The general educator's guide to special education (Record no. 14318)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 10827nam a2200193Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20201006102959.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181114s9999||||xx |||||||||||||| ||und|| |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412971379 (pbk) |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK-IsLIS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 |
| Item number | M111 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Maanum, Jody L. |
| 245 #4 - TITLE STATEMENT | |
| Title | The general educator's guide to special education |
| Statement of responsibility, etc | / Jody L. Maanum |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Corwin Press, |
| Place of publication, distribution, etc | California : |
| Date of publication, distribution, etc | 2009 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xv, 236 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 | Federal special education disability categories : The 13 qualifying categories ; Autism : General autism ; Asperger's syndrome (Asperger disorder) ; Pervasive development disorder, not otherwise specified (PDD-NOS) ; Rett syndrome ; Childhood disintegrative disorder (CDD). Deaf-blindness ; Deafness ; Emotional disturbance : Schizophrenia ; Manic-depressive illness (bipolar disorder) - an affective disorder ; Childhood depression ; Seasonal affective disorder (SAD) ; Generalized anxiety disorder ; Obsessive compulsive disorder (OCD) ; Panic disorder ; Phobia ; Post traumatic stress disorder (PTSD) ; Separation anxiety disorder ; Conduct disorders ; Oppositional defiance disorder (ODD). Hearing impairment ; Mental retardation : Congenital rubella (German measles) ; Meningitis ; Encephalitis (swelling of the Brain) ; Congenital cytomegalovirus (CMV) ; Down syndrome ; Fragile x syndrome ; Prader-Willi syndrome ; Galactosemia ; Phenylketonuria (PKU) ; Hunter syndrome ; Sanfilippo syndrome ; Rett syndrome ; Fetal alcohol syndrome (FAS)/fetal alcohol effects (FAE)/prenatal drug exposure (PDE).Multiple disabilities ; Orthopedic impairment (physical impairment) : Limb deficiency ; Arthrogryposis ; Spina bifida ; Muscular dystrophy (MD) ; Cerebral palsy (CP) ; Burns. Other health impairment (OHI) :Attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD) ; Asthma ; Chronic fatigue syndrome ; Cystic fibrosis (CF) ; Diabetes ; Epilepsy ; Hemophilia. Specific learning disability :Dyslexia ; Auditory processing dysfunction (APD) ; Visual processing dysfunction. Speech or language impairment (SL) : Fluency disorder ; Voice disorder ; Articulation disorder ; Language disorder.Traumatic brain injury (TBI) ; Visual impairment (including blindness) : Hyperopia ; Myopia ; Astigmatism ; Albinism ; Cataract ; Glaucoma ; Nystagmus ; Retinitis pigmentosa (RP) --<br/>The special education process : Special education process flow chart ; Explanation of the special education process : Keeping parent(s) informed. Traditional formal assessments ; Explanation of test scores : Assessment terminology ; Intellectual functioning assessments : Wechsler intelligence scales for children - fourth edition (WISC-IV) ; Wechsler abbreviated scale of intelligence (WASI) ; Wechsler preschool and primary scale of intelligence - third edition (WPPSI-III) ; Woodcock-Johnson psycho-educational battery III - test of cognitive ability (part 1) ; Stanford-Binet intelligence scale : fifth edition (SB5). Academic achievement assessments : Woodcock-Johnson psycho-educational battery III - revised tests of achievement (part 2) ; Wechsler individual achievement test, second edition (WIAT-II) ; Kaufmann test of education achievement, second edition (KTEA-II) ; Peabody individual achievement test - revised (PIAT-R/NU) ; Diagnostic achievements battery-3 (DAB-3) ; Wide range achievement test 4 (WRAT-4). Adaptive behavior assessments : AAMR adaptive behavior scale - school (2nd Ed.) (ABS-S:2) ; Vineland adaptive behavior scales, second edition (Vineland-II) ; Scales of independent behavior (SIB-R). Reading assessments : Test of early reading ability - third edition (TERA-3). Phonemic awareness (PA) :Comprehensive test of phonological processing (CTOPP) ; Test of phonological awareness - second edition plus (TOPA-2+). Decoding : Woodcock reading mastery tests - revised (WRMT-R/NU) ; Test of word reading efficiency (TOWRE). Fluency : Gray oral reading tests - fourth edition (GORT-4) ; Gray diagnostic reading tests - second edition (GDRT-2) ; Dynamic indicators of basic early literacy skills (DIBELS). Vocabulary (may also be tested in a speech and language evaluation) : Peabody picture vocabulary test - fourth edition (PPVT-4) ; Expressive vocabulary tests, second edition (EVT-2) ; Expressive one-word picture vocabulary test (EOWPVT) ; Receptive one-word picture vocabulary test (ROWPVT) ; OWLS listening comprehension scale (LCS) and oral expression scale (OES) ; Test of language development primary: third edition (TOLD-P:3) and test of language development intermediate: third edition (TOLD-I:3) ; Boehm test of basic concepts - third edition (BOEHM-3). Comprehension : Gray silent reading test (GSRT) ; Test of reading comprehension, third edition (TORC-3). Written language assessment : Test of written language - third edition (TOWL-3) ; Test of early written language - second edition (TEWL-2) ; Test of written expression (TOWE). Math assessments : KeyMath 3 ; Test of mathematical abilities - second edition (TOMA-2). Speech and language assessments : Clinical assessment of articulation and phonology (CAAP) ; Goldman-Fristoe test of articulation - second edition (GFTA-2) ; The