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

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