Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

by Jill A. Lindberg

• ISBN13: 9781412958196
• ISBN10: 1412958199
• Format: Paperback
• Copyright: 2008-10-29
• Publisher: Corwin Pr

Summary

This invaluable handbook provides teachers with common-sense strategies, tools, and templates to ensure the best possible educational outcomes for learners with significant disabilities.

Table of Contents

Foreword

Preface

Acknowledgments

About the Authors

Introduction

Getting Ready Time Organization Finding Appropriate Materials and Adaptive

Equipment Physical and Visual Arrangements Within the Room Helping Administrators, General Education Teachers, and Support

Staff Understand the Needs and Abilities of Students Knowing Your Community Student Information

Organizing the Students and Their Learning Environment

The IEP and Planning Grouping Students Developing Daily and Weekly Schedules

Individual Student Planning in a Variety of Learning Environments Developing Lesson Plans Documenting Student

Progress Working With Classroom Support Staff Community Experiences and Instruction Advocating for Your Students and Exploring

Inclusive Learning Environments

General Planning: Curriculum and Methods of Instruction Consistency, Structure, and Routine Student

Full and Partial Participation in Activities in the General Education Classroom Systematic Instruction and Fading

Curriculum Blending Academic and Functional Curriculum Models

Academic Planning Inclusion, Least Restrictive Environment (LRE), and IDEIA

Academic and Content Standards and Writing Individual Education Plans (IEP)

Curriculum, Instructional, and Assessment Planning Inclusive Instructional Strategies and Adaptations Active Participation Versus Presence

Only in the Classroom Collaboration and Team Planning

Functional Planning Planning for Community and Functional Skills

Instruction Functional Learning Outcomes Functional Instruction Inclusive Examples

Social Skills and Peer Relationships Self-Advocacy and Self-Determination Transition and Outcomes

Assistive Technology as a Learning Support Definition of Assistive Technology (AT)

The SETT Framework Use of Assistive Technology for Communication Use of Assistive Technology to Access Literacy Use of Assistive

Technology to Control the Environment

Use of Assistive Technology to Hold Things

Use of Assistive Technology to See Better

Use of Assistive Technology to Hear Better

Use of Assistive Technology for Computer Access

Use of Assistive Technology for Eating or Dressing

Use of Assistive Technology for Access to Recreation and Leisure Documenting Assistive Technology in the IEP

Understanding Behavior Communication Determining Cause and Supporting the Student Developing a Support

Plan for Difficult Behaviors in Different Settings Shaping Behavior and Rewards

Working With Related Service Providers and Other Support Staff

Defining Related Services Models of Service Delivery Teacher Tips for Working

With Related Service Providers Finding Time for Collaboration

Role of the Occupational Therapist Role of the Physical

Therapist Role of the Speech and Language Pathologist Working With Other Support Personnel

Communication With Parents and Guardians Developing a Positive Relationship

With Parents or Guardians Coordinating School and Home Expectations Ongoing Communication Strategies IEP Team Meetings Parent-Teacher Conferences

Transition Parent and Student Involvement

Transition in Early Development School-Age Transitions

Identifying Adaptive Equipment Needs Developing Post-Secondary Goals

Planning a Coordinated Set of Activities to Help Meet Post-Secondary Goals

Determining Community

Resources

References

Index

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