This book will provide you with the process and the tools to help you make a difference in the academic progress and social development of the students you teach. [...] If there are many, examine your records and note the day of the week and the day in the school’s cycle. [...] Next, note the exact behaviors, such as the words the student used to chal- lenge your authority, the nature of the fight between two students, the gist of the argument between you and the student, or the actions observed during a temper tantrum. [...] The final observations to record are the consequences of the behaviors or how the incident was resolved. [...] At the meeting, the parents may state that they have similar concerns and may approve the testing; however, the parents may not want the child to undergo any tests at this time.
Authors
- Bibliography, etc. Note
- Includes bibliographical references and index
- Control Number Identifier
- CaOOCEL
- Date published
- 2013.
- Description conventions
- rda
- Dewey Decimal Classification Number
- 371.9/043
- Dewey Decimal Edition Number
- 23
- Distributor
- Canadian Electronic Library (Firm),
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382869 9781551388526
- LCCN
- LC3965
- LCCN Item number
- D86 2013eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (160 pages)
- Published in
- Ottawa, Ontario
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00233246 (OCoLC)860709304 (CaOOCEL)446341
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Preface 8
- Chapter 1: Observing Students 10
- Know Your Students 10
- Academic Performance in Elementary Students 11
- What to Focus On in Junior-High and High-School Students 14
- Disruptive, Withdrawn, or Unusual Behaviors 16
- Cautionary Notes on Making Observations of Students 17
- Referring Students for Testing 19
- Chapter 2: Formulating Goals, Developing Strategies 20
- The Real Problem Identified 20
- The Reason Behind the Behavior 21
- Recognition of Gifts 23
- Translating Goals into Adaptations 24
- Introduction of Coping Strategies 25
- Ways to Address Disruptive Behavior 27
- Encouragement for Enrichment 29
- Responding Appropriately to Student Needs 30
- Chapter 3: Implementing and Reviewing the Action Plan 31
- Jointly Making Decisions Based on Plan Outcomes 31
- Steps Towards Success 32
- The Value of Positive Reinforcement 33
- Opportunities to Shine 40
- Key Principles Distilled from the Case Studies 42
- Chapter 4: Differentiated Instruction 45
- Making Learning Accessible to All 45
- How to Use Differentiated Instruction in Your Classroom 46
- What the DI Strategies Are 47
- Getting Started with Differentiated Instruction 54
- Chapter 5: Learning Disabilities 59
- Causes of Learning Disabilities 59
- Types of Learning Disabilities 60
- The Effects of Learning Abilities on General Academic Performance 62
- Characteristics of Elementary Students with Learning Disabilities 62
- Ways to Help Elementary Students Learn 65
- Ways to Help Junior-High and High-School Students Learn 74
- Create an Enabling Environment 80
- Chapter 6: Behavioral Disorders 81
- Acting-out Behaviors 81
- Twenty-Five Ways to Minimize Behavior Problems in Your Classroom 83
- Attention Deficit Hyperactivity Disorder 87
- What to Look for in Students Suspected of Having ADHD 88
- How to Help Students with ADHD 88
- Notice Various Behaviors — and Examine Your Own 91
- Chapter 7: Giftedness 92
- Current Approaches to Determining Giftedness 92
- How to Enrich the Learning of Gifted Students 93
- Encourage All of Your Students 96
- Chapter 8: Intellectual and Developmental Disabilities 97
- Characteristics of Students with Mild Intellectual Disability 97
- How to Help Students with Mild Intellectual Disability 98
- Model Patience and Respect 102
- Chapter 9: Mental Illness 103
- Anxiety Disorders and How to Help Students Who Have Them 103
- Depression and How to Help Students Who Have It 106
- Chapter 10: Sensory Impairments 108
- What Visual Impairment Is 108
- Teaching Students with Visual Impairment 109
- What Hearing Impairment Is 112
- How to Work with Students Who Are Hearing Impaired 114
- Use Multisensory Aids 115
- Chapter 11: Autism Spectrum Disorder 116
- Symptoms of Students with ASD 116
- Working with Students Who Have ASD 117
- Chapter 12: Fetal Alcohol Spectrum Disorder 122
- Symptoms of Students with FASD 122
- General Teaching Strategies for Students with FASD 123
- Chapter 13: Other Disabilities 126
- Tourette Syndrome 126
- How to Help Students with Tourette Syndrome 127
- Epilepsy 127
- How to Help Students with Epilepsy 129
- Brain Injury 129
- How to Help Students Who Have a Brain Injury 130
- Physical Disabilities 131
- How to Help Students with Physical Disabilities 132
- Understand Your Students’ Disabilities 133
- Chapter 14: Working with Parents 134
- Communicating with Parents of Elementary Students 134
- Communicating with Parents of Secondary Students 136
- Discussing a Problem with Parents 136
- How Parents Interact with Their Children’s School 138
- Chapter 15: Smooth Transition Planning 140
- Transition to Kindergarten 140
- Transitions to a New Classroom 141
- Transition to Junior- or Senior-High School 142
- Transition to Postsecondary Education, Employment, or Community Living 142
- An Eye on the Possibilities 144
- Appendices 145
- References 155
- Index 157
- A 157
- B 157
- C 158
- D 158
- E 158
- F 158
- G 159
- H 159
- I 159
- J 159
- K 159
- L 159
- M 160
- N 160
- O 160
- P 160
- Q 160
- R 160
- S 161
- T 161
- U 161
- V 161
- W 161
