Including adolescents with disabilities in general education classrooms / (Record no. 10133)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 10696cam a22003374a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 16699665 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200319104734.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 110321s2012 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2011011757 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780135014967 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0135014964 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 043 ## - GEOGRAPHIC AREA CODE | |
| Geographic area code | n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC4031 |
| Item number | .S66 2012 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.904 6 SMI |
| Edition number | 22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Smith, Tom E. C. |
| 245 10 - TITLE STATEMENT | |
| Title | Including adolescents with disabilities in general education classrooms / |
| Statement of responsibility, etc. | Tom E. C. Smith, Barbara C. Gartin, Nikki L. Murdick. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Pearson, |
| Date of publication, distribution, etc. | c2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xviii, 350 p. : |
| Other physical details | ill. ; |
| Dimensions | 26 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | <br/>Chapter 1: Adolescents with Disabilities<br/><br/><br/><br/>Types of Development<br/><br/>Intellectual Development<br/><br/>Physical Development<br/><br/>Emotional/Psychological Development<br/><br/>Social Development<br/><br/>Moral/Ethical Development<br/><br/>Adolescents with Disabilities<br/><br/>Intellectual Disability<br/><br/>Learning Disabilities<br/><br/>Behavioral/Emotional Disorders<br/><br/>Autism Spectrum Disorders: Autism and Asperger's Syndrome<br/><br/>Low-Incidence Categories<br/><br/>Cerebral Palsy<br/><br/>Traumatic Brain Injury<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 2: Services for Adolescents with Disabilities in Middle and Secondary Schools<br/><br/><br/><br/>Introduction<br/><br/>Secondary Public Education<br/><br/>Organization of Secondary Education<br/><br/>Purpose of Secondary Schools<br/><br/>Secondary School Curricula<br/><br/>Diversity in Secondary Schools<br/><br/>Challenges in Secondary Schools<br/><br/>Teaching in Secondary Schools<br/><br/>Special Education Services in Secondary Schools<br/><br/>Traditional Services for Adolescents with Disabilities in Middle and Secondary Schools<br/><br/>Current Programming Models<br/><br/>Inclusion of Students with Disabilities in Secondary Schools<br/><br/>The Inclusion Movement<br/><br/>Rationale Supporting Inclusion<br/><br/>Advantages and Disadvantages of Inclusion<br/><br/>Parent and Teacher Support for Inclusion<br/><br/>Legal Basis for Special Education Services<br/><br/>Individuals with Disabilities Education Act<br/><br/>Section 504 and the ADA<br/><br/>Litigation and Special Education<br/><br/>Goals for Adolescents with Disabilities in Middle and Secondary Schools<br/><br/>Issues Facing Secondary Special Education<br/><br/>Dropping Out of School<br/><br/>Increasing Accountability<br/><br/>Role of Teachers<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 3: The Special Education Process in Middle/Secondary Schools<br/><br/><br/><br/>Introduction<br/><br/>Referral<br/><br/>Behaviors Suggesting Referral<br/><br/>Legal Requirements<br/><br/>Referral Meeting<br/><br/>Teacher's Role in the Referral Process<br/><br/>Response to Intervention<br/><br/>Assessment<br/><br/>Legal Requirements<br/><br/>Types of Assessment<br/><br/>Norm-References Tests<br/><br/>Criterion-Referenced Tests<br/><br/>Other Forms of Assessment<br/><br/>Selecting Types of Assessment<br/><br/>Teacher's Role in the Assessment Process<br/><br/>Determining Eligibility<br/><br/>Individualized Educational Programming<br/><br/>Legal Requirements<br/><br/>The IEP Process<br/><br/>Behavior Intervention Planning<br/><br/>Legal Requirements<br/><br/>Transition Planning<br/><br/>Legal Requirements<br/><br/>Transfer of Rights<br/><br/>Facilitating IEP Participation<br/><br/>Facilitating Parental Involvement<br/><br/>Facilitating Student Involvement<br/><br/>Teacher's Role in the IEP Process<br/><br/>Least Restrictive