Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman

A Survival Guide for New Special Educators

• Broschiertes Buch

Produktbeschreibung

What every special education teacher needs to know to survive and thrive

A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists.
Offers research-based, classroom-tested strategies for working with a variety of special needs students
Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more
Billingsley and Brownell are noted experts in special educator training and support

This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.

Produktdetails

• J-B Ed: Survival Guides .
• Verlag: Wiley & Sons
• 1. Auflage
• Seitenzahl: 432
• Erscheinungstermin: 26. April 2013
• Abmessung: 279mm x 218mm x 22mm
• Gewicht: 840g
• ISBN-13: 9781118095683
• ISBN-10: 1118095685
• Artikelnr.: 36626934

Autorenporträt

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.

Inhaltsangabe

The Authors v Acknowledgments vii Tables, Figures, and Exhibits xvii
Introduction xxi PART ONE: THE BASICS Chapter One: Getting the Right Job 3
An Initial Priority: Find a Good Job Match 3 Steps in Your Job Search 4 The
Interview Process 5 Consider the Offer 10 To Sum Up 10 What's Next? 10
Chapter Two: Great Beginnings 11 Reality 101: What to Expect in the First
Years 11 Your Challenge: Become an Accomplished and Committed Special
Educator 13 Reflect on the Moral Purpose That Guides Your Work 13 Develop
Knowledge about Professional Standards and Ethics 14 Learn about the
Community and Key Policies and Guidelines 15 Learn More about the Content
Standards for Subjects You Teach 16 Use and Refi ne Your Knowledge about
Evidence-Based Practices 17 Know Your Students and Systematically Monitor
Their Learning 17 Collaborate Effectively with Administrators, Colleagues,
and Parents 18 Protect Instructional Time and Balance Your Responsibilities
18 Develop Resilience and Manage Stress 18 Take Initiative for Your Own
Professional Learning 20 Making It Happen: Create a Network of Supports 20
To Sum Up 25 What's Next? 25 Additional Resources 25 Chapter Three: Working
with Others 26 Be an Energizer 27 Be an Effective Communicator 27 Working
Through Confl icts 30 A Great Start with Parents 31 Ten Actions to Develop
Positive Relationships with Parents 32 A Great Start with Administrators 35
A Great Start with Your Mentor(s) 38 A Great Start with Colleagues 42
Leading Effective Professional Meetings 44 To Sum Up 46 What's Next? 46
Additional Resources 46 Chapter Four: Special Education Law 47 Key Laws
Related to Students with Disabilities 47 Education for All Handicapped
Children Act 48 Individuals with Disabilities Education Act 51 Section 504
56 Americans with Disabilities Act 57 Confidentiality 58 Dealing with Legal
Challenges 61 To Sum Up 63 What's Next? 63 Additional Resources 63 Chapter
Five: Developing Quality IEPs 65 The IEP Document 66 The IEP Process 66
Tips for a Great Start with IEPs 66 Tips for Developing IEP Components 67
The IEP Meeting 74 Transition Planning 81 IEP Summary Forms 83 Tips for
Organizing the IEP Process 83 Practical Suggestions from Special Educators
85 To Sum Up 85 What's Next? 86 Additional Resources 86 PART TWO: BECOMING
AN ACCOMPLISHED EDUCATOR Chapter Six: Organizing and Managing Your Work 89
Your Many Roles and Responsibilities 90 Goals and Plans Equal
Organizational Success! 92 Manage Your Time, Manage Your Tasks 96 Setting
Up Your Class for Success 97 Considerations for Middle and High School
Classrooms 98 The Teacher's Desk 102 Get Ready for Your First Day of School
104 Plan for Fun and Knowledge 105 To Sum Up 110 What's Next? 110
Additional Resources 111 Chapter Seven: Classroom and Behavior Management
112 Elizabeth Bettini Tiered Approach to Providing Positive Behavioral
Support 113 Evaluating the Intervention 136 To Sum Up 137 What's Next? 137
Additional Resources 137 Chapter Eight: Collaboration and Co-Teaching 139
Fundamentals of Collaboration 140 Defining Characteristics for
Collaboration 140 Understanding Collaboration in Varied Service-Delivery
Models 140 Tips for Special Education Teachers in Collaborating for RTI 142
Collaboration in Inclusive Settings 142 Small Strategies to Make a Big
Impact on Collaboration 146 Helping General Educators 147 Co-Teaching 149
The Co-Teacher Relationship 150 Characteristics Aiding in Successful
Co-Teaching 154 Barriers and How to Overcome Them 154 Keeping Collaborative
Records 155 To Sum Up 156 What's Next? 157 Additional Resources 157 Chapter
Nine: Supporting Your Students 158 The Student-Teacher Relationship 159
Tips for Fostering Positive Student-Teacher Relationships 159 Motivating
Your Students 161 Advocating for and with Your Students 164 Culturally
Responsive Teaching 166 Helping Your Students Stay Organized and Learn
