Special Education
Special Education Sections:
SPED GENERAL:
General Books
General Videos & CDs:
Title
|
|
Antisocial Behavior In School (Evidence-Based Practices) |
Author |
|
Hill M. Walker, Elizabeth Ramsey, Frank M. Gresham |
Publisher |
|
Wadsworth/Thomson Learning |
Copyright |
|
2004 |
Description |
|
This book examines antisocial behavior in all its destructive manifestations adverse social outcomes. Specifically, we describe the negative impact of antisocial behavior patterns on those children and youths who display them, their targets, and on the schools that must deal with them-often unsuccessfully. |
Reference Number |
|
SP100 |
Title
|
|
Changing Canadian Schools (Perspectives on Disability and Inclusion) |
Author |
|
Gordon L. Porter and Diane Richler |
Publisher |
|
The Roeher Institute |
Copyright |
|
1991 |
Description |
|
This practical and inspiring book provides and important contribution to the Canadian and international literature on educational reform-not just for children with disabilities but for all children. |
Reference Number |
|
SP101 |
Title
|
|
Exceptional Children and Youth |
Author |
|
Nancy Hunt / Kathleen Marshall |
Publisher |
|
Houghton Mifflin Co. |
Copyright |
|
|
Description |
|
|
Reference Number |
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SP102 |
Title
|
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Helping Students with Diabetes Management |
Author |
|
Dorothy Botsch Wishnietsky and Dan H. Wishnietsky |
Publisher |
|
Phi Delta Kappa |
Copyright |
|
2004 |
Description |
|
This book presents an overview of diabetes, the specifics of diabetes management, surveys of diabetes management in the current school environment, and specific models and guidelines for student diabetes management. |
Reference Number |
|
SP103 |
Title
|
|
Improving Math Achievement of At-Risk Learners |
Author |
|
Sandra L. Bryan and Adriane E.L. Dorrington |
Publisher |
|
Phi Delta Kappa |
Copyright |
|
2004 |
Description |
|
Improving Math Achievements of At-Risk Learners helps teachers to understand the nature of mathematics and teach it. |
Reference Number |
|
SP104 |
Title
|
|
Managing Chronic Illness in the Classroom |
Author |
|
Dorothy Botsch Wishnietsky and Dan H. Wishnietsky |
Publisher |
|
Phi Delta Kappa |
Copyright |
|
1996 |
Description |
|
This book is designed to help teachers and administrators understand the special needs of students with a chronic illness, how to recognize health events that may interfere with learning, and how to intervene when appropriate. |
Reference Number |
|
SP105 |
Title
|
|
Off Track, When Poor Readers Become “Learning Disabled”
|
Author |
|
Louise Spear-Swerling and Robert J. Sternberg |
Publisher |
|
Westview Press |
Copyright |
|
1998 |
Description |
|
Off Track describes what the authors feel is wrong with the field of learning disabilities, reviews research, examines historical context, and focuses on how children with reading disabilities are defined and identified in schools. The authors masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disability industries.