Environment<br/><br/>Legal Requirements<br/><br/>Continuum of Placement Options<br/><br/>Due Process<br/><br/>Role of Special Education and Classroom Teachers in the Special Education Process<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 4: Transition Programming for Adolescents with Disabilities<br/><br/><br/><br/>Introduction<br/><br/>Vertical Transition<br/><br/>Transitions Within Secondary School<br/><br/>Transitions out of School<br/><br/>Student-Centered Planning<br/><br/>Transition Curriculum<br/><br/>Postsecondary Education Goal<br/><br/>Vocational Goal<br/><br/>Postsecondary Independent Living Goal<br/><br/>Legal Requirements for Transition of Students with Disabilities<br/><br/>Transition Assessment for Planning<br/><br/>The Transition Planning Team<br/><br/>The Transition Plan<br/><br/>Age of Majority<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 5: Home/Family Collaboration Communication in a Middle/Secondary Inclusive Classroom<br/><br/><br/><br/>Introduction<br/><br/>Collaboration<br/><br/>Impact of Family Involvement<br/><br/>Standards and Family Involvement<br/><br/>Legal Mandate for Family Involvement<br/><br/>The Family<br/><br/>Characteristics of Families<br/><br/>Tips for Communicating with Families<br/><br/>Impact of a Child with Disabilities on the Family<br/><br/>Parents and Stress<br/><br/>Siblings and Stress<br/><br/>Extended Family and Stress<br/><br/>Professionals and Family Stress<br/><br/>Families from Diverse Backgrounds<br/><br/>Diversity in Family Structure<br/><br/>Tips for Working with Families with Diverse Family Structures<br/><br/>Diversity in Culture and Language<br/><br/>Tips for Working with Families with Culture and Language Differences<br/><br/>Developing a Culturally Sensitive Classroom<br/><br/>School and Family Collaboration<br/><br/>Encouraging Parental Participation<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 6: Classroom Management and Adolescents with Disabilities<br/><br/><br/><br/>Introduction<br/><br/>Components of Classroom Management<br/><br/>Organization of Classroom Space<br/><br/>Seating Arrangement<br/><br/>Classroom Climate<br/><br/>Classroom Norms<br/><br/>Developing Classroom Rules and Procedures<br/><br/>Planning and Conducting Instruction<br/><br/>Learning and Instructional Time<br/><br/>Maintaining Appropriate Behaviors<br/><br/>Positive Behavior Supports (PBS)<br/><br/>School-Wide Positive Behavioral Support<br/><br/>Empowering Students<br/><br/>Modeling Appropriate Behaviors<br/><br/>Reinforcing Appropriate Behaviors<br/><br/>Decreasing Inappropriate Behaviors<br/><br/>Responding to Minor Inattention and Misbehavior<br/><br/>Behavior Intervention Planning<br/><br/>Determining Underlying Causes<br/><br/>Punishment<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 7: Co-Teaching<br/><br/><br/><br/>Introduction<br/><br/>Cooperative Teaching Model<br/><br/>Benefits of Co-Teaching<br/><br/>Research Base for Co-Teaching<br/><br/>Before Beginning a Co-Teaching Model<br/><br/>Strengthening Co-Teaching Relationships<br/><br/>Co-Teaching Models<br/><br/>Teaming<br/><br/>One Teaching, One Observing<br/><br/>One Teaching, One Assisting<br/><br/>Station Teaching<br/><br/>Parallel Teaching<br/><br/>Alternative Teaching<br/><br/>Role of School Personnel in Co-Teaching<br/><br/>Role of Paraprofessionals<br/><br/>Role of Administration<br/><br/>Role of Other Professionals<br/><br/>Strategies Used in Implementing Co-Teaching<br/><br/>Evaluating Cooperative Teaching<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 8: Differentiated Instruction<br/><br/><br/><br/>Introduction<br/><br/>Evidence-Based Practices on Content Area Strategies<br/><br/>Differentiated Instruction<br/><br/>Key Concepts in Using Differentiation of Instruction<br/><br/>Content<br/><br/>Process<br/><br/>Product<br/><br/>Affect<br/><br/>Learning Environment<br/><br/>Implementing Differentiation of Instruction in Middle and Secondary Classrooms<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 9: Strategies Instruction<br/><br/><br/><br/>Introduction<br/><br/>Teaching Students How to Use Strategies<br/><br/>The Strategic Instruction Model (SIM)<br/><br/>Student-Focused Interventions-Learning Strategies<br/><br/>Strategies to Acquire Information<br/><br/>Strategies for Storing and Retrieving Information<br/><br/>Strategies