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Student Teacher to Master Teacher : A Practical Guide for Educating Students with Special Needs

ISBN: 9780131173118 | 0131173111
Edition: 4th
Format: Paperback
Publisher: Pearson
Pub. Date: 4/27/2005

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SummaryTable of Contents
For student teaching courses in special education and as a supplement in a methods course covering mild disabilities. It also works well for special ed capstone courses. The fourth edition of Student Teacher to Master Teacher: A Practical Guide for Educating Students with Special Needs, confronts the challenges special education teachers are facing in becoming reflective, certified professionals. This text prepares future educators, practicing teachers, and alternative certification professionals with the demands educators will experience in sp... MORE
Field Experiences with Students with Mild to Moderate Disabilities
1(30)
A Professional Glimpse
2(2)
Students with Mild ... MORE
4(7)
Categories of Mild to Moderate Disabilities
5(5)
Category-Free Descriptions
10(1)
How Special Education Services Are Delivered
11(6)
Continuum of Services
11(3)
Inclusive Education
14(3)
Roles and Responsibilities
17(8)
University Supervisor
17(1)
Cooperating or Mentor Teacher
18(2)
Practicum Student
20(5)
Preparing for a Successful Practicum Experience
25(1)
Summary
26(1)
Activities to Extend Your Knowledge
27(1)
Point and Click About the Profession
27(1)
References
28(3)
Legal Aspects of Special Education
31(28)
A Professional Glimpse
32(1)
Legal Basis of Educational Rights for Students with Disabilities
33(8)
Specific Legislation
34(3)
Specific Litigation
37(1)
Legal Principles
38(2)
Central Issues
40(1)
Major Components of the Federal Law
41(8)
Full Range of Services
42(1)
Suspensions, Expulsions, and Alternative Interim Educational Placements
43(1)
Incentives for the LRE
43(1)
IEP Development and Access to the General Educational Curriculum
44(1)
Assessment, Referral, Evaluation, and Placement
44(2)
Procedural Safeguards
46(3)
Related Legislation
49(4)
Americans with Disabilities Act of 1990 (ADA)
49(1)
Section 504 of the Rehabilitation Act of 1973
50(1)
No Child Left Behind Act of 2002 (NCLB)
51(2)
How Teachers Can Demonstrate Implementation of the Special Education Laws
53(4)
Major Challenges, Legal and Professional Responsibilities of Special Education Teachers
53(4)
Summary
57(1)
Activities to Extend Your Knowledge
57(1)
References
57(2)
Setting Up for Instruction
59(30)
A Professional Glimpse
60(1)
Designing the Physical Environment
61(4)
Public and Private Space
64(1)
Furniture
64(1)
Easy Lines of Vision
64(1)
Storage of Instructional Materials
64(1)
Aesthetics
65(1)
Managing Instructional Time
65(6)
Levels of Instructional Time
65(1)
Strategies for Time Management
66(5)
Scheduling Activities and Grouping Students
71(4)
Scheduling Activities
72(3)
Grouping Students
75(1)
Formulating Meaningful and Relevant Rules and Procedures
75(5)
Introducing Rules and Procedures
78(1)
Maintaining the Integrity of Rules and Procedures
79(1)
Developing Routines and Procedures
80(1)
Coordinating Resources
80(4)
Using the IEP as a Living and Working Document
81(1)
Keeping Files and Materials Organized and Accessible
82(1)
Using Technology-Based Resources Appropriately
82(1)
Preparing a Substitute Teacher's Packet
82(1)
Being Aware of School- and Community-Based Support Services
83(1)
Summary
84(1)
Activities to Extend Your Knowledge
85(1)
Point and Click About the Profession
85(1)
References
86(3)
Classroom Assessment Practices for Instruction
89(36)
A Professional Glimpse
90(2)
Purposes for Classroom Assessment
92(6)
Identify Students' Entry-Level Competencies
92(4)
Monitor Students' Performance During Instruction
96(1)
Determine Students' Mastery of Competencies
97(1)
Monitor Students' Maintenance and Generalization of Competencies
98(1)
Principles of Assessment
98(3)
Principle 1: Critical Skills Are Selected for Assessment
98(1)
Principle 2: Data Are Collected in a Systematic Manner
99(2)
Principle 3: Data on Student Performance Are Collected Frequently
101(1)
Approaches to Classroom Assessment
