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100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| 100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (136 p.) |
| Disciplina | 371.9 |
| Soggetto topico | Special education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9331-7
1-4522-9685-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Introduction: Understanding Special Education Jargon""; ""What is Special Education?""; ""In the Definition of Special Education, What Does “Specially Designed Instruction� Mean?""; ""In the Definition of Special Education, What Does “at No Cost to Parents/Guardians� Mean?""; ""In the Definition of Special Education, What Does a “Student with a Disability� Mean?""; ""Where is Special Education Instruction Provided?""; ""How Many Students Currently Receive Special Education Services?""
""What Federal Laws Protect Students with Disabilities?""""What is the Purpose of the Individuals with Disabilities Education Act (IDEA)?""; ""What is a Free Appropriate Public Education?""; ""Who is Considered a Parent or Guardian under IDEA?""; ""What Disabilities are Covered under IDEA?""; ""Part I - Steps in the Special Education Process""; ""Chapter 1 - Step I: the Prereferral Process""; ""What are Child Study Teams?""; ""What is the Purpose of Child Study Teams?""; ""Who are the Members of the Child Study Team?""; ""What is a Referral to the Child Study Team?"" ""Who Normally Makes a Referral to the Child Study Team?""""What is Discussed at the Child Study Team Meetings?""; ""What are the Options of the Child Study Team?""; ""What is a Prereferral Strategy Plan?""; ""How is the Determination of a Suspected Disability Made by the Child Study Team?""; ""What Happens after the Child Study Team Determines That a Student May have a Disability?""; ""Chapter 2 - Step II: Initial Referral for Special Education Services""; ""What is a Referral for Special Education?""; ""Who Can Make a Referral for Special Education?"" ""In What Form is This Referral Made?""""Is Parent or Guardian Consent Necessary for an Evaluation for Special Education?""; ""What is an Assessment Plan?""; ""Does the Parent or Guardian have to Agree with the Referral for Special Education?""; ""Chapter 3 - Step III: The Individual Evaluation Process for Special Education""; ""What is an Evaluation for Special Education?""; ""What are the Components of a Comprehensive Evaluation?""; ""How Should Parents and Guardians go about Obtaining School Records on Their Children?"" ""What Should a Parent or Guardian Expect and Provide for the Parent/Guardian Intake or Interview?""""What Occurs after the Comprehensive Assessment is Completed?""; ""Chapter 4 - Step IV: Eligibility for Special Education""; ""What is an Eligibility Committee?""; ""What are the Responsibilities of the Eligibility Committee?""; ""Who are the Members of the Eligibility Committee?""; ""What is the Role of the Parent/Guardian Member on the Eligibility Committee?""; ""What is a Recommendation to the Eligibility Committee?""; ""What are the Procedures for Determining Eligibility?"" ""What is Response to Intervention (RTI)?"" |
| Record Nr. | UNINA-9910480572703321 |
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| 100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (136 p.) |
| Disciplina | 371.9 |
| Soggetto topico | Special education - United States |
| ISBN |
1-4522-9331-7
1-4522-9685-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Introduction: Understanding Special Education Jargon -- What is Special Education? -- In the Definition of Special Education, What Does "Specially Designed Instruction" Mean? -- In the Definition of Special Education, What Does -"No Cost to Parents/Guardians-" mean? -- In the Definition of Special Education, What Does a -"Student with a Disability" Mean? -- Where is Special Education Instruction Provided? -- How Many Students Currently Receive Special Education Services? -- What Federal Laws Protect Students with Disabilities? -- What is the Purpose of the Individuals with Disabilities Education Act (IDEA)? -- What is a Free Appropriate Public Education? -- Who is Considered a Parent or Guardian under IDEA? -- What Disabilities are Covered under IDEA? -- Part I - Steps in the Special Education Process -- Chapter 1 - Step I: the Prereferral Process -- What are Child Study Teams? -- What is the Purpose