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What is included with this book?
BONNIE S. BILLINGSLEY, Ed.D., is a professor in Teaching and Learning at Virginia Tech.
MARY T. BROWNELL, Ph.D., is a professor of Special Education and director of the CEEDAR Center at the University of Florida.
MAYA ISRAEL, Ph.D., is assistant professor of Special Education at the University of Illinois, Urbana-Champaign.
MARGARET L. KAMMAN, Ph.D., is assistant scholar and project coordinator for the CEEDAR Center at the University of Florida.
The Authors
Acknowledgments
Tables, Figures, and Exhibits
Introduction
PART ONE: THE BASICS
Chapter One: Getting the Right Job
An Initial Priority: Find a Good Job Match
Steps in Your Job Search
The Interview Process
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
Learn about the Community and Key Policies and Guidelines
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
To Sum Up
What’s Next?
Additional Resources
Chapter Three: Working with Others
Be an Energizer
Be an Effective Communicator
Working through Conflicts
A Great Start with Parents
Ten Actions to Develop Positive Relationships with Parents
A Great Start with Administrators
A Great Start with Your Mentor(s)
A Great Start with Colleagues
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
Individuals with Disabilities Education Act
Section 504
Americans with Disabilities Act
Confidentiality
Dealing with Legal Challenges
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
The IEP Meeting
Transition Planning
IEP Summary Forms
Tips for Organizing the IEP Process
Practical Suggestions from Special Educators
To Sum Up
What’s Next?
Additional Resources
PART TWO: BECOMING AN ACCOMPLISHED EDUCATOR
Chapter Six: Organizing and Managing Your Work
Your Many Roles and Responsibilities
Goals and Plans Equal Organization Success!
Manage Your Time, Manage Your Tasks
Setting Up Your Class for Success
Considerations for Middle and High School Classrooms
The Teacher’s Desk
Get Ready for Your First Day of School
Plan for Fun and Knowledge
To Sum Up
What’s Next?
Additional Resources
Chapter Seven: Classroom and Behavior Management (Elizabeth Bettini)
Tiered Approach to Providing Positive Behavioral Support
Evaluating the Intervention
To Sum Up
What’s Next?
Additional Resources
Chapter Eight: Collaboration and Co-Teaching
Fundamentals of Collaboration
Defining Characteristics for Collaboration
Understanding Collaboration in Varied Service-Delivery Models
Tips for Special Education Teachers in Collaborating for RTI
Collaboration in Inclusive Settings
Small Strategies to Make a Big Impact on Collaboration
Helping General Educators
Co-Teaching
The Co-Teacher Relationship
Characteristics Aiding in Successful Co-Teaching
Barriers and How to Overcome Them
Keeping Collaborative Records
To Sum Up
What’s Next?
Additional Resources
Chapter Nine: Supporting Your Students
The Student-Teacher Relationship
Tips for Fostering Positive Student-Teacher Relationships
Motivating Your Students
Advocating for and with Your Students
Culturally Responsive Teaching
Helping Your Students Stay Organized and Learn Responsibility
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
Progress Monitoring and Curriculum-Based Measures
Formal or Standardized Tests
Assessment Accommodations and Adapting Classroom Tests
Alternative Assessments
Feedback and Grading
Assessment Considerations at the High School Level
To Sum Up
What’s Next?
Additional Resources
Chapter Eleven: Universal Design for Learning and Technology
Plan Engaging and Accessible Instruction through UDL
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
General Hints for Implementing UDL
Using Instructional Technologies to Support Students with Disabilities
ATs to Support Students with Disabilities
To Sum Up
What’s Next?
Additional Resources
PART THREE: MASTERING EFFECTIVE PRACTICES
Chapter Twelve: Instructional Practices and Lesson Planning
Planning for Effective Instruction
Using Effective Instruction
To Sum Up
What’s Next?
Additional Resources
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
Promoting Reading Comprehension
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
Becoming an Independent Writer
Special Considerations for ELLs
Using Technology to Support Writing
To Sum Up
What’s Next?
Additional Resources
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
What Is the Best Way to Integrate CRA into Math Instruction?
Metacognitive Math Strategies
Assessment and Feedback to Inform Mathematic Practice
Formal Assessment and Mathematics
Technology-Enhanced Mathematics 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 I Do to Help Students with Disabilities in the Content Areas?
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
What Is the Relationship between Inquiry Learning and Problem-, Project-, Challenge-Based Learnings?
To Sum Up
What’s Next?
Additional Resources
Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability (Bree A. Jimenez and Pamela J. Mims)
Who Are Your Students?
What to Teach
Why Teach Beyond Functional Skills to Students with Intellectual Disabilities
Assessments to Guide Curricular Planning
How to Teach
To Sum Up
What’s Next?
Additional Resources
PART FOUR: ADDITIONAL CONSIDERATIONS
Chapter Eighteen: Managing Student Health Needs (Pamela W. Carter)
Individual Health-Care Plans and Emergency Care Plans
Health Conditions and Teacher Tips
Tourette Syndrome (TS)
To Sum Up
Additional Resources
PART FIVE: APPENDIXES
Appendix A: Definitions and Resources about Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Autism Spectrum Disorders
Deafness and Hearing Loss
Developmental Delay
Emotional Disturbance
Intellectual Disability
Other Health Impairment
Specific Learning Disability
Speech and Language Disorders
Traumatic Brain Injury
Visual Impairment Including Blindness
Appendix B: Key Special Education Cases
Appendix C: Assessment Vocabulary and Concepts
Validity and Reliability
Appendix D: Tips for Preparing for Observations and Interviews
Appendix E: Bonus Web Content
Notes
Index
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