Teaching in a Special Education Classroom: A Step-by-Step Guide for Educators

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Overview

Designed for professionals working in a resource room, self-contained special education classroom, or inclusive setting, this step-by-step guide helps new teachers in special education get their careers off to the right start and offers experienced teachers supportive information to help improve classroom practice.

Experts Roger Pierangelo and George Giuliani review all aspects of special education teaching, from how to get to know your students before school starts to writing end-of-the-year reports. Aligned with the reauthorization of IDEA 2004, this guidebook provides practical guidelines for appropriate classroom design, includes a complete glossary, and examines critical issues such as Gathering information on students' educational and medical backgrounds and Individual Educational Programs (IEPs), Meeting with parents, aides, mainstream teachers, and service providers, Addressing and evaluating factors that affect learners' performance and adapting the curriculum, Managing a classroom of students with specific disabilities and applying instructional interventions, Understanding grading options.

Teaching in a Special Education Classroom offers straightforward advice to make the school year more productive for you and your students.

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Editorial Reviews

Ramona Marquez
"Offers many helpful strategies and suggestions not only for the novice teacher, but an experienced teacher as well. Easy to read, it describes how to set up different types of classroom environments, where to go to get additional information, how to work with parents, how to end the school year, and more. I felt motivated and ready to go into the classroom."
John Fry
"An extensive overview of what to expect as a beginning special education teacher. This book would have been useful at the beginning of my career."
Teri Fechter
“Provides a great deal of useful information in one concise book. The tips and strategies provided will help any teacher grow professionally.”
Nicole Chiarello-Guyon
“Probably one of the best books I’ve read that guides special educators from the beginning of the year to the end.”
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Product Details

  • ISBN-13: 9781412917841
  • Publisher: SAGE Publications
  • Publication date: 5/22/2008
  • Edition description: New Edition
  • Pages: 120
  • Sales rank: 1,266,780
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.30 (d)

Meet the Author

Roger Pierangelo is anassociate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology.Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education.

Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, Ph D from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Seriesfor Special Educators.

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giulianiearned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology.Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and Psy D from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

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Table of Contents


Preface     xi
Acknowledgments     xiii
About the Authors     xv
What to Do Before the School Term Begins: Getting to Know Your Students     1
Designing and Setting Up Your Classroom     11
Designing the Special Education Classroom     11
Station-Oriented Model     11
Child-Oriented Model     13
Teacher-Oriented Model     13
Setting Up Your Inclusion Classroom     13
Helpful Sites for Information on Setting Up a Classroom     16
Evaluating Existing Materials     16
Meeting With Parents and Staff Members     19
Communicating With Parents     19
Learn How to Conduct Effective Parent Conferences     19
Communicating With Parents for Primary Inclusion Teachers     22
Communicating With Parents for Secondary Inclusion Teachers     24
Meeting With Your Assistant Teacher or Aide Before School Begins (Special Education Class)     25
Meet With Your Inclusion Team Teacher (Inclusion Class)     27
Communicating With Related-Service Providers (All Settings)     29
Communicating With Your Student's Regular Education Teachers (Resource Room Teachers)     30
Communicating With the Mainstreaming Team and Classroom Teachers(Self-Contained Class)     32
Factors Affecting Curriculum Performance for Students With Special Needs     35
Factors Affecting Curriculum     36
Academic Factors     36
Environmental Factors     37
Intellectual Factors     38
Language Factors     38
Medical Factors     39
Perceptual Factors     40
Psychological Factors     40
Social Factors     42
Adapting the Curriculum for Students With Special Needs     43
What Are Curriculum Adaptations?     43
Examples of Curriculum Adaptation     44
Assessing Student Progress     45
Ways to Adapt the Curriculum     46
Strategies for Adapting Tests and Quizzes     49
Adapting Response Mode     51
Classroom Management of Children With Specific Disabilities     53
Students With Learning Disabilities     54
Adjust the Means of Presentation and Evaluation     54
Students With Mental Retardation     56
Techniques for Teaching Children With Mental Retardation     56
Vocational and Career Skill Development     58
Students With Emotional Disabilities     59
Helping the Student Complete Classwork Assignments     59
Students With Attention Deficit/Hyperactivity Disorder     59
Organization     59
Academic Skills     60
Apply Instructional Interventions for Specific Behaviors Exhibited in the Classroom by Students With Emotional and/or Behavioral Disorders     61
Instructional Interventions for Active Noncompliance     61
Examples of Behavior     61
Desired Alternative Behavior(s)     62
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     62
Instructional Interventions for Attendance Problems     63
Examples of Behavior     63
Desired Alternative Behavior(s)     63
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     63
Instructional Interventions for Difficulty With Transitions     65
Examples of Behavior     65
Desired Alternative Behavior(s)     65
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     65
Instructional Interventions for Disrespect to Teachers     66
Examples of Behavior     66
Desired Alternative Behavior(s)     66
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     67
Instructional Interventions for Classroom Disruption     67
Examples of Behavior     67
Desired Alternative Behavior(s)     68
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     68
Instructional Interventions for Failure to Accept Responsibility for Own Behavior and/or Consequences for Misbehavior     69
Examples of Behavior     69
Desired Alternative Behavior(s)     69
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     69
Instructional Interventions for Interpersonal Relationships With Peers     70
Examples of Behavior     70
Desired Alternative Behavior(s)     70
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     70
Instructional Interventions for Out-of-Control Behaviors     71
Examples of Behavior     71
Desired Alternative Behavior(s)     71
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     71
Instructional Interventions for Passive Resistance     71
Examples of Behavior     71
Desired Alternative Behavior(s)     72
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     72
Instructional Interventions for Not Respecting Property or Personal Space of Others     73
Examples of Behavior     73
Desired Alternative Behavior(s)     73
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     73
Instructional Interventions for Verbal Aggression     74
Examples of Behavior     74
Desired Alternative Behavior(s)     74
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     74
Instructional Interventions for Verbal Outbursts     75
Examples of Behavior     75
Desired Alternative Behavior(s)     75
General Instructional Strategies That Might Be Useful in Teaching the Desired Behavior(s)     75
Understanding Grading Options for Students With Special Needs     77
Grading Options     77
Reporting to Parents     79
Developing Cooperative Educational Plans for Your Students     85
End-of-School-Year Responsibilities     89
Triennial Evaluation Reports     89
Annual Review Meetings     90
Declassification Considerations and Procedures     92
Extended School Year (ESY) Services     93
End-of-School-Year Reports     95
Final Summary     96
Glossary     97
References     99
Index     101
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