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

by Lindberg, Jill A.; Ziegler, Michele Flasch; Barcyzk, Lisa; Brown, Lou

• ISBN13: 9781412958189
• ISBN10: 1412958180
• Format: Hardcover
• 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

About the Authors

Introduction and Overview

Getting Ready

Time Organization

Student Information

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

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 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 (IEPs)

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 Postsecondary Goals

Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals

Determining Community Resources

References

Index

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