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Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities
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Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities



October 2008 | 144 pages | Corwin
Help ensure full participation, educational equity, and self-sufficiency for students with disabilities! This invaluable resource provides teachers with commonsense ideas and strategies to help ensure the best possible educational outcomes for learners with significant disabilities. Readers will find charts, graphs, sample forms, and web-based resources for developing high quality educational practices to help students achieve their full potential. Practical techniques to adopt or modify for learners with or without disabilities cover a wide range of topics and include:

"Organizing students and the classroom

"Building academic and functional skills

"Preparing for transitions

"Working with support staff

"Communicating with parents and caregivers

 
Foreword by Lou Brown
 
Preface
 
About the Authors
 
Introduction and Overview
 
1. Getting Ready
Time Organization

 
Student Information

 
Finding Appropriate Materials and Adaptive Equipment

 
Physical and Visual Arrangements Within the Room

 
Helping Administrators, General Education Teachers, and Support Staff Understand the Needs and Abilities of Students

 
Knowing Your Community

 
 
2. Organizing the Students and Their Learning Environment
The IEP and Planning

 
Grouping Students

 
Developing Daily and Weekly Schedules

 
Individual Student Planning in a Variety of Learning Environments

 
Developing Lesson Plans

 
Documenting Student Progress

 
Working With Classroom Support Staff

 
Community Experiences and Instruction

 
Advocating for Your Students and Exploring Inclusive Learning Environments

 
 
3. General Planning: Curriculum and Methods of Instruction
Consistency, Structure, and Routine

 
Student Full and Partial Participation in the General Education Classroom

 
Systematic Instruction and Fading

 
Curriculum

 
Blending Academic and Functional Curriculum Models

 
 
4. Academic Planning
Inclusion, Least Restrictive Environment (LRE), and IDEIA

 
Academic and Content Standards and Writing Individual Education Plans (IEPs)

 
Curriculum, Instructional, and Assessment Planning

 
Inclusive Instructional Strategies and Adaptations

 
Active Participation Versus Presence Only in the Classroom

 
Collaboration and Team Planning

 
 
5. Functional Planning
Planning for Community and Functional Skills Instruction

 
Functional Learning Outcomes

 
Functional Instruction

 
Inclusive Examples

 
Social Skills and Peer Relationships

 
Self-Advocacy and Self-Determination

 
Transition and Outcomes

 
 
6. Assistive Technology as a Learning Support
Definition of Assistive Technology (AT)

 
The SETT Framework

 
Use of Assistive Technology for Communication

 
Use of Assistive Technology to Access Literacy

 
Use of Assistive Technology to Control the Environment

 
Use of Assistive Technology to Hold Things

 
Use of Assistive Technology to See Better

 
Use of Assistive Technology to Hear Better

 
Use of Assistive Technology for Computer Access

 
Use of Assistive Technology for Eating or Dressing

 
Use of Assistive Technology for Access to Recreation and Leisure

 
Documenting Assistive Technology in the IEP

 
 
7. Understanding Behavior
Communication

 
Determining Cause and Supporting the Student

 
Developing a Support Plan for Difficult Behaviors in Different Settings

 
Shaping Behavior and Rewards

 
 
8. Working With Related Service Providers and Other Support Staff
Defining Related Services

 
Models of Service Delivery

 
Teacher Tips for Working With Related Service Providers

 
Finding Time for Collaboration

 
Role of the Occupational Therapist

 
Role of the Physical Therapist

 
Role of the Speech and Language Pathologist

 
Working With Other Support Personnel

 
 
9. Communication With Parents and Guardians
Developing a Positive Relationship With Parents or Guardians

 
Coordinating School and Home Expectations

 
Ongoing Communication Strategies

 
IEP Team Meetings

 
Parent-Teacher Conferences

 
 
10. Transition
Parent and Student Involvement

 
Transition in Early Development

 
School-Age Transitions

 
Identifying Adaptive Equipment Needs

 
Developing Postsecondary Goals

 
Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals

 
Determining Community Resources

 
 
References
 
Index

“A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas.”

Paula Kluth, Educational Consultant
Common Schools Consulting

“This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides clearly stated expectations.”

Mary Reeve, SPED Director
Gallup-McKinley County Public Schools, NM

Sample Materials & Chapters

Introduction

Chapter 1


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ISBN: 9781412958196

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