101(7)
Authentic, Performance, and Portfolio Assessment
102(5)
Curriculum-Based Assessment
107(1)
The Apply Framework for Developing Classroom Assessments
108(12)
Analyze the Curriculum
108(1)
Prepare Items to Meet the Curriculum Objectives
109(1)
Probe Frequently
110(1)
Load Data Using a Graph Format
110(1)
Yield to Results---Revisions and Decisions
111(1)
Apply Case Study 1: Fractions and Decimals
112(3)
Apply Case Study 2: High School Essays
115(3)
Apply Case Study 3: Sight Word Recognition
118(2)
Grading Practices
120(1)
Summary
120(1)
Activities to Extend Your Knowledge
121(1)
Point and Click About the Profession
121(2)
References
123(2)
Planning for Instruction
125(36)
A Professional Glimpse
126(1)
Reasons for Planning
127(1)
Planning Increases the Probability of Effective Teaching
127(1)
Planning Increases Confidence, Security, and Direction
128(1)
Planning Helps Establish Good Habits
128(1)
Developmental Aspect of Lesson Planning
128(1)
Relationship of Planning to the Diagnostic Teaching Model
128(3)
Strategic and Tactical Planning
131(1)
Components of Successfully Planned Lessons
132(14)
Prerequisite Skills
132(1)
Instructional Objectives
133(3)
Instructional Activities and Materials to Be Used
136(5)
Methods to Evaluate Lessons
141(2)
Adaptations and Modifications
143(1)
Anticipated Problems
144(1)
Self-Evaluation of Lesson Plans
144(2)
Lesson-Plan Formats
146(8)
Daily Lesson Plans
147(6)
Unit Plans
153(1)
Strategic Planning for Inclusive Programming
154(3)
Lesson Plans and Computer Technology
156(1)
Summary
157(1)
Activities to Extend Your Knowledge
157(1)
References
158(3)
Delivering Instruction
161(48)
A Professional Glimpse
161(2)
Direct Instruction and Guided Discovery Learning: Principles for Effective Instruction
163(21)
Direct Instruction
164(5)
Teaching Models Related to Teacher-Directed Instruction
169(6)
Guided Discovery Learning
175(4)
Teaching Models Related to Guided Discovery Learning
179(5)
Procedures for Presenting Subject Matter
184(4)
Presentation of Conceptual Knowledge
184(3)
Presentation of Academic Rules
187(1)
Learning Stages
188(5)
Acquisition (Introduction and Discrimination)
190(1)
Fluency Building
191(1)
Maintenance
192(1)
Generalization
192(1)
Lesson Development
193(5)
Initiating a Lesson
193(2)
Engaging Students During Instruction
195(3)
Closing a Lesson: Ending Review
198(1)
Lesson Format for Direct Instruction and Guided Discovery Learning Approaches
198(3)
Acquisition Stage---Introduction
198(1)
Acquisition Stage---Discrimination
199(1)
Fluency-Building Stage
199(1)
Maintenance Stage
200(1)
Generalization Stage
200(1)
When to Use Specific Elements of Effective Instruction
201(2)
Teaching Concepts and Academic Rules Using the DI and GDL Models
201(1)
Stages of Learning
201(2)
Lesson Development
203(1)
Summary
203(1)
Activities to Extend Your Knowledge
204(1)
References
205(4)
The Paperwork
209(42)
A Professional Glimpse
210(1)
Developing Useful Paperwork: A Rationale
211(3)
Typical Procedures Used for Screening---Prereferral
214(10)
Screening---Prereferral Process
214(1)
Present Educational Setting
214(1)
Classroom Diversity
215(1)
Data Collection by Multiple Professionals
216(1)
Prereferral Strategy Implementation
217(1)
Professional Observations
218(3)
MDT Meeting Results
221(2)
Summary of Present Educational Setting Documentation
223(1)
Referral and Formalized Testing
224(12)
Referral Process
225(1)
Sensory Screenings
226(2)
Consent for Individualized Testing
228(1)
Individualized Battery
228(1)
Testing Requirements
228(1)
Explanation and Interpretation of Formal Testing
228(1)
Eligibility Meeting
228(6)
Pertinent Questions About Formal Testing Results
234(1)
Summary of the Formalized Testing Situation
235(1)
Individualized Education Programs
236(7)
Consent for Placement by Parents
236(1)
Requirements of Initial Placement IEPs
236(1)
IEP Participants
236(3)
The IEP as a Working Document
239(1)
Effective IEP Meetings
239(4)
Requirements of Annually Updated IEPs
243(1)
Results and Implications of Reevaluations
243(1)
Writing Reports to Parents and to Other Professionals
243(4)
Who Can Help the Novice Teacher Understand the Ins and Outs of Paperwork?
