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[null,"1.","Record Nr.",null,"UNINA9910797437403321"]
[null,null,"Autore",null,"Lindberg Jill A."]
[null,null,"Titolo",null,"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"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin Press, , 2006"]
[{"$nulls":4},"©2006"]
[null,null,"ISBN",null,"1-4833-6152-7"]
[{"$nulls":4},"1-4833-6369-4"]
[null,null,"Descrizione fisica",null,"1 online resource (145 p.)"]
[null,null,"Disciplina",null,"371.9/0472"]
[null,null,"Soggetti",null,"Classroom management - United States"]
[{"$nulls":4},"Special education - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 - Getting Organized; Student Information; Supplies and Materials; Your Desk and Surrounding Area; Forms and Schedules; Room Arrangement; Chapter 2 - Organizing Students; Adequate Storage; Teaching Time-Savers; Student Desk Organization; Mailboxes; Routines and Rules; Classroom Buddies; Chapter 3 - Classroom and Behavior Management; Whole-Class Management; Considerations for Students with Special Education Needs; Managing Small Groups; Developing Appropriate and Easily Implemented Behavior Programs"]
[{"$nulls":4},"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"]
[{"$nulls":4},"Accessing the General Education CurriculumTransition Times; Special Education Instructional Planning; Your Involvement in the General Education Classroom; Chapter 6 - Record Keeping and Information Management; Creating a System; Finding Time to Complete Paperwork; "]
[{"$nulls":4},"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"]
[{"$nulls":4},"Establishing a Positive RelationshipOngoing Communication; IEP Meetings; Parent Conferences; Documentation; Assistance from School Support Staff; Chapter 9 - Working with Support Staff; The IEP and Support Staff Involvement; Support from the Special Education Administrative Staff; Support from the School Psychologist; Support from the School Social Worker; Support from the Speech and Language Pathologist; Other Support Staff; Chapter 10 - Working with Teacher Assistants; Making a Schedule; Communication; Presenting a United Front; Assigning Responsibilities; Discussing Concerns"]
[{"$nulls":4},"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"]
[null,null,null,"Sommario/riassunto","This practical guide gives teachers simple strategies for organizing their classrooms and pacing their day to ensure that learners with special needs experience success."]