Responsibility 169 To Sum Up 171 What's Next? 171 Additional Resources 171
Chapter Ten: Assessment and Knowing Your Students 172 Your State Standards
and the CCSS 173 Why Test in Relationship to the Standards? 173 Educational
Laws and Assessment 173 Relationship Between the Laws and Your Assessment
Practices 174 Progress Monitoring and Curriculum-Based Measures 175 Formal
or Standardized Tests 178 Assessment Accommodations and Adapting Classroom
Tests 179 Alternative Assessments 181 Feedback and Grading 183 Assessment
Considerations at the High School Level 186 To Sum Up 188 What's Next? 189
Additional Resources 189 Chapter Eleven: Universal Design for Learning and
Technology 190 Plan Engaging and Accessible Instruction through UDL 192 The
Basics of UDL: Reach and Engage Your Students in Multiple Ways 192 Three
Principles of UDL: Multiple Means of Representation, Action and Expression,
and Engagement 193 General Hints for Implementing UDL 196 Using
Instructional Technologies to Support Students with Disabilities 203 ATs to
Support Students with Disabilities 207 To Sum Up 210 What's Next? 210
Additional Resources 210 PART THREE: MASTERING EFFECTIVE PRACTICES Chapter
Twelve: Effective Instructional Practices and Lesson Planning 215 Planning
for Effective Instruction 216 Using Effective Instruction 223 To Sum Up 232
What's Next? 233 Additional Resources 233 Chapter Thirteen: Teaching
Reading 234 A Framework for Teaching Reading 235 Phonological Awareness and
Phonics (Basic Decoding) 235 Decoding Multisyllabic Words and Promoting
Morphological Awareness 239 Vocabulary Instruction 241 Promoting Fluency at
the Rime, Word, and Connected-Text Levels 243 Promoting Reading
Comprehension 245 Special Considerations for ELLs with Learning
Disabilities 248 Incorporating Technology into Reading Instruction 248 To
Sum Up 250 What's Next? 251 Additional Resources 251 Chapter Fourteen:
Teaching Writing 252 Basic Skills Underlying Profi cient Writing
Performance 252 Becoming an Independent Writer 255 Special Considerations
for ELLs 261 Using Technology to Support Writing 262 To Sum Up 263 What's
Next? 263 Additional Resources 263 Chapter Fifteen: Teaching Mathematics
264 What Makes Math So Difficult for So Many Students? 265 Going Beyond
Arithmetic to Algebra 266 Characteristics of Struggling Learners in
Mathematics and General Strategies for Supporting Students 267
Instructional Math Standards 269 How Should I Teach Learners Who Have
Difficulty Keeping Up with the Curriculum? 271 Instruction That Supports
Students with Disabilities in Mathematics 271 What Is the Best Way to
Integrate CRA into Math Instruction? 274 Metacognitive Math Strategies 277
Assessment and Feedback to Inform Mathematics Practice 278 Formal
Assessment and Mathematics 281 Technology-Enhanced Mathematics Instruction
282 To Sum Up 284 What's Next? 284 Additional Resources 284 Chapter
Sixteen: Teaching Content 285 What Can You Do to Support Students with
Disabilities in Learning Content? 285 What Specific Things Can You Do to
Help Students with Disabilities in the Content Areas? 286 UDL and
Instructional Technologies in Content Learning 292 Teaching Concepts with
Content Enhancements 293 Teaching Simple Concepts 293 Complex Concepts 294
Inquiry-Based Approaches to Teaching and Learning Content 295 What Is the
Relationship Between Inquiry Learning and Problem-, Project-, and
Challenge-Based Learning? 299 To Sum Up 301 What's Next? 301 Additional
Resources 301 Chapter Seventeen: Teaching Students with Limited to
Pervasive Intellectual Disability 303 Bree A. Jimenez and Pamela J. Mims
Who Are Your Students? 304 What to Teach 304 Why Teach Beyond Functional
Skills to Students with Intellectual Disabilities 304 Assessments to Guide
Curricular Planning 306 How to Teach 308 To Sum Up 321 What's Next? 321
Additional Resources 321 PART FOUR: ADDITIONAL CONSIDERATIONS Chapter
Eighteen: Managing Student Health Needs 325 Pamela W. Carter Individual
Health-Care Plans and Emergency Care Plans 326 Health Conditions and
Teacher Tips 326 Tourette Syndrome (TS) 341 To Sum Up 343 Additional
Resources 343 PART FIVE: APPENDIXES Appendix A: Definitions and Resources
about Disability 345 Attention Deficit Hyperactivity Disorder (ADHD) 347
Autism Spectrum Disorders 350 Deafness and Hearing Loss 353 Developmental
Delay 355 Emotional Disturbance 356 Intellectual Disability 361 Other
Health Impairment 362 Specific Learning Disability 365 Speech and Language
Disorders 367 Traumatic Brain Injury 369 Visual Impairment Including
Blindness 371 Appendix B: Key Special Education Cases 373 Appendix C:
Assessment Vocabulary and Concepts 374 Validity and Reliability 375
Appendix D: Tips for Preparing for Observations and Evaluations 377
Appendix E: Bonus Web Content 380 Notes 383 Index 400