|
Reference Number |
|
SP106 Cross Reference: Reading: RE141 |
Title
|
|
Parent’s Guide to Special Education in Missouri |
Author |
|
Melodie Friedebach |
Publisher |
|
Missouri Department of Elementary and Secondary Education |
Copyright |
|
2002 |
Description |
|
This guide was developed to provide information concerning the rights and responsibilities of parents of a child with a disability as defined in the Missouri State Plan for Special Education. |
Reference Number |
|
SP107 |
Title
|
|
Understanding Students with
Asperger’s Syndrome |
Author |
|
Lisa Fine and John W. Myers |
Publisher |
|
Phi Delta Kappa |
Copyright |
|
2004 |
Description |
|
The child with Asperger’s syndrome requires modifications in the classroom environment, instructional process, and
teacher’s expectations if he or she is going to succeed in school. This booklet gives guidance for teachers and school administrators to do this successfully. |
Reference Number |
|
SP108 |
Title
|
|
A Short Guide to Special Education Due Process |
Author |
|
Thomas P. Lombardi and Barbara L. Ludlow |
Publisher |
|
Phi Delta Kappa Educational Foundation |
Copyright |
|
2004 |
Description |
|
There are two aspects of Due Process. This fastback explains school and parent procedures, the roles and responsibilities of school personnel, family representatives, the hearing officer, and witness preparation of the Process Hearings. It discusses preventing due process hearings, and the possible outcomes of due process hearings. |
Reference Number |
|
SP109FB |
Title
|
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Special Education in Multicultural Contexts
|
Author |
|
Margret A. Winzer & Kasper Mazurek
|
Publisher |
|
Prentice Hall |
Copyright |
|
1998 |
Description |
|
This book was written for teachers and those intervening with students with special needs in regular classrooms, special education settings, and other contexts as well as those with allied disciplines such as psychology, counseling, administration, and early childhood. It addresses areas that are relatively novel to our field: the impact on a child’s interactions and learning when a diverse cultural or linguistic background is joined to a disabling condition or giftedness.
|
Reference Number |
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SP110 Cross-Reference ESL117 |
Title
|
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Cultural Diversity in Our Schools
|
Author |
|
Patricia L. Marshall
|
Publisher |
|
Wadsworth Group |
Copyright |
|
2002 |
Description |
|
This book explores the construct of race/ethnicity and its impact on all aspects of the teaching-learning process. In short, the focus of this book is on teachers primarily and students secondarily. It aims to facilitate critical questioning among teachers of all experiential levels and cultural backgrounds by examining the complexity of some of the more salient issues of the teaching-learning process in U.S. schools.
- Part One: Understanding Self: Diversity in Schools and the Outlooks of Teachers;
- Part Two: Understanding Learners: Diverse Backgrounds and Worldviews of Students;
- Part Three: Understanding Teaching: Techniques and Strategies for Diverse Classroom Contexts;
- Part Four: Understanding Schools: Diverse Dynamics That Impact Teachers Effectiveness.
|
Reference Number |
|
SP111 Cross-Reference ESL118 |
Title
|
|
Vocabulary Plus K-8 – A Source-Based Approach
|
Author |
|
Alleen Pace Nilsen & Don L.F. Nilsen
|
Publisher |
|
Pearson Education, Inc. |
Copyright |
|
2004 |
Description |
|
Features:
- Ready-to-photography workshop pages in every chapter are easy to use and serve as conversation topics.
- Photographs of student work and of students at work at the beginning of each chapter provide a quick glance at the possibilities for hands-on, multi-sensory activities.
- Background reading for the teacher in each chapter.
- Open-ended End-of-chapter activities in every chapter.
- Suggestions for eliciting participation from students in each chapter.
- Connections of word study with the development of higher order thinking skills in each chapter.
|
Reference Number |
|
SP112 Cross-Reference ESL119 |
Title
|
|
Assessment Accommodations for Diverse Learners
|
Author |
|
David S. Goh
|
Publisher |
|
Pearson Education, Inc. |
Copyright |
|
2004 |
Description |
|
This book presents a systematic discussion of the use of assessment accommodations with two types of learners who have many assessment issues in common – students with disabilities and students from linguistically diverse backgrounds (ELLs).
Recent years have witnessed an increasing use of accommodations in school assessment, especially in large-scale achievement testing. This concise and practical text provides a balanced discussion on professional use of assessment accommodations and empirical research on the effects of various accommodations.
|
Reference Number |
|
SP113 Cross-Reference ESL120 |
Title
|
|
English Language Learners With Special Education Needs
|
Author |
|
Alfredo J. Artiles & Alba A. Ortiz, Editors
|
Publisher |
|
Center for Applied Linguistics & Delta Systems Co., Inc. |
Copyright |
|
2002 |
Description |
|
This book describes the challenges involved in identifying placing, teaching, and assessing English language learners with special education needs. It describes model programs and approaches, including early intervention programs, assessment methods, parent/school collaboration, and native and dual language instruction. All students deserve an education that meets their individual needs and capitalizes on their strengths.
