| کد | bk-29685 |
|---|---|
| نوع | کاغذی |
| عنوان | Including students with special needs : a practical guide for classroom teachers |
| نویسنده | Marilyn Penovich Friend |
| نویسنده | William D Bursuck |
| ناشر | Allyn and Bacon |
| محل نشر | Boston |
| سال انتشار | 1996میلادی |
| نوبت چاپ | 1 |
| تعداد جلد | 1 |
| زبان | انگلیسی |
| قطع | وزیری |
| چکیده |
This volume offers practical strategies for teaching students with special needs in inclusive settings. The authors provide examples and vignettes, emphasizing teaching methods that promote student independence at all education levels. The textbook is divided into three main sections. The first section provides fundamental background knowledge of the field of special education as well as current knowledge of how students with disabilities are served within inclusive school environments. In the second section the characteristics of students with disabilities and other special needs are examined. The material in the third section of the text represents the crux of any course on inclusive practices: instructional approaches that emphasize teaching students effectively, regardless of disability or special need Includes bibliographical references (pages 494-508) and indexes [1.] The foundation for educating students with special needs. What basic terms and concepts define special education? -- How did special education services come to exist? -- Why is inclusion controversial? -- Who receives special education and other special services? -- How can the INCLUDE strategy help you make reasonable accommodations for students with special needs? -- [2.] Special education procedures and services. Who are the professionals in special education? -- How can you decide if a student need might be a disability? -- How do students obtain special services? -- What is an individualized education program? -- What services do students with disabilities receive? -- [3.] Professional partnerships. What are the basics of collaboration? -- What are effective applications of collaboration in inclusive schools? -- How can you work effectively with parents? -- How can you work effectively with paraprofessionals? -- [4.] Students with low-incidence disabilities. What are low-incidence disabilities? -- What adaptations can you make for students with moderate, severe, or multiple disabilities? -- What adaptations can you make for students with sensory impairments? -- What adaptations can you make for students with physical or health disabilities? -- What adaptations can you make for students with autism? -- [5.] Students with high-incidence disabilities. What are high-incidence disabilities? -- What adaptations can you make for students with communication disorders? -- What are the learning needs of students with learning and behavior disabilities? -- What are the social and emotional needs of students with learning and behavior disabilities? -- What adaptations can you make for students with learning and behavior disabilities? -- [6.] Other students with special needs. Which students are protected by section 504? -- How can you accommodate students with attention-deficit/hyperactivity disorder (AD HD)? -- How can you accommodate students who are gifted and talented? -- What are the needs of students who are culturally diverse? -- How can you meet the needs of students who are at risk? -- Characteristics and needs of students at risk -- [7.] Analyzing instructional environments. How is an inclusive classroom organized? -- How can you group all your students for instruction in inclusive classrooms? -- How can you evaluate instructional materials for inclusive classrooms? -- How can you analyze instructional methods in relation to student needs? -- [8.] Assessing student needs. How do your student assessments contribute to special education decisions? -- What information sources are used in programming for students with special needs? -- What kinds of curriculum-based assessments can you create for your students? -- How are learning probes used to make special education decisions? -- [9.] Instructional adaptations. How can you adapt basic-skills instruction for students with special needs? -- How can you adapt the instruction of subject-area content for students with special needs? -- How can you improve clarity in written and oral communication? -- What adaptations can you make to help students succeed in independent practice? -- [10.] Strategies for independent learning. How can you encourage student self-awareness and self-advocacy? -- How can you teach independent learning strategies effectively in class? -- What are some examples of successful learning strategies -- How can students learn to use strategies independently -- [11.] Evaluating student learning. How can classroom tests be adapted for students with special needs? -- How can report card grades be adapted for students with special needs? -- How can performance-based assessment benefit students with special needs? -- How can portfolio assessment benefit students with special needs? -- [12.] Responding to student behavior. How can you prevent discipline problems? -- Instructional environments conducive to learning -- How can you promote positive group behavior? -- What are some simple and effective responses to individual behavior? -- How can you respond to individual behavior when simple approaches are not enough? -- How can you help students manage their own behavior? -- How can a problem-solving approach help you respond to student behavior? -- [13.] Approaches for building social relationships. What is the teacher's role in promoting positive social interactions among students with and without disabilities? -- How can teachers provide education about individuals with disabilities? -- How can you develop and support peer tutoring? -- How can you use cooperative learning strategies to facilitate social inclusion? -- How can you help students with disabilities improve their social skills? |
| تاریخ ثبت در بانک | 2 خرداد 1399 |