Powerful Practices for High-performing Special Educators
by Roberta KaufmanFormat: Paperback
Pub. Date: 2010-04-21
Publisher(s): Corwin Pr
Other versions by this Author
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Summary
This valuable resource addresses the unique challenges faced by special education teachers in today's inclusive classrooms by offering powerful, research-based tools and strategies.
Table of Contents
| Publisher's Acknowledgments | p. vii |
| About the Authors | p. ix |
| Introduction | p. 1 |
| Working with Diverse Students | p. 5 |
| Wisdom of Practice: The Technicolor World of Truman Armstrong | p. 6 |
| In Brief: What Does the Research Say? | p. 6 |
| Changing Student Diversity | p. 6 |
| Language | p. 7 |
| Race | p. 7 |
| The Impact of Diverse Populations in Special Education Programming | p. 7 |
| Disproportionate Representation | p. 8 |
| Teacher Attitude | p. 8 |
| Teacher Preparation | p. 8 |
| Professional Practice | p. 9 |
| Special Education Teacher Competencies When Working With ELL Students | p. 9 |
| Effective Strategies and Student Achievement for Diverse Learners | p. 10 |
| Discovering the Cultural Context of Disabilities | p. 13 |
| Myths Associated With Teaching Diverse Students with Disabilities | p. 16 |
| Analyzing Personal Skills and Competencies | p. 18 |
| Legal Considerations for ELLs | p. 19 |
| Effective Strategies: What Works? Answers to the Activity | p. 20 |
| Summary | p. 21 |
| Self-Assessment and Reflection | p. 21 |
| Organizing a Classroom for Instruction | p. 23 |
| Wisdom of Practice: Ms. Delacatto-See How She Runs! | p. 24 |
| In Brief: What Does the Research Say? | p. 24 |
| Professional Practice | p. 25 |
| Organizing a Classroom | p. 25 |
| Organizing Instructional Materials | p. 28 |
| Organizing Important Information | p. 31 |
| Organizing Schedules for Yourself and Others | p. 36 |
| Using Time Effectively | p. 39 |
| Staying Organized and Managing Stress | p. 40 |
| Summary | p. 42 |
| Self-Assessment and Reflection | p. 42 |
| Managing Student Behavior | p. 43 |
| Wisdom of Practice: Mr. Downing-The Principal is Watching! | p. 44 |
| In Brief: What Does the Research Say? | p. 44 |
| Professional Practice | p. 45 |
| Doing the Right Thing: Professional Ethics | p. 45 |
| Schoolwide Positive Behavioral Interventions and Supports | p. 46 |
| Preventing Student Misbehaviors | p. 47 |
| Intervening When Misbehavior Occurs | p. 50 |
| Maintaining Appropriate Behaviors | p. 59 |
| Summary | p. 61 |
| Self-Assessment and Reflection | p. 62 |
| Designing Effective Instruction | p. 63 |
| Wisdom of Practice: Mr. Rodriquez Makes a Plan | p. 64 |
| In Brief: What Does the Research Say? | p. 64 |
| Professional Practice | p. 68 |
| The Lesson Plan-An Overview | p. 68 |
| Basic Information | p. 69 |
| Student Learning | p. 69 |
| Student Diversity | p. 73 |
| Instructional Sequence | p. 77 |
| Instructional Materials | p. 78 |
| Lesson Assessment and Evaluation | p. 81 |
| Summary | p. 83 |
| Self-Assessment and Reflection | p. 83 |
| Teaching Strategies and Learning Activities | p. 85 |
| Wisdom of Practice: Ms. Webster Gets Active! | p. 86 |
| In Brief: What Does the Research Say? | p. 86 |
| Professional Practice | p. 87 |
| Active Student Learning Activities | p. 87 |
| Active Student Learning Obstacles | p. 87 |
| Active Student Learning | p. 88 |
| Getting Started | p. 96 |
| Strategy and Activity Selection | p. 97 |
| Summary | p. 97 |
| Self-Assessment and Reflection | p. 98 |
| Graphic Organizers | p. 99 |
| Wisdom of Practice: Picture the Students! | p. 100 |
| In Brief: What Does the Research Say? | p. 100 |
| Professional Practice | p. 102 |
| Graphic Organizers | p. 102 |
| Graphic Organizer Formats and Uses | p. 106 |
| Teacher-Generated Graphic Organizers | p. 110 |
| Construction of Graphic Organizers | p. 111 |
| Student-Created Graphic Organizers | p. 112 |
| Graphic Organizers: A Sample Activity | p. 113 |
| Graphic Organizers and Classroom Management | p. 114 |
| Summary | p. 114 |
| Self-Assessment and Reflection | p. 115 |
| Incorporating Technology | p. 117 |
| Wisdom of Practice: Emmalee Jones-Digital Immigrant or Native? | p. 118 |
| In Brief: What Does the Research Say? | p. 118 |
| No Child Left Behind | p. 119 |
| Individuals With Disabilities Education Improvement Act | p. 119 |
| Technology Standards | p. 120 |
| Professional Practice | p. 120 |
| Incorporating Technology: Practical and Painless Suggestions | p. 120 |
| Assistive Technology to Support Students | p. 124 |
| Incorporating Universal Design for Learning | p. 126 |
| Using Technology to Motivate Learners | p. 131 |
| Summary | p. 135 |
| Self-Assessment and Reflection | p. 135 |
| Student Assessment and Evaluation | p. 137 |
| Wisdom of Practice: Ms. Thomson-What's in a Number? | p. 138 |
| In Brief: What Does the Research Say? | p. 138 |
| Professional Practice | p. 139 |
| Formal and Informal Assessment | p. 139 |
| Elements of Effective Assessment | p. 139 |
| What to Assess? | p. 141 |
| Alternative, Authentic, and Performance Assessment | p. 141 |
| Diagnostic, Formative, and Summative Assessment | p. 142 |
| Developing Effective Rubrics | p. 143 |
| Weighting Assignments and Projects | p. 146 |
| Preparing and Implementing Effective Assessments | p. 148 |
| Test-Taking Tips and Strategies | p. 153 |
| Grading Students on IEPs | p. 155 |
| Distinguish Between Testing Accommodations and Modifications | p. 155 |
| Summary | p. 158 |
| Self-Assessment and Reflection | p. 158 |
| Promoting Achievement through Collaboration | p. 159 |
| Wisdom of Practice: Mrs. Stanton's Best-Laid Plans | p. 160 |
| In Brief: What Does the Research Say? | p. 160 |
| Defining Collaboration | p. 161 |
| Collaboration: Legislative Foundations | p. 161 |
| Professional Practice | p. 161 |
| Attributes of Successful Collaborators | p. 162 |
| The Special Educator's Role and Responsibility in Collaborative Teams | p. 164 |
| Identify and Use Collaborative Practices | p. 165 |
| Collaborating With the General Education Teacher | p. 166 |
| Collaborative Instructional Process | p. 167 |
| Negotiating Instructional Preferences | p. 168 |
| Collaborating With Others | p. 169 |
| Enhancing Collaboration-Friendly Reminders | p. 172 |
| Summary | p. 177 |
| Self-Assessment and Reflection | p. 177 |
| Conclusion: Wrapping Up, Reflecting, and Celebrating! | p. 179 |
| References | p. 181 |
| Index | p. 185 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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