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Record Nr. |
UNINA9910698213203321 |
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Autore |
Dahl Molly W |
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Titolo |
Changes in the economic resources of low-income households with children [[electronic resource]] |
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Pubbl/distr/stampa |
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[Washington, D.C.] : , : Congress of the U.S., Congressional Budget Office, , [2007] |
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Descrizione fisica |
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14 pages : digital, PDF file |
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Collana |
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Soggetti |
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Cost and standard of living - United States |
Poor - United States |
Children - United States - Economic conditions |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from title screen (viewed on May 16, 2007). |
Distributed to depository libraries in paper (14 p. : ill. ; 28 cm.), shipping list no.: 2007-0282-P. |
"May 2007." |
"Molly Dahl wrote the paper"--Preface. |
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Nota di bibliografia |
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Includes bibliographical references. |
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2. |
Record Nr. |
UNINA9910797437403321 |
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Autore |
Lindberg Jill A. |
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Titolo |
Common-sense classroom management for special education teachers, grades K-5 / / Jill A. Lindberg, Judith Walker-Wied, Kristin M. Forjan Beckwith ; cover designer, Michael Dubowe |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2006 |
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©2006 |
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ISBN |
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1-4833-6152-7 |
1-4833-6369-4 |
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Descrizione fisica |
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1 online resource (145 p.) |
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Disciplina |
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Soggetti |
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Classroom management - United States |
Special education - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 - Getting Organized; Student Information; Supplies and Materials; Your Desk and Surrounding Area; Forms and Schedules; Room Arrangement; Chapter 2 - Organizing Students; Adequate Storage; Teaching Time-Savers; Student Desk Organization; Mailboxes; Routines and Rules; Classroom Buddies; Chapter 3 - Classroom and Behavior Management; Whole-Class Management; Considerations for Students with Special Education Needs; Managing Small Groups; Developing Appropriate and Easily Implemented Behavior Programs |
Developing and Monitoring Behavior Intervention PlansIncentive Programs; Negative Consequences; When You Must Discipline; Chapter 4 - Special Education Instructional Planning; The IEP and Planning; Grouping Students; Finding Appropriate Materials; Independent Work; The IEP and Assistive Technology; Using Assistive Technology as a Learning Support; Chapter 5 - General Education Instructional Planning; Coordinating Efforts with the General Education Teacher and Support Staff; Planning for Academic and Behavioral Success; Coteaching and Coplanning; Adapting Lessons |
Accessing the General Education CurriculumTransition Times; Special Education Instructional Planning; Your Involvement in the General |
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Education Classroom; Chapter 6 - Record Keeping and Information Management; Creating a System; Finding Time to Complete Paperwork; IEPs and Progress Reports; Report Cards and Grading; Chapter 7 - Legal Issues; IDEA Reauthorization; Functional Behavior Assessment (FBA); Behavior Intervention Plan (BIP); Manifestation Determination; Student and Parent Rights; Suspensions; Chapter 8 - Working with Families; Before You Contact Families |
Establishing a Positive RelationshipOngoing Communication; IEP Meetings; Parent Conferences; Documentation; Assistance from School Support Staff; Chapter 9 - Working with Support Staff; The IEP and Support Staff Involvement; Support from the Special Education Administrative Staff; Support from the School Psychologist; Support from the School Social Worker; Support from the Speech and Language Pathologist; Other Support Staff; Chapter 10 - Working with Teacher Assistants; Making a Schedule; Communication; Presenting a United Front; Assigning Responsibilities; Discussing Concerns |
Chapter 11 - Working with AdministrationUnderstanding Your Principal's View of Special Education in Your School; Communicating with Your Principal; Principal Observations and Evaluations; Professional Development; What is a Professional Learning Community?; Chapter 12 - Working within Your School Community; Becoming Part of the Team; Teacher Buddies and Mentors; To Socialize or Not to Socialize; The Teachers' Room; Ask for Help, Offer to Help; Other Supports for New Teachers; Suggested Readings; References; Index |
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Sommario/riassunto |
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This practical guide gives teachers simple strategies for organizing their classrooms and pacing their day to ensure that learners with special needs experience success. |
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