of Child Study Teams? -- Who are the Members of the Child Study Team? -- What is a Referral to the Child Study Team? -- Who Normally Makes a Referral to the Child Study Team? -- What is Discussed at the Child Study Team Meetings? -- What are the Options of the Child Study Team? -- What is a Prereferral Strategy Plan? -- How is the Determination of a Suspected Disability Made by the Child Study Team? -- What Happens after the Child Study Team Determines That a Student May have a Disability? -- Chapter 2 - Step II: Initial Referral for Special Education Services -- What is a Referral for Special Education? -- Who Can Make a Referral for Special Education? -- In What Form is This Referral Made? -- Is Parent or Guardian Consent Necessary for an Evaluation for Special Education? -- What is an Assessment Plan? -- Does the Parent or Guardian have to Agree with the Referral for Special Education? -- Chapter 3 - Step III: The Individual Evaluation Process for Special Education -- What is an Evaluation for Special Education? -- What are the Components of a Comprehensive Evaluation? -- How Should Parents and Guardians go about Obtaining School Records on Their Children? -- What Should a Parent or Guardian Expect and Provide for the Parent/Guardian Intake or Interview? -- What Occurs after the Comprehensive Assessment is Completed? -- Chapter 4 - Step IV: Eligibility for Special Education -- What is an Eligibility Committee? -- What are the Responsibilities of the Eligibility Committee? -- Who are the Members of the Eligibility Committee? -- What is the Role of the Parent/Guardian Member on the Eligibility Committee? -- What is a Recommendation to the Eligibility Committee? -- What are the Procedures for Determining Eligibility? -- What is Response to Intervention (RTI)? |
| Record Nr. | UNINA-9910797600803321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| 100 frequently asked questions about the special education process : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2007 |
| Descrizione fisica | 1 online resource (136 p.) |
| Disciplina | 371.9 |
| Soggetto topico | Special education - United States |
| ISBN |
1-4522-9331-7
1-4522-9685-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Introduction: Understanding Special Education Jargon -- What is Special Education? -- In the Definition of Special Education, What Does "Specially Designed Instruction" Mean? -- In the Definition of Special Education, What Does -"No Cost to Parents/Guardians-" mean? -- In the Definition of Special Education, What Does a -"Student with a Disability" Mean? -- Where is Special Education Instruction Provided? -- How Many Students Currently Receive Special Education Services? -- What Federal Laws Protect Students with Disabilities? -- What is the Purpose of the Individuals with Disabilities Education Act (IDEA)? -- What is a Free Appropriate Public Education? -- Who is Considered a Parent or Guardian under IDEA? -- What Disabilities are Covered under IDEA? -- Part I - Steps in the Special Education Process -- Chapter 1 - Step I: the Prereferral Process -- What are Child Study Teams? -- What is the Purpose of Child Study Teams? -- Who are the Members of the Child Study Team? -- What is a Referral to the Child Study Team? -- Who Normally Makes a Referral to the Child Study Team? -- What is Discussed at the Child Study Team Meetings? -- What are the Options of the Child Study Team? -- What is a Prereferral Strategy Plan? -- How is the Determination of a Suspected Disability Made by the Child Study Team? -- What Happens after the Child Study Team Determines That a Student May have a Disability? -- Chapter 2 - Step II: Initial Referral for Special Education Services -- What is a Referral for Special Education? -- Who Can Make a Referral for Special Education? -- In What Form is This Referral Made? -- Is Parent or Guardian Consent Necessary for an Evaluation for Special Education? -- What is an Assessment Plan? -- Does the Parent or Guardian have to Agree with the Referral for Special Education? -- Chapter 3 - Step III: The Individual Evaluation Process for Special Education -- What is an Evaluation for Special Education? -- What are the Components of a Comprehensive Evaluation? -- How Should Parents and Guardians go about Obtaining School Records on Their Children? -- What Should a Parent or Guardian Expect and Provide for the Parent/Guardian Intake or Interview? -- What Occurs after the Comprehensive Assessment is Completed? -- Chapter 4 - Step IV: Eligibility for Special Education -- What is an Eligibility Committee? -- What are the Responsibilities of the Eligibility Committee? -- Who are the Members of the Eligibility Committee? -- What is the Role of the Parent/Guardian Member on the Eligibility Committee? -- What is a Recommendation to the Eligibility Committee? -- What are the Procedures for Determining Eligibility? -- What is Response to Intervention (RTI)? |
