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The essential special education guide for the regular education teacher /
The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher, and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Springfield, Ill. :
Charles C. Thomas Publisher, LTD,
2007.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Burns, Edward, |d 1943- | |
| 245 | 1 | 4 | |a The essential special education guide for the regular education teacher / |c by Edward Burns. |
| 260 | |a Springfield, Ill. : |b Charles C. Thomas Publisher, LTD, |c 2007. | ||
| 300 | |a 1 online resource (327 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes chapter notes (pages 299-309), bibliographical references (page 310) and index. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 520 | |a The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher, and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and the special education process. These concerns range from requirements for referring a child for an individual evaluation, school discipline, classroom-based assessment, IEP meetings, inclusion and mainstreaming, and various legal requirements relating to IDEA, Section 504 of the Rehabilitation Act of 1973, and the No Child Left Behind act. It stresses the importance that every child with a disability must have goals "to enable the child to be involved in and make progress in the general education curriculum." Other issues interspersed within this text include classroom needs, the planning of individualized education programs, and participation in all aspects of the general curriculum. In order to achieve these goals, support for the regular classroom teacher must be provided so that children with disabilities can be involved in, and make progress in, the curriculum and participate in nonacademic activities | ||
| 546 | |a English. | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2011. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2011 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a SPECIAL EDUCATION GUIDE; CONTENTS; Part I: High Expectations; 1. A SERVICE AND NOT A PLACE; 2. THE SPECIAL EDUCATION PROCESS; 4. CLASSROOM PARTICIPATION; 5. THE MAXIMUM EXTENT APPROPRIATE; 7. TEACHER COMPLAINTS; 8. CLASSROOM TEACHER PARTICIPATION; 9. DISABILITIES IN THE REGULAR CLASSROOM; 10. REGULAR AND SPECIAL EDUCATION; 11. THE GENERAL EDUCATION CURRICULUM; 12. "ADEQUATE" APPROPRIATE EDUCATION; 13. AN "INAPPROPRIATE" EDUCATION; 14. DISABILITIES AND RETENTION; Part II: LRE and Inclusion; 15. LEAST RESTRICTIVE ENVIRONMENT; 16. THE SPECIAL EDUCATION MYTH; 17. TOKEN GESTURES | |
| 505 | 8 | |a 18. CLASSROOM PLACEMENT CHECKLIST19. INCLUSION AND MAINSTREAMING; 20. VARIATIONS OF INCLUSION; 21. ESSENTIAL LAWS AND REGULATIONS FOR THE CLASSROOM TEACHER; 22. FAPE; 23. MORE LRE; 24. THE CONTINUUM OF PLACEMENTS; 25. PLACEMENT DECISIONS; 26. DISABILITY AND PLACEMENT; 27. DISABILITY AND ACHIEVEMENT; 28. SELF-CONTAINED CLASSROOMS; 29. OPTIMIZING PARTICIPATION; 30. AUTISM AND THE CLASSROOM TEACHER; 31. LOW-INCIDENCE DISABILITIES; 32. VISUAL IMPAIRMENTS; Part III: Referral, RTI and Standards; 34. PREREFERRAL TEAMS; 35. REFERRAL PROCESS; 36. RTI (RESPONSE TO INTERVENTION); 37. THE ROWLEY STANDARD | |
| 505 | 8 | |a 38. REASONABLY CALCULATED IEPS39. NONCOMPLIANCE; 40. THE PRESUMED PLACEMENT; 41. COMPLAINTS; 42. NOTICE; 43. PRIOR WRITTEN NOTICE; 44. PARENT CONSENT; 45. MEDIATION; Part IV: Assessment; 46. FULL AND INDIVIDUAL EVALUATION; 47. GRADES AND REPORT CARDS; 48. ASSESSMENT AND THE CLASSROOM TEACHER; 49. ACADEMIC ACHIEVEMENT; 50. ANNUAL YEARLY PROGRESS; 51. EVALUATION IN THE CLASSROOM; 52. SPECIFIC LEARNING DISABILITIES; 53. THE SAD STORY OF IQ; 54. SPEECH/LANGUAGE IMPAIRMENT; 55. MEASURING READING FLUENCY; 56. MEASURING READING VOCABULARY; 57. MEASURING READING COMPREHENSION | |
| 505 | 8 | |a 58. THE FULL AND INDIVIDUAL EVALUATION59. MENTAL RETARDATION; 60. DISABILITY AND RACE; Part V: IEP Essentials; 61. THE IEP TEAM; 62. IEP DEVELOPMENT; 63. SECTION 504 SERVICES; 64. WHAT ARE SECTION 504 SERVICES?; 65. IEP MEETINGS; 66. IEP CONTENT AND THECLASSROOM TEACHER; 67. IEP DEVELOPMENT AND THECLASSROOM TEACHER; 68. INDIVIDUALIZED FAMILY SERVICEPLAN (IFSP); 69. WHAT TO DO AS AN IEP MEMBER?; 70. MEASURABLE ANNUAL GOALS; 71. HOW TO SELECT GOALS; 72. THE BOTTOM LINE: GRADUATION; 73. DECLASSIFICATION; Part VI: Individual Accommodations; 74. REASONABLE ACCOMMODATIONS | |
| 505 | 8 | |a 75. ACCOMMODATIONS IN THE CLASSROOM76. HOW TO SELECT ACCOMMODATIONS; 77. SECTION 504 ACCOMMODATIONS; 78. EASY CLASSROOM ACCOMMODATIONS; 79. CLASSROOM TEST ACCOMMODATIONS; 80. TIME ACCOMMODATIONS; 81. ACCOMMODATIONS: READERS; 82. ACCOMMODATIONS: SCRIBES; 83. INTERPRETERS IN THE CLASSROOM; 84. LARGE PRINT; Part VII: Classroom Behavior; 85. BEHAVIOR AND THE CLASSROOM TEACHER; 86. SUSPENSION AND DISABILITIES; 87. BEHAVIOR: CLASSROOM STRATEGIES; 88. OBSERVATIONAL DATA; 89. PRACTICAL BEHAVIOR ASSESSMENT; 90. CLASSROOM RATING SCALES; 91. EMOTIONAL DISTURBANCE; 92. MORE SOCIAL MALADJUSTMENT | |
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