMILIES FROM DIVERSE BACKGROUNDS 103 DIVERSIRY IN FAMILY STRUCTURE 103
TIPS FOR WORKING WITH FAMILIES OF DIVERSE FAMILY STRUCTURES 104
DIVERSIRY IN CULTURE AND LANGUAGE 105
TIPS FOR WORKING WITH FAMILIES OF CULRURAL AND LANGUAGE DIFFERENCES 106
DEVELOPING A CULTURALLY SENSITIVE CLASSROOM 106
SCHOOL AND FAMILY COLLABORATION 107 ENCOURAGING PARENTAL PARTICIPATION
108
(ONTENTS XIII
SUMMARY AETIVITIES REFERENEES
111 111
112
CHAPTER 6
C1ASSROOM MANAGEMENTAND ADOLESCENTS WITH DISABILITIES 116 INTRODUCTION
117
COMPONENTS OF CLASSROOM MANAGEMENT 117 ORGANIZATION OF CLASSROOM SPACE
117 SEATING ARRANGEMENT 118 CLASSROOM CLIMATE 119 CLASSROOM NORMS 119
DEVELOPING CLASSROOM RULES AND PROCEDURES 120
PLANNING AND CONDUCTING INSTRUCTION 121
LEARNING AND INSTRUCTIONAL TIME 121
IMAGE 5
XIV CONTENTS
MAINTAINING APPROPRIATE BEHAVIORS 122 POSITIVE BEHAVIORAL SUPPORTS 122
SCHOOLWIDE POSITIVE BEHAVIORAL SUPPORTS 123 EMPOWERING STUDENTS 123
MODELING APPROPRIATE BEHAVIORS 125 REINFORCING APPROPRIATE BEHAVIORS 126
DECREASING INAPPROPRIATE BEHAVIORS 127 RESPONDING TO MINOR INATTENTION
AND MISBEHAVIOR 128
BEHAVIOR INTERVENTION PLANNING 132 DETERMINING UNDERLYING CAUSES 133
PUNISHMENT 133
SUMMARY
AETIVITIES REFERENEES
136
136 136
CHAPTER 7
COTEACHING 142
INTRODUCTION 143
COOPERATIVE TEACHING MODEL 143 BENEFITS OF COTEACHING 144 RESEARCH BASE
FOR COTEACHING 144 BEFORE BEGINNING A COTEACHING MODEL 145 SELEETION OF
COTEACHERS 146
ROLE OF GENERAL EDUCATORS 146 ROLE OF SPECIAL EDUCATORS 147
STRENGRHENING COTEACHING RELATIONSHIPS 147
COTEACHING MODELS 150 TEAMING 150 ONETEACHING, ONE OBSERVING 151 ONE
TEACHING, ONE ASSISTING 153
STATION TEACHING 153 PARALLEL TEACHING 154 ALTERNATIVE TEACHING 155
ROLE OF SCHOOL PERSONNEL IN COTEACHING 155 ROLE OF PARAPROFESSIONALS 155
ROLE OF ADMINISTRATION 156 ROLE OF OTHER PROFESSIONALS 156
STRATEGIES USED IN IMPLEMENTING COTEACHING 158
EVALUATING COOPERATIVE TEACHING 159
SUMMARY
AETIVITIES REFERENEES
160 161
161
IMAGE 6
CHAPTER 8
DIFFERENTIATED INSTRUETION 164
INTRODUCTION 165
EVIDENCE-BASED PRACTICES ON CONTENT AREA STRATEGIES 165
DIFFERENTIATED INSTRUCTION 167
KEY CONCEPTS IN USING DIFFERENTIATION OFINSTRUCTION 169 CONTENT 169
PROEESS 170 PRODUET 172 AFFEET 173
LEARNING ENVIRONMENT 173
IMPLEMENTING DIFFERENTIATION OF INSTRUCTION IN MIDDLE AND SECONDARY
CLASSROOMS 174 WHAT DO I NEED TO KNOW ABOUT THE STUDENTS? 174 WHAT
CONTENT WILL I TEAEH? 174
HOW WILL I TEAEH THIS CONTENT? 175 HOW WILL I AEEOMMODATE DIFFERING
LEARNING NEEDS? 175 HOW WILL I ASSESS STUDENT LEARNING? 176 HOW WILL I
DIFFERENTIATE INSTRUETION IN THE SPEEIFIE CONTENT AREAS? 177
CONTENTS XV
SUMMARY
AETIVITIES REFERENEES
179
179 179
CHAPTER 9
STRATEGIES INSTRUETION 184
INTRODUCTION 185
TEACHING STUDENTS HOW TO USE STRATEGIES 186
THE STRATEGIES INSTRUCTIONAL MODEL 187
STUDENT-FOCUSED INTERVENTIONS-LEARNING STRATEGIES 187
STRATEGIES TO ACQUIRE INFORMATION 188 STRATEGIES FOR READING 188
