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Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

First Edition
By: Jill A. Lindberg, Michele Flasch Ziegler, Lisa Barczyk

Foreword by Lou Brown

Help ensure the best possible outcomes for learners with significant disabilities!

Using an easy-to-read format, this invaluable resource provides teachers with common-sense ideas and strategies to help promote full participation, educational equity, and self-sufficiency for all students, particularly those with significant disabilities. Readers will find charts, graphs, sample forms, Web-based resources, and practical techniques to adopt or modify for learners with special needs. Topics include:

Organizing students and the classroom
Building academic and functional skills
Preparing for transitions
Working with support staff
Communicating with parents and caregivers
Lesson planning and creating IEPs

Full description

Look Inside

Product Details

Grade Level: PreK-12, Elementary, Secondary
ISBN: 9781412958196
Published By: Corwin
Year: 2008
Page Count: 144
Publication date: March 25, 2014

Price: $39.95

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For Instructors

Request Review Copy

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Description

"A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas."
—Paula Kluth, Educational Consultant
Common Schools Consulting

"This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides clearly stated expectations."
—Mary Reeve, SPED Director
Gallup-McKinley County Public Schools, NM

Help ensure the best possible outcomes for learners with significant disabilities!

Today's diverse classrooms challenge even the most experienced teachers. Using an easy-to-read format, this resource offers tools and techniques that teachers can use to reach all learners, particularly those with more significant disabilities, and give them the support they need to succeed.

In this invaluable resource, teachers will find common-sense ideas and strategies to help promote full participation, educational equity, and self-sufficiency for students with significant disabilities. Readers will find charts, graphs, sample forms, Web-based resources, and practical techniques to adopt or modify for learners with or without special needs. Topics include:

Organizing students and the classroom
Building academic and functional skills
Preparing for transitions
Working with support staff
Communicating with parents and caregivers
Assistive technology
Lesson planning and creating IEPs

Perfect for new or experienced teachers, administrators, teacher trainers, parents, or anyone else who works with children, the strategies in this guide help ensure that all students have access to the education they want and deserve.

Key features

For new teachers and their mentors
50 simple, teacher-tested, easy-to-use strategies, each needing five steps or fewer for implementation
Browsable table of contents guides readers to the strategies they need
Offers strategies for getting ready for the day, organizing students and classroom, academic planning, functional skills planning, planning transitions, working with suppport staff, communicating with parents and caregivers, and much more.

Author(s)

Jill A. Lindberg

Jill A. Lindberg retired from Milwaukee Public Schools in June 2003 and is currently a supervising teacher for the University of Wisconsin-Milwaukee. Her teaching experience includes six years as a mentor teacher, assisting both general and special education teachers in Milwaukee Public Schools. She has taught students with specific learning disabilities, students with emotional/behavior disabilities, and students with hearing impairment. She has coauthored five books in the Common-Sense Classroom Management series with educators from the Milwaukee area. She has a degree in exceptional education from the University of Wisconsin-Milwaukee.

Michele Flasch Ziegler

Michele Flasch Ziegler has 19 years of experience in teaching, administration, and teacher training. Her teaching experiences included working as a high school classroom teacher for students with intellectual disabilities and as a transition teacher for the Madison, Wisconsin Metropolitan School District. She also assisted in coordinating services and offering technical support to teachers working in the K-12 intellectual disabilities program in Indianapolis Public Schools. Currently, she is an assistant professor at Cardinal Stritch University in Milwaukee, Wisconsin. In an effort to continually expand opportunities and the quality of life for individuals with intellectual disabilities, she continues to support schools and families that include individuals with diverse needs. She has a PhD in special education from the University of Wisconsin–Madison, as well as a master’s degree in education administration from Indiana University.

Lisa Barczyk

Lisa Barczyk is a physical therapist with 22 years of professional experience in school-based pediatric practice. After graduating from Marquette University, she took a position with Milwaukee Public Schools as a staff physical therapist, and for the past 12 years has served as the supervisor of occupational and physical therapy. In that role, she has developed and provided specialized training and support to teachers, therapists, and teaching assistants of students with significant and multiple challenges.

Table of Contents

Foreword by Lou Brown

Preface

About the Authors

Introduction and Overview

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

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

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

4. Academic Planning

Inclusion, Least Restrictive Environment (LRE), and IDEIA

Academic and Content Standards and Writing Individual Education Plans (IEPs)

Curriculum, Instructional, and Assessment Planning

Inclusive Instructional Strategies and Adaptations

Active Participation Versus Presence Only in the Classroom

Collaboration and Team Planning

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

6. 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

7. Understanding Behavior

Communication

Determining Cause and Supporting the Student

Developing a Support Plan for Difficult Behaviors in Different Settings

Shaping Behavior and Rewards

8. Working With Related Service Providers and Other Support Staff

Defining Related Services

Models of Service Delivery

Teacher Tips for Working With Related Service Providers

Finding Time for Collaboration

Role of the Occupational Therapist

Role of the Physical Therapist

Role of the Speech and Language Pathologist

Working With Other Support Personnel

9. Communication With Parents and Guardians

Developing a Positive Relationship With Parents or Guardians

Coordinating School and Home Expectations

Ongoing Communication Strategies

IEP Team Meetings

Parent-Teacher Conferences

10. Transition

Parent and Student Involvement

Transition in Early Development

School-Age Transitions

Identifying Adaptive Equipment Needs

Developing Postsecondary Goals

Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals

Determining Community Resources

References

Index

Reviews

“A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas.”

Paula Kluth, Educational Consultant
Common Schools Consulting

“This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides clearly stated expectations.”

Mary Reeve, SPED Director
Gallup-McKinley County Public Schools, NM

Other Titles in: Classroom Management & Student Behavior | Special Education

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.