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Identifying Children with Special Needs: Checklists and Action Plans for Teacher
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eBay-Artikelnr.:133021287409
Artikelmerkmale
- Artikelzustand
- Neuwertig
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- “slight shelf wear”
- ISBN
- 9781412915946
- EAN
- 9781412915946
Über dieses Produkt
Product Identifiers
Publisher
Corwin Press
ISBN-10
1412915945
ISBN-13
9781412915946
eBay Product ID (ePID)
46923513
Product Key Features
Number of Pages
200 Pages
Publication Name
Identifying Children with Special Needs : Checklists and Action Plans for Teachers
Language
English
Publication Year
2005
Subject
Special Education / General, Teaching Methods & Materials / General
Type
Textbook
Subject Area
Education
Format
Hardcover
Dimensions
Item Height
0.7 in
Item Weight
24.1 Oz
Item Length
11 in
Item Width
8.5 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2005-014841
Dewey Edition
22
Reviews
'¬SA useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators.", A useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators.", bA useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators." -- Karen Trevorrow, Psychologist, A useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators., SA useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators.", eoeA useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators.", The straightforward checklists provided give classroom teachers confidence to move students towards the therapeutic act of identification., A useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators." -- Karen Trevorrow, Psychologist, These checklists will not only provide valuable information to guide planning and programming, but will also serve as a focal point for discussion with families and professionals., This book is easy to read and should become a handy teacher's reference guide, not just to generate information on signs of a disability, but to lend guidance on what one should consider when attempting to teach in a way that will allow students to be successful learners., 'eoeA useful, quick, and easy-reference resource for school psychologists, teachers, and student welfare coordinators.", Offering general definitions of 17 common disabilities, guidelines for handling teacher concerns about students, and specific references, this volume would be a helpful addition to any professional collection.
Illustrated
Yes
Dewey Decimal
371.9
Table Of Content
AcknowledgmentsAbout the AuthorIntroduction: Background to the ChecklistsA Word About IDEAIDEA Disability Categories Sec. 300.7 (20 U.S.C. 1401[3][A] and [B]; 1401 [26])Reference1. The Special Education Disability Identification ProcessUsing the ChecklistsReferences2. Which Checklist to Use?How to Use the ChartsScenario Illustrating Use of the Charts3. Autism Spectrum Disorders (ASD)Definition of Autism: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistsThe Autism ChecklistAutismRecommended Further ReadingReferences for AutismThe Asperger Syndrome ChecklistAsperger DisorderRecommended Further ReadingReferences for Asperger Syndrome4. Emotional or Behavioral Disorders and Emotional DisturbanceDefinition of Emotional Disturbance: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistsThe Anxiety Disorder ChecklistAnxiety DisorderRecommended Further ReadingReferences for Anxiety DisorderThe Selective Mutism ChecklistSelective MutismRecommended Further ReadingReferences for Selective MutismThe Child and Adolescent Depression ChecklistDepressionRecommended Further ReadingReferences for DepressionThe Conduct Disorder ChecklistConduct DisorderRecommended Further ReadingReferences for Conduct DisorderThe Oppositional Defiant Disorder ChecklistOppositional Defiant DisorderRecommended Further ReadingReferences for Oppositional Defiant Disorder5. Mental RetardationDefinition of Mental Retardation: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistThe Mental Retardation ChecklistMental RetardationRecommended Further ReadingReferences for Mental Retardation6. Other Health DisabilitiesDefinition of Other Health Impairment: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistsThe Attention-Deficit Disorder (Inattentive Type) ChecklistThe Attention-Deficit/Hyperactivity Disorder ChecklistAttention-Deficit DisorderRecommended Further ReadingReferences for Attention-Deficit Disorder and Attention-Deficit/Hyperactivity DisorderThe Tourette's Syndrome ChecklistTourette's SyndromeRecommended Further ReadingReferences for Tourette's Syndrome7. Specific Learning DisabilityDefinition of Specific Learning Disability: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistThe Specific Learning Disability ChecklistSpecific Learning DisabilityRecommended Further