| Record Nr. | UNINA-9910810310203321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education - United States
Behavior disorders in children - United States Classroom management - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9328-7
1-4522-9682-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Review Your Knowledge of Students with Emotional and/or Behavioral Disorders""; ""Definition of Emotional Disturbance""; ""Causes of Emotional and Behavioral Disorders""; ""Prevalence of Emotional Disturbance""; ""Age of Onset of Emotional and Behavioral Disorders""; ""Gender Features of Emotional and Behavioral Disorders""; ""Cultural Features of Emotional and Behavioral Disorders""; ""Eligibility Criteria for Emotional Disturbance Under IDEA""
""Characteristics of Students with Emotional Disturbance""""Children with Emotional Disturbances and School-Related Concerns""; ""IDEA Exclusion of Students Who are “Socially Maladjusted�""; ""Step II - Understand the Behaviors of Students with Emotional and/or Behavioral Disorders""; ""Understanding Challenging Behaviors""; ""Understand the Difference between Symptoms and Problems""; ""Behaviors That May be Indicative of more Serious Problems""; ""Symptomatic behaviors Exhibited When a Child Has Low Levels of Tension"" ""Symptomatic behaviors Exhibited When a Child Has High Levels of Tension""""Redirecting Students to More Appropriate Behaviors""; ""Ways to Maintain Positive Changes in Student Behavior""; ""Whole-Classroom Instructional Strategies""; ""Step III - Become Culturally Competent When Working with Students with Emotional and/or Behavioral Disorders""; ""Some Tips""; ""Step IV - Understand and Apply Principles of Reinforcement When Working with Students with Emotional and/or Behavioral Disorders""; ""What is the Actual Reinforcer?""; ""Factors Affecting Reinforcer Effectiveness"" ""Checklist for Effective Reinforcement""""Possible Reinforcers""; ""Reinforcement of Appropriate Student Behavior""; ""Step V - Promote Positive Social Interactions Among Students with Emotional and/or Behavioral Disorders""; ""Why are Social Skills Important?""; ""Social-Cognitive Skill Development""; ""The Role of Social Skills at School""; ""Strategies to Foster a Sense of belonging in the Classroom""; ""Creating a Positive Classroom Climate""; ""Teaching Social Skills through Role-Playing and Observation""; ""The Classroom Teacher�s Power to Model Acceptance"" ""Promoting Positive Social Interactions among Students with and without Disabilities""""Step VI - Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students with Emotional and/or Behavioral Disorders""; ""Instructional Interventions for Active Noncompliance""; ""Instructional Interventions for Attendance Problems""; ""Instructional Interventions for Difficulty with Transitions""; ""Instructional Interventions for Disrespect to Teachers""; ""Instructional Interventions for Classroom Disruption"" ""Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior"" |
| Record Nr. | UNINA-9910480823203321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education - United States
Behavior disorders in children - United States Classroom management - United States |
| ISBN |
1-4522-9328-7
1-4522-9682-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Review Your Knowledge of Students with Emotional and/or Behavioral Disorders""; ""Definition of Emotional Disturbance""; ""Causes of Emotional and Behavioral Disorders""; ""Prevalence of Emotional Disturbance""; ""Age of Onset of Emotional and Behavioral Disorders""; ""Gender Features of Emotional and Behavioral Disorders""; ""Cultural Features of Emotional and Behavioral Disorders""; ""Eligibility Criteria for Emotional Disturbance Under IDEA""
