MARC details
| 000 -LEADER |
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| fixed length control field |
08344cam a22002654a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
1970 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200707123030.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
041119s2005 caua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1412906288 (cloth : alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1412906296 (pbk. : alk. paper) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
DLC |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
371.9/046 |
| Edition number |
22 |
| Item number |
M1694 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
McNary, Sarah J., |
| 245 10 - TITLE STATEMENT |
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| Title |
What successful teachers do in inclusive classrooms : |
| Remainder of title |
60 research-based teaching strategies that help special learners succeed / |
| Statement of responsibility, etc |
Sarah J. McNary, Neal A. Glasgow, and Cathy D. Hicks. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Thousand Oaks, Calif. : |
| Name of publisher, distributor, etc |
Corwin Press, |
| Date of publication, distribution, etc |
c2005. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xx, 131 p. |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Includes bibliographical references and index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Inclusive education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Effective teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Classroom management. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Glasgow, Neal A. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Hicks, Cathy D. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Books |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Contents<br/>Foreword by Torrie Norton<br/>Preface <br/>Acknowledgments<br/>About the Authors<br/>Chapter 1: Interacting with Students<br/>1. Use a ?hypothesis and frequent reflection? strategy when working with students who have special education needs. <br/>2. Prepare general education students with instructional strategies prior to forming cooperative groups. <br/>3. Use creativity to design ways to academically support and challenge students with severe disabilities who are included in general education classrooms.<br/>4. Re-evaluate homework: Is it working?<br/>5. Help diverse learners reflect on their own academic successes and failures. <br/>6. Become knowledgeable about youth culture to successfully engage students.<br/>7. Remember students with special needs benefit most from one-on-one student contacts.<br/>8. Explore any hidden stereotypes and perceptions they may have about their included students with learning disabilities.<br/>9. Learn how to facilitate the social acceptance of students with special needs in general education classes.<br/>10. Develop specific pedagogies, behavioral management techniques, and interventions to assist in your work with students with attention-deficit/hyperactivity disorder (ADHD).<br/>11. Practice viewing learning disabilities through the cultural/ethnic eyes of the parents/families of the students.<br/>Chapter 2: Organizing Lesson Plans for an Effective Learning Environment<br/>12. Develop graphic summaries of student objectives to facilitate the planning for students with special needs.<br/>13. Use a ?strategy? approach rather than ?drill and practice? when teaching math concepts.<br/>14. Incorporate the nine principles of Universal Design for Learning when creating instructional plans.<br/>15. Tap the strengths of students with Attention Deficit/Hyperactivity Disorder (ADHD) with effective instructional strategies.<br/>16. Remember that less = more and streamline the content of your curriculum.<br/>17. Encourage students to take advantage of out of school learning opportunities.<br/>18. Implement Universal Design principles when teaching science.<br/>19. Establish scaffolds to help students as they are learning complex skills and procedures. <br/>20. Fight boredom by using classroom strategies that stimulate student interest.<br/>21. Increase the effectiveness of homework as a learning tool for students with disabilities by using research tested strategies and accommodations.<br/>22. Be aware of the common problems and changes in instructional strategies associated with a switch to block scheduling for all students.<br/>Chapter 3: Using Formal, Informal, and Alternative Student Assessments<br/>23. Consider what the student is able to do well before noting what needs improvement, when grading student writing.<br/>24. Consider the bias and the social process of the Student Study Team when reviewing the recommendations of the team.<br/>25. Don?t wait for formal testing to begin interventions for students with reading disabilities.<br/>26. Take the time to consider all students when referring students for the Student Study Team or special education assessment, not just the students with obvious behavior issues.<br/>27. Use alternative methods of feedback early in a course to communicate student progress. <br/>28. Consider alternate assessment styles and instruments when teaching students with <br/> learning issues.<br/>29. Positive feedback heightens students? confidence. <br/>30. Consider the data collection methods used and the natural decline of ability due to late transitions when evaluating student performance.<br/>31. Consider alternative grading systems as an adaptable accommodation for diverse student populations in general education classrooms.<br/>32. Ensure that the accommodations a student needs to benefit from instruction are the same accommodations that are used during assessment.<br/>33. Use portfolios to collect evidence of student performance allow teachers to compare, contrast, and counteract narrowly defined test scores which may or may not accurately reflect a diverse learner?s ability.<br/>34. Consider using a variety of assessments that accurately reflect the course objectives/standards. <br/>35. Make sure either the expert who conducted the student?s assessment or another person who is trained to interpret the findings is present at the IEP meeting. <br/>Chapter 4: Managing Classrooms, Student Behavior, and Discipline<br/>36. Consider implementing a self-regulation model of behavior management when teaching a student diagnosed with ADHD.<br/>37. Actively address negative behaviors in the classroom by considering all aspects of the environment created for students.<br/>38. Consider using a reflective narrative model to facilitate behavior modification decisions.<br/>39. Consider increasing the pace of instruction rather than reducing the pace when teaching students with special needs.<br/>40. Use on-going evaluation techniques to enhance student learning.<br/>41. Become a classroom manager before becoming a content specialist.<br/>42. Use early literacy intervention strategies to facilitate appropriate student behavior. <br/>43. Restrain a student using a seated position restraint rather than a face down to the floor restraint to reduce injury and negative psychological effects if a takedown is required.<br/>Chapter 5 Integrating Assistive Technology<br/>44. Ensure familiarity with available assistive technology devices that may be appropriate and beneficial for students. <br/>45. Spend the time needed to train students with visual impairments to use a variety of computer applications.<br/>46. Check periodically to ensure that assistive technology continues to be useful to students with disabilities.<br/>47. Look for opportunities to increase students? communication and computer literacy skills through on-line assignments.<br/>48. Teach students to set goals that focus on the process of learning technology.<br/>49. Optimize the purchase and use of word processing spell checker programs to better serve the needs of students with learning disabilities.<br/>50. Consider all aspects of technology as meeting the potential needs of important accommodations in schools for students with disabilities.<br/>Chapter 6 Collaborating with Colleagues and Parents<br/>51. Set a positive tone for parent conferences and IEP meetings by beginning with the student?s strengths.<br/>52. Take the time to discuss everyday examples of teaming issues before they arise in the classroom.<br/>53. Ensure that time is built into the workday to communicate with the paraeducator. <br/>54. Take the time to meet parents where they are at to form meaningful parent school partnerships.<br/>55. Consider consulting with the speech pathologist to create a multi-faceted approach to build student vocabulary to assist them in reading comprehension<br/>56. Consider the level or stage parents are in regarding their child with a disability before recommending specific services and accommodations.<br/>57. Spend the time it takes to ensure a positive team-teaching experience.<br/>58. Consider how parents might be reacting to their child with a learning disability, and how that might affect the student in class.<br/>59. Reduce the number of special education referrals by educating general education teachers about the referral process including what to look for and how to teach using a variety of approaches.<br/>60. Consider co-teaching and collaboration to meet the needs of students with disabilities.<br/>Afterword: Helping Special Learners Succeed in Inclusive Classrooms<br/>Index |
