01862nam 2200397 450 99654034090331620230718004035.03-7489-2117-9(CKB)5490000000111216(NjHacI)995490000000111216(EXLCZ)99549000000011121620230718d2021 uy 0gerur|||||||||||txtrdacontentcrdamediacrrdacarrierUnterbringung von Flüchtenden in Deutschland Inklusion, Exklusion, Partizipation? /edited by Judith Vey, Salome GunschErste Auflage.Baden-Baden :Nomos,2021.1 online resource (253 pages) illustrationsMigration & Integration ;Band 93-8487-7721-5 Flüchtende gelten als eine der schutzbedürftigsten und vulnerabelsten gesellschaftlichen Gruppen überhaupt. Ihre Unterbringungssituation ist dementsprechend äußerst prekär und hinsichtlich zentraler Aspekte durch Fremdbestimmung, Exklusion und fehlende Partizipationsmöglichkeiten gekennzeichnet. Der Sammelband beschäftigt sich mit den verschiedenen Unterbringungskontexten und -realitäten von unterschiedlichen Flüchtendengruppen mit besonderen Schutzbedarfen in Deutschland, den damit zusammenhängenden Strukturen, Praxen und Erfahrungen von Inklusion, Exklusion und Partizipation und ordnen das Unterbringungssystem gesellschaftstheoretisch ein.Migration & Integration ;Band 9.RefugeesGermanyRefugees305.9Vey JudithGunsch SalomeNjHacINjHaclBOOK996540340903316Unterbringung von Flüchtenden in Deutschland3400056UNISA05006nam 2200613 450 991081758920332120230721042546.01-4522-9536-01-4522-9838-6(CKB)3710000000456788(EBL)1659068(OCoLC)923707721(MiAaPQ)EBC1994177(EXLCZ)99371000000045678820150822h20092009 uy 0engur|n|---|||||rdacontentrdamediardacarrierCommon-sense classroom management techniques for working with students with significant disabilities /Jill A. Lindberg, Michele Flasch Ziegler, Lisa Barczyk ; foreword by Lou Brown ; acquisitions editor Jessica Allan ; cover designer Michael DuboweThousand Oaks, California :Corwin Press,2009.©20091 online resource (144 p.)Description based upon print version of record.1-4129-5819-9 Includes bibliographical references and index.""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""About the Authors""; ""Introduction and Overview""; ""Chapter 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""; ""Chapter 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""; ""Chapter 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""""Chapter 4 - Academic Planning""; ""Inclusion, Least Restrictive Environment (LRE), and IDEIA""; ""Academic and Content Standards and Writing Individualized Education Programs (IEPs)""; ""Curriculum, Instructional, and Assessment Planning""; ""Inclusive Instructional Strategies and Adaptations""; ""Active Participation Versus Presence Only in the Classroom""; ""Collaboration and Team Planning""; ""Chapter 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""; ""Chapter 6 - Using 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""; ""Chapter 7 - Understanding Behavior""; ""Communication""; ""Determining Cause and Supporting the Student""; ""Developing a Support Plan for Difficult Behaviors in Different Settings""; ""Shaping Behavior and Rewards""; ""Chapter 8 - Working with Related Service Providers and Other Support Staff""""Defining Related Services""This invaluable handbook provides teachers with common-sense strategies, tools, and templates to ensure the best possible educational outcomes for learners with significant disabilities.Classroom managementChildren with disabilitiesEducationSpecial education teachersIn-service trainingClassroom management.Children with disabilitiesEducation.Special education teachersIn-service training.371.9Lindberg Jill A.1642995Ziegler Michele FlaschBarczyk LisaBrown LouAllan JessicaDubowe MichaelMiAaPQMiAaPQMiAaPQBOOK9910817589203321Common-sense classroom management3987969UNINA