""Characteristics of Students with Emotional Disturbance""""Children with Emotional Disturbances and School-Related Concerns""; ""IDEA Exclusion of Students Who are “Socially Maladjusted�""; ""Step II - Understand the Behaviors of Students with Emotional and/or Behavioral Disorders""; ""Understanding Challenging Behaviors""; ""Understand the Difference between Symptoms and Problems""; ""Behaviors That May be Indicative of more Serious Problems""; ""Symptomatic behaviors Exhibited When a Child Has Low Levels of Tension"" ""Symptomatic behaviors Exhibited When a Child Has High Levels of Tension""""Redirecting Students to More Appropriate Behaviors""; ""Ways to Maintain Positive Changes in Student Behavior""; ""Whole-Classroom Instructional Strategies""; ""Step III - Become Culturally Competent When Working with Students with Emotional and/or Behavioral Disorders""; ""Some Tips""; ""Step IV - Understand and Apply Principles of Reinforcement When Working with Students with Emotional and/or Behavioral Disorders""; ""What is the Actual Reinforcer?""; ""Factors Affecting Reinforcer Effectiveness"" ""Checklist for Effective Reinforcement""""Possible Reinforcers""; ""Reinforcement of Appropriate Student Behavior""; ""Step V - Promote Positive Social Interactions Among Students with Emotional and/or Behavioral Disorders""; ""Why are Social Skills Important?""; ""Social-Cognitive Skill Development""; ""The Role of Social Skills at School""; ""Strategies to Foster a Sense of belonging in the Classroom""; ""Creating a Positive Classroom Climate""; ""Teaching Social Skills through Role-Playing and Observation""; ""The Classroom Teacher�s Power to Model Acceptance"" ""Promoting Positive Social Interactions among Students with and without Disabilities""""Step VI - Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students with Emotional and/or Behavioral Disorders""; ""Instructional Interventions for Active Noncompliance""; ""Instructional Interventions for Attendance Problems""; ""Instructional Interventions for Difficulty with Transitions""; ""Instructional Interventions for Disrespect to Teachers""; ""Instructional Interventions for Classroom Disruption"" ""Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior"" |
| Record Nr. | UNINA-9910797476903321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| Classroom management for students with emotional and behavioral disorders : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Mentally ill children - Education - United States
Behavior disorders in children - United States Classroom management - United States |
| ISBN |
1-4522-9328-7
1-4522-9682-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Review Your Knowledge of Students with Emotional and/or Behavioral Disorders""; ""Definition of Emotional Disturbance""; ""Causes of Emotional and Behavioral Disorders""; ""Prevalence of Emotional Disturbance""; ""Age of Onset of Emotional and Behavioral Disorders""; ""Gender Features of Emotional and Behavioral Disorders""; ""Cultural Features of Emotional and Behavioral Disorders""; ""Eligibility Criteria for Emotional Disturbance Under IDEA""
""Characteristics of Students with Emotional Disturbance""""Children with Emotional Disturbances and School-Related Concerns""; ""IDEA Exclusion of Students Who are “Socially Maladjusted�""; ""Step II - Understand the Behaviors of Students with Emotional and/or Behavioral Disorders""; ""Understanding Challenging Behaviors""; ""Understand the Difference between Symptoms and Problems""; ""Behaviors That May be Indicative of more Serious Problems""; ""Symptomatic behaviors Exhibited When a Child Has Low Levels of Tension"" ""Symptomatic behaviors Exhibited When a Child Has High Levels of Tension""""Redirecting Students to More Appropriate Behaviors""; ""Ways to Maintain Positive Changes in Student Behavior""; ""Whole-Classroom Instructional Strategies""; ""Step III - Become Culturally Competent When Working with Students with Emotional and/or Behavioral Disorders""; ""Some Tips""; ""Step IV - Understand and Apply Principles of Reinforcement When Working with Students with Emotional and/or Behavioral Disorders""; ""What is the Actual Reinforcer?""; ""Factors Affecting Reinforcer Effectiveness"" ""Checklist for Effective Reinforcement""""Possible Reinforcers""; ""Reinforcement of Appropriate Student Behavior""; ""Step V - Promote Positive Social Interactions Among Students with Emotional and/or Behavioral Disorders""; ""Why