Technology for inclusion : (Record no. 14317)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 04639nam a2200193Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20201006103735.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181114s9999||||xx |||||||||||||| ||und|| |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780205342204 (pbk) |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK-IsLIS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 |
| Item number | M2933 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Male, Mary |
| 245 #0 - TITLE STATEMENT | |
| Title | Technology for inclusion : |
| Remainder of title | meeting the special needs of all students |
| Statement of responsibility, etc | / Mary Male |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 4th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Pearson Education, |
| Place of publication, distribution, etc | Boston : |
| Date of publication, distribution, etc | 2003 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiv, 191 p. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education-Special education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Each chapter begins with "Chapter Goals" and concludes with "Student Activities" and "References."1. A Philosophy of Empowerment. Goals of this Book.How to Use this Book.2. Empowering Teachers, Students, and Families with Productivity Tools. What Is Multimedia Presentation Software?What Is a Spreadsheet?Presenting Spreadsheet Data in Charts and Graphs.What Is a Data Base?Curriculum Integration.3. Building the Universal Design Classroom: Academic Curbcuts for All Students. Universal Design: What It Means and How It Works.Universal Design and Current Brain Research.Multiple Modes of Representation.Multiple Modes of Expression.Multiple Modes of Engagement.Software with Universal Design Principles.Teacher and Parent Roles in Promoting Universal Design.4. Creating Catalysts for Social Growth: Cooperative Learning. Principles of Cooperative Learning.Cooperative Learning vs Traditional Groupwork.Synergy of Cooperative Learning and Computers.Essential Components of Cooperative Computer Lessons.Learning Together with Computers: A Cooperative Learning Strategy for Teachers.Selecting the Environment for Cooperative Computer Lessons.5. Technology Across the Curriculum: Reading, Writing, Math, Science, and Social Studies. Reading.Writing.Math.Science.Social Studies.Skill Development Tools for Teachers, Students, and Parents.6. Designing Intensive Individual Interventions: Disability-Specific Considerations. Visual Impairments.Hearing Impairments.Physical Disabilities.Developmental Disabilities.Autism.Emotional Disturbance.Learning Disabilities.Speech/Language/Communication Disorders.7. Technology Transitions Through the Life Cycle. Infants and Toddlers and the Early Childhood Years:At Home and at School.Elementary School: Recreational Activities.Adolescence.From School to Work.Long-Range Planning for Technology Through the Life Cycle.8. Empowering Teachers, Students, and Families with the Internet. How the Internet Transforms Our Thinking About Teaching and Learning.Basic Internet Terminology.Project-Based and Web-Supported Learning.Research Skills for Students.Research Resources for Teachers and Parents.Bookmarks.Keypals.Electronic Mentoring.Electronic (Virtual) Field Trips.Discussion Groups.On-Line Projects.Safety Issues on the Internet.9. Creating Your Own Web Sites and Web Pages. Benefits of a Classroom/School/District Web Site.Questions to Consider Before Launching a Web Site DesignProject.How to Get Started.Special Considerations for Accessibility.What Is Involved in Web Site Design?Announcing your Web Site to the World.Using/Creating Web Museums.10. Virtual Reality. How Does Virtual Reality Work?Characteristics of Virtual Reality Which Benefit Students withSpecial Needs.Examples of Virtual Reality in Special Education.Physical Risk-Taking.Intellectual Risk-Taking.Creating Mental Models.Ideas and Activities for Virtual Reality.Resources in Virtual Reality for Special Educators.11. Technology and Service-Learning. What Is Service-Learning?Indicators of High-Quality Service-Learning Projects.Research on Service-Learning Outcomes.Service-Learning Outcomes for Students with Disabilities.Sample Technology/Service-Learning Projects.Technology/Service-Learning Ideas and Resources.12. Access. Legislation and Policy.The Individualized Education Program (IEP).Specifying Technology as a Service in the IEP.Writing Goals and Objectives.Teamwork, Partnerships, and Collaboration.Successful Technology Team Models.Funding.13. Creating a Vision of Technology for Empowerment. A Vision in Focus.Student Empowerment.Family Empowerment.School/Community Empowerment.Elements of a Vision: Focusing on the Results--What Is Success?Process of Developing and Sharing a Vision for Technology for Inclusion.14. School-Wide Planning for Technology Access. Integrated Learning Systems.The Computer Lab.The One-Computer Classroom.The Classroom with Several Computers.Distance Learning.Portable Labs.After-School Learning/Computer Clubs.The School-Wide Technology Plan.Appendix A: State Assistive Technology Project Contacts. Appendix B: Alliance for Technology Access Centers. |
| Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| UE-Central Library | UE-Central Library | 14.11.2018 | U.E.22068 | 371.9 M2933 | T10742 | 14.11.2018 | 14.11.2018 | Books |