STRATEGIES FOR COMPREHENSION 191 STRATEGIES FOR AEQUIRING INFORMATION
FROM TEXTBOOKS 194
STRATEGIES FOR NOTE-TAKING 195 ORGANIZATIONAL TOOLS 199
STRATEGIES FOR STORING AND RETRIEVING INFORMATION 200 MNEMONIC
STRATEGIES 200
STRATEGIES FOR EXPRESSING LEARNED MATERIALS 203 WRITING STRATEGIES 203
TEST-TAKING STRATEGIES 204
IMAGE 7
XVI CONTENTS
SUMMARY 210
AETIVITIES 210
REFERENEES 210
CHAPTER 10
STRATEGIESFOR TEACHING CONTENT TO ADOLESCENTS
WITH DISABILITIES: READING AND LANGUAGEARTS 212
227 228
INTRODUCTION 213
INSTRUCTION IN READING 214
PHONICS AND PHONEMIC AWARENESS 215 VOCABULARY 216 FLUENCY 216
COMPREHENSION 217
MOTIVATION 218 COMPREHENSIVE READING PROGRAMS 219
INSTRUCTION IN WRITING 221
MECHANICS OFWRITING 221 SPELLING 221 WRITTEN EXPRESSION 222
GUIDING PRINDPLES FOR LITERAEY INSTRUCTION
STRATEGIES TO ENHANCE CONTENT LITERAEY PHONICS AND PHONEMIC AWARENESS
223 VOCABULARY 224 COMPREHENSION 224
LANGUAGE ARTS AND ENGUESH
INSTRUCTION IN SODA! STUDIES
SUMMARY 230
REFERENEES 230
222
223
CHAPTER 11
STRATEGIESFOR TEACHING CONTENT TO ADOLESCENTS WITH DISABILITIES: MATH
AND SCIENCE 234 INTRODUCTION 235
TEACHING MATH TO STUDENTS WITH DISABUEITIES 236 MAM STANDARDS 237 MAM
INSTRUCRIONAL IDEAS 240 STUDENT IDEAS FOR INSTRUCTION 245
USING GAMES 245 GENERAL MATH ACCOMMODATIONS 246 ASSESSING MATH SKILLS
247
TEACHING SDENCE TO STUDENTS WITH DISABUEITIES 248 TRADITIONAL SCIENCE
TEACHING APPROACHES 248
IMAGE 8
OTHER SCIENCE TEACHING METHODS 249
GENERAL ACCOMMODATIONS AND PRINDPLES 254
CONNECTING MATH AND SDENCE INSTRUCTION 259 INTEGRATED CURRICULUM 260
SUMMARY 262
AETIVITIES 263 REFERENEES 263
CHAPTER 12
STRATEGIES FOR TEACHINGSOCIALSKILLSTO ADOLESCENTS WITH DISABILITIES 266
INTRODUCTION 267 IMPORTANCE OF SODAL SKINS 268
SODAL SKINS AND INDIVIDUALS WITH DISABILITIES 269 SODAL SKILLS DEFICITS
270 IMPORTANCE OF SOCIAL SKILLS FOR STUDENTS WITH DISABILITIES 270
SODAL SKILLS INSTRUCTION 271 ASSESSMENT OF SODAL SKILLS 272 SOCIAL
SKILLS AND CULTURE 274
STRATEGIES TO TEACH SODAL SKILLS 275 LEVEL I-STRUCTURING A CLASSROOM
COMMUNITY 275 LEVEL II-SPCDFIC STRATEGIES AND CURRICULUM FOR PROMOTING
SODAL COMPETENCE 281
LEVEL III- TARGETED INDIVIDUAL INTERVENTIONS 287
PLANNING AND IMPLEMENTING SODAL SKINS INTERVENTIONS 288
SUMMARY 288
AETIVITIES 288 REFERENEES 289
CHAPTER 13
STRATEGIES FOR TEACHINGSELF-DETERMINATIONSKILLS
TO ADOLESCENTS WITH DISABILITIES 292 INTRODUCTION 293
SELF-DETERRNINATION 294
COMPONENTS OF SELF-DETERMINATION 295 CHOICE-MAKING SKILLS 296
DEDSION-MAKING SKILLS 296 PROBLEM-SOLVING SKILLS 296
GOAL-SERTING AND ARTAINMENT SKILLS 296 INDEPENDENCE, RISK-TAKING, AND
SAFETY SKILLS 296 SELF-OBSERVATION, EVALUATION, AND REINFORCEMENT SKILLS
297
(ONTENTS XVII
IMAGE 9
XVIII CONTENTS
SELF-INSTRUCTION SKILLS 297 SELF-ADVOCACY AND LEADERSHIP SKILLS 297
INTERNAL LOCUS OF CONTROL 297 SELF-AWARENESS 297
NEED FOR SELF-DETERMINATION SKILLS 298