ReadingReferences for Specific Learning Disability8. Speech or Language ImpairmentDefinition of Speech or Language Impairment: Individuals With Disabilities Education Act (IDEA)How to Use the ChecklistThe Speech or Language Impairment ChecklistSpeech or Language ImpairmentRecommended Further ReadingReferences for Speech or Language Impairment9. Other Special NeedsHow to Use the ChecklistsThe Giftedness ChecklistGiftednessRecommended Further ReadingReferences for GiftednessThe Immaturity ChecklistImmaturityRecommended Further ReadingReferences for ImmaturityThe Low Self-Esteem ChecklistLow Self-EsteemRecommended Further ReadingReferences for Low Self-EsteemThe Child Abuse ChecklistThe Abused Child or AdolescentRecommended Further ReadingReferences for Child AbuseThe Developmental Coordination Disorder and Dyspraxia ChecklistDevelopmental Coordination Disorder and DyspraxiaRecommended Further ReadingReferences for Developmental Coordination Disorder and Dyspraxia10. Warning Signs of Sensory ImpairmentWarning Signs of Hearing ImpairmentWarning Signs of Visual ImpairmentIndex
Synopsis
Use this insightful text to identify students with disabilities, comply with the law, and ensure that these students get the attention and services they need., Learn how to quickly and easily identify students with disabilities in your classroom! If youre a general education teacher with little or no experience in special education, identifying children and adolescents with potential disabilities may seem an impossible task. Until now! Drawing from her experience as an educational psychologist, and general education and special education teacher, Glynis Hannell offers guidelines to help you quickly recognize and categorize the specific characteristics of autism spectrum disorders, emotional-behavioral disorders, cognitive disabilities, speech or language impairment, health-related disabilities, and more. Using the practical checklists and resources in this guide, teachers can quickly and accurately gather key information to determine whether or not individual students need specialized assessment, attention, and services while complying with the law. Organized according to IDEA and internationally accepted criteria, this must-have resource for every classroom shows educators how to Quickly record important information and avoid writing time-consuming reports Incorporate the day-to-day observations of parents and/or therapists Track significant changes over time Recognize the symptoms and underlying causes of specific disorders Know when and how to refer a student for further assessment Request and prepare for an intervention or IEP team meeting Address the learning and environmental needs of students with specific disorders/disabilities in the inclusive or general education classroom setting Discover the telltale signs of specific disabilities and equip yourself with the tools you need to ensure that all of your students receive the services they need to succeed!, Learn how to quickly and easily identify students with disabilities in your classroom! If you're a general education teacher with little or no experience in special education, identifying children and adolescents with potential disabilities may seem an impossible task. Until now! Drawing from her experience as an educational psychologist, and general education and special education teacher, Glynis Hannell offers guidelines to help you quickly recognize and categorize the specific characteristics of autism spectrum disorders, emotional-behavioral disorders, cognitive disabilities, speech or language impairment, health-related disabilities, and more. Using the practical checklists and resources in this guide, teachers can quickly and accurately gather key information to determine whether or not individual students need specialized assessment, attention, and services while complying with the law. Organized according to IDEA and internationally accepted criteria, this must-have resource for every classroom shows educators how to Quickly record important information and avoid writing time-consuming reports Incorporate the day-to-day observations of parents and/or therapists Track significant changes over time Recognize the symptoms and underlying causes of specific disorders Know when and how to refer a student for further assessment Request and prepare for an intervention or IEP team meeting Address the learning and environmental needs of students with specific disorders/disabilities in the inclusive or general education classroom setting Discover the telltale signs of specific disabilities and equip yourself with the tools you need to ensure that all of your students receive theservices they need to succeed!
LC Classification Number
LC4019.H363 2006
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