246(1)
Summary
247(1)
Activities to Extend Your Knowledge
247(1)
Point and Click About the Profession
248(1)
References
248(3)
Positive Behavior Management and Support: Promoting Discipline and Self-Control
251(40)
A Professional Glimpse
252(1)
Comprehensive School and Classroom Management Programs
253(2)
Preventing Problem Behaviors
255(5)
Effective Instruction
256(1)
An Appropriate Management Perspective
256(2)
Preparation
258(1)
Physical Environment
258(2)
Rules, Procedures, and Behavioral Supports
260
Taking Action: Responding to Student Misbehavior
251(24)
Surface Management Techniques
251(12)
Functional Behavioral Assessments
263(8)
Consequences for Compliance and Noncompliance
271(2)
Crisis Management
273(2)
Resolving Student Misbehavior
275(5)
Generic Behavioral Strategies
275(5)
Promoting Self-Control and Problem Solving
280(2)
Self-Control
280(1)
Problem Solving
281(1)
Designing and Implementing Individual Behavior-Changing Interventions
282(4)
Rationale and Current Intervention Efforts
283(1)
Pinpointing a Target Behavior
283(1)
Selecting an Observation and Recording Procedure
283(1)
Obtaining Baseline Measures of Targeted Behavior
283(1)
Setting Goals
283(2)
Administering the Intervention
285(1)
Analyzing Results Continuously
285(1)
Completing Follow-Up and Maintenance Procedures
286(1)
Summary
286(1)
Activities to Extend Your Knowledge
287(1)
Point and Click About the Profession
287(1)
References
288(3)
Student and Family Transitions
291(32)
A Professional Glimpse
292(1)
Transitions Faced by Students and Their Families
293(20)
Transition Issues in Families of Young Children
295(1)
Early Intervention and Early Childhood Special Education
296(7)
Individualized Family Service Plans (IFSPs)
303(7)
Teachers' Work with Families
310(2)
Elementary- and Middle-School Students' Transitions
312(1)
Linking School Opportunities
313(4)
IEPs and Students' Transitions
313(1)
High School Students' Transitions
313(2)
Interagency Coordination Efforts
315(2)
Teachers' Roles as Students Age
317(2)
Facilitating the Transition Process for Older Students and Their Families
317(2)
Summary
319(1)
Activities to Extend Your Knowledge
319(1)
Point and Click About the Profession
320(1)
References
321(2)
Collaborative Programming and Consultation
323(22)
A Professional Glimpse
324(1)
Introduction
325(2)
Developing and Beginning Teachers as Recipients of Consulting Services
327(3)
Appreciating the Competence of Other Professionals
328(2)
Making the Most of Consultative Services
330(1)
Accepting Constructive Criticism
330(1)
Developing and Beginning Teachers as Providers of Consulting Services
330(4)
Collaborative Model for Consultative Processes
331(2)
Consensual Decision Making
333(1)
Balance of Control
333(1)
Interpersonal Communication Skills
334(4)
General Procedures for Collaborative Consultation
338(2)
Three Basic Procedures
338(2)
Operationalizing Conference Procedures
340(3)
Summary
343(1)
Activities to Extend Your Knowledge
343(1)
References
344(1)
The Master Teacher
345(47)
A Professional Glimpse
346(2)
Teachers' Tests
348(1)
Praxis
348(1)
Professional Preparation Standards
348(2)
Chronic Shortages
350(1)
The Job Search
350(16)
Equal Opportunity Employment Procedures
350(1)
Posting Teaching Opportunities
350(1)
Employee Searches
351(1)
Professional Application, Resume, and Cover Letter
352(3)
Professional References
355(3)
College Transcripts, Verification of Previous Employment, and Teaching Credentials
358(5)
Completed Credentials Files
363(1)
Face-to-Face Interviews
364(1)
Candidate Recommendations
365(1)
Professional Portfolios
366(2)
Professional Portfolio Purposes
366(1)
Portfolio Evidence
366(1)
Professional Portfolio Process
367(1)
Moving from Student Teacher to Master Teacher
368(13)
Cooperative Approaches
368(2)
Team Approach
370(1)
Teacher Induction Programs
370(2)
Mentoring Activities
372(1)
Working with Students' Parents, Families, or Guardians
372(3)
Making Teaming Work
375(1)
Peer Observations
376(1)
Managing Paraprofessionals
377(4)
Stress and Burnout
381(5)
Stress and Special Educators
382(1)
Signs and Signals
383(1)
Reducing Stress and Burnout
384(2)
Tips for New Teachers' Survival
386(1)
Facilitating the Master Teacher Process
386(2)
Advancement Within the Field
387(1)
Involvement in Professional Organizations
387(1)
Involvement in Professional Development Activities
387(1)
Higher Degrees
387(1)
Certifications
388(1)
What Can Teachers Do to Remain Invigorated and Committed to Their Careers?
388(1)
Summary
388(1)
Activities to Extend Your Knowledge
389(1)
References
389(3)
Appendix A CEC Code of Ethics and Standards for Professional Practice for Special Educators392(5)
Appendix B CEC Knowledge and Skill Standards Common Core397(4)
Appendix C Table of Contents Linked to CEC Common Core Standards401(4)
Index405

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