photo articulation test - third edition (PAT-3) ; Arizona articulation proficiency scale - third revision (Arizona-3) ; Clinical evaluation of language fundamentals - third edition (CELF-3) ; Test of narrative language (TNL) ; Test of auditory processing skills - third edition (TAPS-3). Occupational therapy assessments : Motor free visual perception test - 3 (MVPT-3) ; Peabody development motor scales - second edition (PDMS-2) ; Bruininks-Oseretsky test of motor proficiency - second edition (BOT-2) ; Beery-Buktenica development test of V-MI - 5th edition (Beery VMI-5). Behavioral assessments :Behavior evaluation scale - third edition (BES-3) ; Behavior rating profile - second edition (BRP-2) ; Attention deficit disorders evaluation scale, third edition (ADDES-3) (home version and school version) ; Conners' rating scale - revised (CRS-R) ; Behavioral and emotional rating scale - second editions (BERS-2) ; Self esteem index (SEI). Nontraditional and progress monitoring assessments : Curriculum-based progress monitoring assessment : Reading-curriculum-based measurement (R-CBM) ; Maze curriculum-based measurement (Maze-CBM) ; Test of early literacy (TEL) ; Spelling curriculum-based measurement ; Test of early numeracy (TEN) ; Written-expression curriculum-based measurement (WE-CBM) ; Math-curriculum-based measurement (M-CBM) ; The dynamic indicators of basic early literacy skills (DIBELS) ; Initial sound fluency (ISF) ; Letter naming fluency (LNF) ; Phoneme segmentation fluency (PSF) ; Nonsense word fluency (NWF) ; DIBELS oral reading fluency (DORF) ; Retell fluency (RTF). Informational assessment ; Environmental assessment ; Portfolio assessment ; Diagnostic teaching assessment ; Learning-style inventory assessment ; Information gathering assessment. Section 504 ; Special education acronyms and abbreviations --<br/>Access to the general education curriculum : accommodations, modification, strategies, and assistive technology : Accommodations : What are accommodations?. Modifications : What are modifications? ; Accommodation and modification options : Physical arrangement of the classroom ; Instruction ; Discussion and questioning ; Note taking ; Independent work time ; Testing ; Homework ; Long-term assignments or projects ; Home-school communication ; Organization ; Computers ; Group work ; Academics. Assistive technology : Assistive technology devices :Assistive technology for vision (aids students who are blind or have low vision) ; Assistive technology for communication (aids students who have difficulty communicating effectively) ; Assistive technology for hearing (assists students who are deaf or hard of hearing) ; Assistive technology for learning and studying (aids students with high incidence disabilities - including learning, behavior, and cognitive disabilities - to increase, maintain, or improve their functional capabilities) ; Assistive technology for motor/self-care (assists student in mobility and caring for self) --<br/>Meeting the needs of all students: response to intervention : The "very basic" steps of RTI ; Three-tier system ; Intervention strategies ; Language arts strategies : Reading decoding ; Phoneme segmentation ; Phoneme blending ; Reading fluency. Whole class strategies : Model fluent reading ; Repeated reading in class ; Phrased reading in class ; Reader's theater in class ; Reading together to increase fluency : Explicit modeling ; Implicit modeling ; Choral reading ; Echo reading ; Paired reading ; Repeated reading ; Tape-assisted reading.Reading comprehension : Before reading strategies : Word splash ; K-W-L charts ; Anticipation reading guide. During reading strategies : Sticky note symbols ; Selective highlighting. After reading strategies : Picture this ; Graphic organizers ; Story charts or maps ; Storyboard ; Character web ; Plot profiles ; Wanted posters ; Venn diagram. Written expression strategies : Copy change ; Dialogues ; Helping students in the writing process ; Writing topics ; Semantic mapping ; Journals : Personal journals or diaries ; Dialogue journals ; Reader-response journals ; Double-entry journals ; Learning logs. Pen pals ; Show, don't just tell. Written mechanics strategies : Spelling strategies ; Handwriting strategies ; Math strategies ; Transition strategies ; Attention strategies : Getting it ; Maintaining it. Whole-group response ; Keeping students on task ; Behavioral interventions : Positive reinforcement : Examples of positive reinforcement in the classroom ; Some additional suggestions for positive reinforcement. Classroom incentives ; Assertive discipline : Color-coded cards ; Numbered cards ; Token economy and response costs. Time-out and time away : Tips for time-out and time away. Behavior management strategies : Proximity control ; Preventative cueing ; Self-monitoring ; Planned ignoring ; Behavior contracts --<br/>Transitions for students with disabilities : Educational transitions ; What is a transition portfolio? ; Secondary transition needs from high school to adulthood : Purpose of transition planning ; Postsecondary transition plan : Instruction ; Related services ; Employment and other adult living objectives ; Community experiences ; Activities of daily living ; Functional vocational assessment.Medication resources : General information about medication : Antianxiety medication : Benzodiazepines ; Anticonvulsants ; Antidepressants ; Antihistamines ; Antihypertensives ; Buspar ; Beta-blockers ; Desyrel and serzone ; Lithium ; Neuroleptics ; Nonstimulants ; Selective serotonin reuptake inhibitors (SSRIs) ; Stimulants. |
| 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.19832 | 371.9 M111 | T10743 | 13.12.2021 | 14.11.2018 | Books |