for Expressing Learned Materials<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/>Chapter 10: Strategies for Teaching Content to Adolescents with Disabilities:<br/><br/>Reading and Language Arts<br/><br/><br/><br/>Introduction<br/><br/>Instruction in Reading<br/><br/>Phonics and Phonemic Awareness<br/><br/>Vocabulary<br/><br/>Fluency<br/><br/>Motivation<br/><br/>Instruction in Writing<br/><br/>Mechanics of Writing<br/><br/>Spelling<br/><br/>Written Expression<br/><br/>Guiding Principles for Literacy Instruction<br/><br/>Strategies to Enhance Content Literacy<br/><br/>Phonics and Phonemic Awareness<br/><br/>Comprehension<br/><br/>DR-TA (Directed Reading-Thinking Activity)<br/><br/>Directed Reading Activity (DRA)<br/><br/>ReQuest<br/><br/>List-Group-Label<br/><br/>Question-Answer-Relationship (QAR)<br/><br/>Cluster Strategies<br/><br/>Semantic Feature Analysis (SFA)<br/><br/>Context-Structure-Sound-Reference (CSSR)<br/><br/>Language Arts and English<br/><br/>Instruction in Social Studies<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 11 Strategies for Teaching Content to Adolescents with Disabilities:<br/><br/>Math and Science<br/><br/><br/><br/>Introduction<br/><br/>Teaching Math to Students with Disabilities<br/><br/>Math Standards<br/><br/>Math Instructional Ideas<br/><br/>General Math Accommodations<br/><br/>Assessing Math Skills<br/><br/>Teaching Science to Students with Disabilities<br/><br/>Traditional Science Teaching Approaches<br/><br/>Other Science Teaching Methods<br/><br/>Accessibility and Science Labs<br/><br/>Connecting Math and Science Instruction<br/><br/>Integrated Curriculum<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/>Chapter 12: Strategies for Teaching Social Skills to Adolescents with Disabilities<br/><br/><br/><br/>Introduction<br/><br/>Importance of Social Skills<br/><br/>Social Skills and Individuals with Disabilities<br/><br/>Social Skills Deficits<br/><br/>Importance of Social Skills for Students with Disabilities<br/><br/>Social Skills Instruction<br/><br/>Assessment of Social Skills<br/><br/>Social Skills and Culture<br/><br/>Strategies to Teach Social Skills<br/><br/>Level 1-Structuring a Classroom Community<br/><br/>Level ii-Specific Strategies and Curriculum for Promoting Social Competence<br/><br/>Level III-Targeted Individual Interventions<br/><br/>Planning and Implementing Social Skills Interventions<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 13: Strategies for Teaching Self-Determination Skills to Adolescents with Disabilities<br/><br/><br/><br/>Introduction<br/><br/>Self-Determination<br/><br/>Components of Self-Determination<br/><br/>Need for Self-Determination Skills<br/><br/>Teaching Self-Determination Skills<br/><br/>Self-Determination Preparation Programs<br/><br/>Student Involvement in the Educational Process<br/><br/>Age of Majority<br/><br/>Self-Determination Supports in Postsecondary Educational Settings<br/><br/>Summary<br/><br/>Activities<br/><br/>References<br/><br/><br/><br/><br/><br/>Chapter 14: Vocational/Technical Education for Adolescents with Disabilities<br/><br/><br/><br/>Introduction<br/><br/>Legislation<br/><br/>Vocational Rehabilitation<br/><br/>Special Education<br/><br/>Developmental Disabilities<br/><br/>Employment Services<br/><br/>Civil Rights<br/><br/>Assessing Vocational Needs of Adolescents with Disabilities<br/><br/>Vocational Assessment: Data Gathering<br/><br/>Vocational Assessment: Future Environments<br/><br/>Application of Academic Content to Real-Life Situations<br/><br/>Vocational Programs for Adolescents with Disabilities<br/><br/>School-Based Vocational Training<br/><br/>Postsecondary Education<br/><br/>Summary<br/><br/>Activities<br/>References<br/>Name Index<br/>Subject Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Youth with disabilities |
| General subdivision | Education (Secondary) |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Inclusive education |
| Geographic subdivision | United States. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Gartin, Barbara C. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Murdick, Nikki L. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-11/5 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 19/03/2020 | 371.904 6 SMI | 18931 | 19/03/2020 | 19/03/2020 | Reference text books |