Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities
- Jill A. Lindberg - Education Consultant
- Michele Flasch Ziegler - Cardinal Stritch University
- Lisa Barczyk - Milwaukee Public Schools
Foreword by Lou Brown
"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.
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| Communication |
| Determining Cause and Supporting the Student |
| Developing a Support Plan for Difficult Behaviors in Different Settings |
| Shaping Behavior and Rewards |
| 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 |
| Developing a Positive Relationship With Parents or Guardians |
| Coordinating School and Home Expectations |
| Ongoing Communication Strategies |
| IEP Team Meetings |
| Parent-Teacher Conferences |
| 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 |
“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.”
“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.”
HEOA Compliance
Available formats
| ISBN: 9781412958189 | Hardcover | Suggested Retail Price: $62.95 | Bookstore Price: $50.36 |
| ISBN: 9781412958196 | Paperback | Suggested Retail Price: $31.95 | Bookstore Price: $25.56 |
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