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10 critical components for success in the special education classroom / (Record no. 2500)

MARC details
000 -LEADER
fixed length control field	05314cam a2200349 i 4500
001 - CONTROL NUMBER
control field	18035014
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190919154258.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	140207s2014 cau b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2014001869
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781483339160 (alk. paper)
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Language of cataloging	eng
Transcribing agency	DLC
Description conventions	rda
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LC3969.45
Item number	.R65 2014
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.904 3 ROH S
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Rohrer, Marcia.
245 10 - TITLE STATEMENT
Title	10 critical components for success in the special education classroom /
Statement of responsibility, etc.	Marcia Rohrer, Nannette Samson.
246 3# - VARYING FORM OF TITLE
Title proper/short title	Ten criticial components for success in the special education classroom
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture	Thousand Oaks, California :
Name of producer, publisher, distributor, manufacturer	Corwin,
Date of production, publication, distribution, manufacture, or copyright notice	[2014]
300 ## - PHYSICAL DESCRIPTION
Extent	xvi, 213 pages ;
Dimensions	24 cm
336 ## - CONTENT TYPE
Content type term	text
Source	rdacontent
337 ## - MEDIA TYPE
Media type term	unmediated
Source	rdamedia
338 ## - CARRIER TYPE
Carrier type term	volume
Source	rdacarrier
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface<br/>Acknowledgments<br/>About the Authors<br/>Introduction<br/>1. Physical Arrangement of the Classroom<br/>Rationale<br/>Benefits of a Well-Designed Classroom<br/>Well-Defined Areas Clarify Student Expectations<br/>The 10-Minute Rule<br/>Arranging Your Classroom<br/>Required Areas<br/>Home Base<br/>Group Instruction Area<br/>Teacher Work Area<br/>Transition Area<br/>Student Schedule Area<br/>Work Station<br/>Technology Area<br/>Additional Areas<br/>Arts and Crafts, Eating, and Cooking Areas<br/>Personal Hygiene<br/>Sensory Area<br/>Recreation and Leisure Activity Area<br/>Getting Started<br/>Summary<br/>Real-Life Applications<br/>2. Organization of Materials<br/>Rationale<br/>Organizing Classroom Materials<br/>What supplies will you need?<br/>What stays and what goes?<br/>Where will materials be located?<br/>Group by academic subject<br/>Group by frequency of use<br/>Safety considerations<br/>Organizing Student's Materials<br/>Summary<br/>Real Life Applications<br/>3. Schedules<br/>Rationale<br/>The Three Types of Schedules<br/>Building a Foundation for Your Schedules<br/>Daily Classroom Schedule<br/>Creating Your Classroom Schedule<br/>Posting the Classroom Schedule<br/>Using the Daily Classroom Schedule<br/>Staff Assignment Schedule<br/>Individual Student Schedules<br/>The Importance of Symbolic Communication Forms<br/>Creating Student Schedules<br/>Student Schedule Formats and Locations<br/>Teaching Students to Use Schedules<br/>Summary<br/>Real-Life Applications<br/>4. Visual Strategies<br/>Rationale<br/>What Are Visual Strategies?<br/>The Importance and Benefits of Visual Strategies<br/>Creating Visual Strategies<br/>Consider the Student's Communication Level<br/>Using Visual Strategies<br/>As Reminders<br/>Schedules<br/>Calendars<br/>Behavioral Cues<br/>Communication Supports<br/>Summary<br/>Real-Life Expectations<br/>5. Behavioral Strategies<br/>Rationale<br/>Determing the Need for Behavioral Inteventions<br/>Conducting a Functional Behavior Assessment<br/>Define the Behavior<br/>Gather Information About the Behavior<br/>Review Records<br/>Conduct Interviews<br/>Collect Baseline Data<br/>Look for Patterns of Behavior<br/>Make a Hypothesis about the Function of the Behavior<br/>Identifying Behavioral Goals and Objectives<br/>Developing a Behavioral Intevention Plan<br/>Defining Consequences<br/>Meaningful Reinforcers<br/>Edibles as Reinforcers<br/>Nonedibles as Reinforcers<br/>Punishment<br/>Strategies to Change Behavior<br/>Implementing the Behavioral Intervention Plan<br/>Summary<br/>Real-Life Applications<br/>6. Goals, Objectives, and Lesson Plans<br/>Rationale<br/>Legal Foundation<br/>Annual Goals and Objectives<br/>Develop a Present Level of Academic Achievement<br/>The Need for Data Collection<br/>Methods for Collecting Data<br/>Special Factors and the Individualized Education Program<br/>Write the Annual Goals and Objectives<br/>Lesson Plans<br/>Lesson Plan Elements<br/>Monitoring Student Progress: Your Grading System<br/>Summary<br/>Real-Life Applications<br/>7. Instructional Strategies<br/>Rationale<br/>Instructional Considerations<br/>Age-Appropriate Materials and Activities<br/>Variety Increases Interest<br/>Sensory Needs<br/>Instructional Methods and Strategies<br/>Direct Instruction<br/>Applied Behavior Analysis<br/>Grouping Students<br/>Social Stories<br/>Having a Substitute Teacher<br/>Work Stations<br/>Station Rotation<br/>Community-Based Instruction<br/>Summary<br/>Real-Life Applications<br/>8. Communication Systems and Strategies<br/>Rationale<br/>The Speech and Language Pathologist<br/>Communication Throughout the Day<br/>Teaching Social Skills<br/>The Use of Schedules and Communication<br/>Communication and Assistive Technology<br/>Communication and Behavior<br/>Summary<br/>Real-Life Applications<br/>9. Communication with Parents<br/>Rationale<br/>Setting Up a System for Parent Communication<br/>Student-Generated Daily Communication to Parents<br/>Keeping Communication Meaningful and Helpful<br/>Documentation<br/>Parental Involvement<br/>Summary<br/>Real-Life Applications<br/>10. Related Services and Other School Staff<br/>Rationale<br/>Important Information About Related Services<br/>Related Services Defined<br/>Who Qualifies for Related Services?<br/>Direct Versus Indirect Services<br/>Service Delivery Models<br/>Other School Staff<br/>Summary<br/>Real-Life Applications<br/>Putting It All Together<br/>Resources<br/>Glossary and Acronym Guide<br/>Forms<br/>Index
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Special education teachers
General subdivision	Training of.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Special education teachers
General subdivision	In-service training.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Samson, Nannette.
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	Stack text books

Holdings
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	Date last checked out	Price effective from	Koha item type
		Dewey Decimal Classification			19/3	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	25/11/2021	1	371.904 3 ROH S	20568	05/03/2022	02/03/2022	25/11/2021	Stack text books