TEAEHING SELF-DETERMINATION SKILLS 300 SELF-DETERMINATION PREPARATION
PROGRAMS 303 STUDENT INVOLVEMENT IN THE EDUCATIONAL PROEESS 305
AGE OF MAJORITY 309 SELF-DETERMINATION SUPPORTS IN POSTSECONDARY
EDUCATIONAL SETTINGS 309
SUMMARY 310
AETIVITIES 311 REFERENEES 311
CHAPTER 14
VOCATIONAL/TECHNICALEDUCATIONFOR ADOLESCENTS WITH DISABILITIES 314
322
324
INTRODUCTION 315
LEGISLATION 315 VOCATIONAL REHABILITATION 315 SPECIAL EDUCATION 316
DEVELOPMENTAL DISABILITIES 316
EMPLOYMENT SERVICES 316 CIVIL RIGHTS 316
ASSESSING VOCATIONAL NEEDS OF ADOLESEENTS WITH DISABUEITIES VOCATIONAL
ASSESSMENT: DATA GATHERING 318 VOCATIONAL ASSESSMENT: FUTURE
ENVIRONMENTS 320
APPLIEATION OF AEADEMIC CONTENT TO REAL-LIFE SITUATIONS
VOEATIONAL PRO GRAMS FOR ADOLESEENTS WITH DISABUEITIES SCHOOL-BASED
VOCATIONAL TRAINING 325 POSTSECONDARY EDUCATION 326
318
SUMMARY
AETIVITIES REFERENEES
328
328 329
INDEX 330
|
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| id | DE-604.BV039161249 |
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| indexdate | 2024-12-20T15:51:27Z |
| institution | BVB |
| isbn | 9780135014967 0135014964 |
| language | English |
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| spellingShingle | Smith, Tom E. C. Including adolescents with disabilities in general education classrooms Youth with disabilities Education (Secondary) United States Inclusive education United States Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| subject_GND | (DE-588)4138728-4 (DE-588)4053369-4 (DE-588)4112696-8 (DE-588)4078704-7 |
| title | Including adolescents with disabilities in general education classrooms |
| title_auth | Including adolescents with disabilities in general education classrooms |
| title_exact_search | Including adolescents with disabilities in general education classrooms |
| title_full | Including adolescents with disabilities in general education classrooms Tom E. C. Smith |
| title_fullStr | Including adolescents with disabilities in general education classrooms Tom E. C. Smith |
| title_full_unstemmed | Including adolescents with disabilities in general education classrooms Tom E. C. Smith |
| title_short | Including adolescents with disabilities in general education classrooms |
| title_sort | including adolescents with disabilities in general education classrooms |
| topic | Youth with disabilities Education (Secondary) United States Inclusive education United States Integrativer Unterricht (DE-588)4138728-4 gnd Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Youth with disabilities Education (Secondary) United States Inclusive education United States Integrativer Unterricht Schüler Behinderung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024178740&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT smithtomec includingadolescentswithdisabilitiesingeneraleducationclassrooms |