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Self-Determination : Instructional and Assessment Strategies.
This teacher-friendly guide presents research-proven instructional techniques that empower students with disabilities to become their own advocates and use effective choice-making, problem-solving, and goal-setting skills.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2007.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262912 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2007 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCQ |d OCLCL | ||
| 020 | |a 9781412925747 |q (paperback) | ||
| 020 | |a 1412925746 |q (paperback) | ||
| 029 | 1 | |a AU@ |b 000062375113 | |
| 035 | |a (OCoLC)939262912 | ||
| 050 | 4 | |a C4019 |b .W43 2007 | |
| 082 | 0 | 4 | |a 371.9/043 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Wehmeyer, Michael L. | |
| 245 | 1 | 0 | |a Self-Determination : |b Instructional and Assessment Strategies. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2007. | ||
| 300 | |a 1 online resource (209 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This teacher-friendly guide presents research-proven instructional techniques that empower students with disabilities to become their own advocates and use effective choice-making, problem-solving, and goal-setting skills. | ||
| 505 | 0 | |a Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Chapter 1 -- Self-Determination: What is it and why is it Important to Students with Disabilities? -- Self-Determination: What is it? -- A Functional Model of Self-Determination -- A Five-Step Model of Self-Determination -- Self-Determination: Why is it Important to Students with Disabilities? -- Impact of Promoting Component Elements of Self-Determined Behavior -- Impact of Promoting Self-Determination -- Chapter 2 -- Self-Determination in the Era of Standards-Based Reform -- Promoting Self-Determination in the General Education Curriculum -- Self-Determination Content in General Education Standards -- Self-Determination and Curriculum Modifications -- Infusing Instruction into the General Education Curriculum -- Planning -- Curriculum Content -- Chapter 3 -- Educational Planning and Student Involvement -- IEP Planning, Access to the General Education Curriculum, and Self-Determination -- Supplementary Aids and Services -- Specially Designed Instruction -- Other Educational Needs -- Self-Advocacy and Student Involvement in Educational Planning -- Promoting Self-Advocacy -- Student Involvement in Educational Planning -- Chapter 4 -- Schoolwide and Classroom Ecological Interventions -- Quality Indicators of Programmatic Efforts -- Quality Indicator #1: Knowledge, Skills, and Attitudes for Self-Determination are Addressed in the Curriculum, in Family Support Programs, and in Staff Development -- Quality Indicator #2: Students, Parents, and Staff are Involved Participants in Individualized Educational Decision Making and Planning -- Quality Indicator #3: Students, Families, Faculty, and Staff are Provided with Opportunities for Choice -- Quality Indicator #4: Students, Families, Faculty, and Staff are Encouraged to Take Appropriate Risks. | |
| 505 | 8 | |a Quality Indicator #5: Supportive Relationships are Encouraged -- Quality Indicator #6: Accommodations and Supports for Individual Needs are Provided -- Quality Indicator #7: Students, Families, and Staff have the Opportunity to Express Themselves and be Understood -- Quality Indicator #8: Consequences for Actions are Predictable -- Quality Indicator #9: Self-Determination is Modeled Throughout the School Environment -- Chapter 5 -- Teacher-Directed Instructional Strategies -- Learning Process Strategies -- Modeling and Mentors -- Cooperative Learning Groups -- Coaching -- Behavioral Strategies -- Teaching Component Elements of Self-Determined Behavior -- Teaching Goal Setting and Attainment -- Teaching Problem Solving -- Teaching Decision Making -- Fostering Self-Awareness and Self-Knowledge -- Promoting Choice Making -- Attribution Retraining -- Curricular Materials -- Chapter 6 -- Student-Directed Learning and Peer-Mediated Instructional Strategies -- Student-Directed Learning Strategies -- Antecedent Cue Regulation -- Self-Monitoring, Self-Evaluation, and Self-Reinforcement -- Self-Instruction -- Multiple Strategy Use -- The Self-Determined Learning Model of Instruction -- Peer-Mediated Learning Strategies -- Chapter 7 -- Assessing Student Needs and Evaluating Programs -- Assessing Instructional Needs in Self-Determination -- The Arc's Self-Determination Assessment Battery -- The AIR Self-Determination Scale -- Program Evaluation -- Empowerment Evaluation -- Chapter 8 -- Family Support for Self-Determination -- How Families Impact Student Self-Determination -- Strategies and Resources to Help Family Members Learn about Self-Determination -- Family Support for Self-Determination: Tips and Tools -- Sharing Stories about Self-Determination -- Making the Most of Teachable Moments -- Providing a Positive Role Model of Self-Determination. | |
| 505 | 8 | |a Chapter 9 -- Nurturing the Self-Determination of Teachers -- What do Educators Need to Know to be Self-Determined in their Work? -- What can Teachers do to Build and Nurture their Self-Determination? -- Resource A: Self-Determination Quality Indicators Assessment Tool -- Resource B: The Arc's Salf-Determination Scale -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Children with disabilities |x Education. | |
| 650 | 0 | |a Autonomy (Psychology) | |
| 650 | 0 | |a Choice (Psychology) | |
| 650 | 2 | |a Choice Behavior | |
| 650 | 6 | |a Enfants handicapés |x Éducation. | |
| 650 | 6 | |a Choix (Psychologie) | |
| 650 | 7 | |a Autonomy (Psychology) |2 fast | |
| 650 | 7 | |a Children with disabilities |x Education |2 fast | |
| 650 | 7 | |a Choice (Psychology) |2 fast | |
| 700 | 1 | |a Field, Sharon. | |
| 758 | |i has work: |a Self-Determination (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGG9Pydv9vpBvqdpwh7Y6C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wehmeyer, Michael L. |t Self-Determination : Instructional and Assessment Strategies. |d Thousand Oaks : SAGE Publications, ©2007 |z 9781412925747 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994073 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994073 | ||
| 994 | |a 92 |b IZTAP | ||