are Social Skills Important?""; ""Social-Cognitive Skill Development""; ""The Role of Social Skills at School""; ""Strategies to Foster a Sense of belonging in the Classroom""; ""Creating a Positive Classroom Climate""; ""Teaching Social Skills through Role-Playing and Observation""; ""The Classroom Teacher�s Power to Model Acceptance"" ""Promoting Positive Social Interactions among Students with and without Disabilities""""Step VI - Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students with Emotional and/or Behavioral Disorders""; ""Instructional Interventions for Active Noncompliance""; ""Instructional Interventions for Attendance Problems""; ""Instructional Interventions for Difficulty with Transitions""; ""Instructional Interventions for Disrespect to Teachers""; ""Instructional Interventions for Classroom Disruption"" ""Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior"" |
| Record Nr. | UNINA-9910816388803321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe
| Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (120 p.) |
| Disciplina | 378.76885 |
| Collana | Step-By-Step Guide For Educators |
| Soggetto topico |
Attention-deficit-disordered children - Education
Attention-deficit-disordered children - Behavior modification Classroom management |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9329-5
1-4522-9683-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Reviewing Your Current Knowledge of Students with ADHD""; ""Step II - Identifying Characteristics of Students with ADHD in Your Classroom""; ""Step III - Understand the Legal Requirements for Identification of Students with ADHD""; ""Step IV - Understanding the Evaluation Procedures used in the Assessment of Students with ADHD""; ""Step V - Understanding How Students with ADHD are Diagnosed""; ""Step VI - Identifying Treatment Options for Students with ADHD""
""Step VII - Understanding the Key Components to Effective Classroom Management for Students with ADHD""""Step VIII - Implementing Academic Instruction Techniques""; ""Step IX - Implementing Behavioral Intervention Techniques""; ""Step X - Implementing Classroom Accommodation and Modification Techniques""; ""Glossary""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910480822403321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe
| Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (120 p.) |
| Disciplina | 378.76885 |
| Collana | Step-By-Step Guide For Educators |
| Soggetto topico |
Attention-deficit-disordered children - Education
Attention-deficit-disordered children - Behavior modification Classroom management |
| ISBN |
1-4522-9329-5
1-4522-9683-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Reviewing Your Current Knowledge of Students with ADHD""; ""Step II - Identifying Characteristics of Students with ADHD in Your Classroom""; ""Step III - Understand the Legal Requirements for Identification of Students with ADHD""; ""Step IV - Understanding the Evaluation Procedures used in the Assessment of Students with ADHD""; ""Step V - Understanding How Students with ADHD are Diagnosed""; ""Step VI - Identifying Treatment Options for Students with ADHD""
""Step VII - Understanding the Key Components to Effective Classroom Management for Students with ADHD""""Step VIII - Implementing Academic Instruction Techniques""; ""Step IX - Implementing Behavioral Intervention Techniques""; ""Step X - Implementing Classroom Accommodation and Modification Techniques""; ""Glossary""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910797316403321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe
| Classroom management techniques for students with ADHD / / Roger Pierangelo, George Giuliani ; acquisitions editor Allyson Sharp ; cover designer Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (120 p.) |
| Disciplina | 378.76885 |
| Collana | Step-By-Step Guide For Educators |
| Soggetto topico |
Attention-deficit-disordered children - Education
Attention-deficit-disordered children - Behavior modification Classroom management |
| ISBN |
1-4522-9329-5
1-4522-9683-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Reviewing Your Current Knowledge of Students with ADHD""; ""Step II - Identifying Characteristics of Students with ADHD in Your Classroom""; ""Step III - Understand the Legal Requirements for Identification of Students with ADHD""; ""Step IV - Understanding the Evaluation Procedures used in the Assessment of Students with ADHD""; ""Step V - Understanding How Students with ADHD are Diagnosed""; ""Step VI - Identifying Treatment Options for Students with ADHD""
""Step VII - Understanding the Key Components to Effective Classroom Management for Students with ADHD""""Step VIII - Implementing Academic Instruction Techniques""; ""Step IX - Implementing Behavioral Intervention Techniques""; ""Step X - Implementing Classroom Accommodation and Modification Techniques""; ""Glossary""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910807657903321 |
|
Pierangelo Roger
|
||
| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Frequently asked questions about response to intervention / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe
| Frequently asked questions about response to intervention / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
| Autore | Pierangelo Roger |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2008 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 371.9 |
| Collana | Step-By-Step Guide For Educators |
| Soggetto topico |
Remedial teaching
Learning disabled children - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4522-9684-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Step I - Making Sense of the Basic Principles of RTI""; ""Question #1: What is Response to Intervention (RTI)?""; ""Question #2: What is the Purpose of RTI?""; ""Question #3: Why is RTI Important?""; ""Question #4: What are Other Benefits of RTI?""; ""Question #5: Is RTI a “New Approach�?""; ""Question #6: When Did RTI become “Law�?""; ""Question #7: Why was there a Movement for a Change Toward RTI?""; ""Question #8: What are the Core Principles of RTI?""
""Question #9: What is a Tiered Service-Delivery Model?""""Question #10: What is the Three-Tier Model?""; ""Question #11: What is the Focus of Tier 1?""; ""Question #12: What is the Focus of Tier 2?""; ""Question #13: What is the Focus of Tier 3?""; ""Question #14: Does RTI Always Have to be Three-Tiered?""; ""Question #15: Is RTI Just Applicable to Special Education?""; ""Question #16: What are Some Conditions and Activities of RTI?""; ""Question #17: Is There Federal Funding to Support RTI-Related Activities?""; ""Question #18: Does RTI Address Challenging Behavior?"" ""Question #19: Does a School District�s “Child Find� Obligations Change within RTI Systems?""""Question #20: Is Family Involvement an Important Component for Successful RTI Programs?""; ""Question #21: Can RTI Promote Optimal Learning?""; ""Question #22: What is Fidelity?""; ""Question #23: Does Implementation of RTI Methods Require a Serious Commitment?""; ""Question #24: What Does the RTI Process Mean for Teachers?""; ""Question #25: What Do Teachers Need in Terms of Professional Development and RTI?"" ""Step II - Understanding Why RTI Plays an Important Role in the Determination of Specific Learning Disabilities""""Question #26: How Does IDEA 2004 Define a Specific Learning Disability?""; ""Question #27: How Have Children Been Identified under the Category of Specific Learning Disabilities?""; ""Question #28: What Events Led to Changes in LD Identification in IDEA 2004?""; ""Question #29: Why Replace the Discrepancy Model with RTI?""; ""Question #30: What are Major Issues Related to the use of the Concept of Ability-Achievement Discrepancy? Why Change?"" ""Question #31: Why was RTI Considered in the Process of SLD Determination?""""Question #32: Today, What Role Should RTI Play in the Identification of Children with a Specific Learning Disability?""; ""Question #33: Can RTI be Used as the Sole Determinant for SLD Classification?""; ""Question #34: Are There Other Indicators of LDs That are More Valid and Reliable?""; ""Question #35: If Authorities Believe Underlying Processing Disorders are the Cause of Learning Disabilities, Why Doesn�t IDEA 2004 Include a Model Based on Measuring Processing Problems?"" ""Question #36: In the Big Picture, How Does RTI Fit into the Determination of LD Process?"" |
| Record Nr. | UNINA-9910480824503321 |
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Pierangelo Roger
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| Thousand Oaks, California : , : Corwin Press, , 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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