|
Reference Number |
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SP114 Cross-Reference ESL121 |
Title
|
|
Special Education, Multicultural Education, and School Reform
|
Author |
|
Cheryl A Utley & Festus E. Obiakor
|
Publisher |
|
Charles C. Thomas Publishers, LTD. |
Copyright |
|
2001 |
Description |
|
The neglect of students with disabilities in school reform and restructuring initiatives continues to be problematic for multicultural learners. The authors discuss research focused on poverty, race, and cultural diversity and their impact on students with mild disabilities. The demographic realities of society, linguistic diversity, emotional/behavioral disorders, mild mental retardation, specific learning disabilities, result-based education, school consultation and collaboration are examined. Also discussed are current issues affecting the education of multicultural students with mild disabilities, the selection of appropriate service delivery options in inclusion settings, the implementation of effective instructional programs, and the utilization of services by families. They offer practical solutions to create partnerships between multicultural students, their families, local service providers, general and special educators, and community members.
|
Reference Number |
|
SP115 Cross-Reference ESL122 |
Title
|
|
Literacy Assessment of Second Language Learners
|
Author |
|
Sandra Rollins Hurley & Josefina Villamil Tinajero
|
Publisher |
|
Allyn & Bacon |
Copyright |
|
2001 |
Description |
|
The contributing authors take the position that teachers must skillfully connect teaching, learning, and assessment in meaningful ways. Assessment measures, therefore, need to be designed for use as an integral part of instruction – not as a separate, add-on procedure – so that assessment does not take away from instructional time. The main goal of the authors is to provide teachers, particularly those within grade K to 8 settings, theoretical and practical information about assessment.
|
Reference Number |
|
SP116 Cross-Reference ESL123.1 & 123.2 |
Title
|
|
No Child Left Behind Act of 2001 – Public Law 107-110
|
Author |
|
U.S. Department of Education
|
Publisher |
|
The National Clearinghouse for English language Acquisition & Language Instruction Educational Programs |
Copyright |
|
2002 |
Description |
|
Title I: Improving the Academic Achievement of the Disadvantaged.
|
Reference Number |
|
SP117 Cross-Reference ESL124 |
Title
|
|
Developing Cross-Cultural Competence – Second Edition – A Guide for Working with Children and Their Families
|
Author |
|
Eleanor W. Lynch & Marci J. Hanson – Editors
|
Publisher |
|
Paul H. Brooks Publishing |
Copyright |
|
1998 |
Description |
|
This updated second edition offers practical advise. With insight from their own racial, cultural, and linguistic backgrounds, the chapter authors contribute wisdom and bout the influence of different cultures on people’s beliefs, values, and behaviors. Their knowledge helps professionals learn how to embrace diversity in intervention services and foster respectful and effective interactions with people of many cultures.
With new case examples and helpful appendices explaining courtesies, customs, events, practices, and vocabulary, this book supports professionals and students in understanding and accommodating the needs of a diverse population.
|
Reference Number |
|
SP118 Cross-Reference ESL125 |
Title
|
|
One Child, Two Languages
|
Author |
|
Margret A. Winzer & Kasper Mazurek
|
Publisher |
|
Prentice Hall |
Copyright |
|
1998 |
Description |
|
This book was written for teachers and those intervening with students with special needs in regular classrooms, special education settings, and other contexts as well as those with allied disciplines such as psychology, counseling, administration, and early childhood. It addresses areas that are relatively novel to our field: the impact on a child’s interactions and learning when a diverse cultural or linguistic background is joined to a disabling condition or giftedness.
|
Reference Number |
|
SP119 Cross-Reference ESL126 |
Title
|
|
Diversity & Developmentally Appropriate Practices – Challenges for Early Childhood Education
|
Author |
|
Bruce L. Mallory & Rebecca S. New, Editors
|
Publisher |
|
Teachers College, Columbia University |
Copyright |
|
1994 |
Description |
|
This timely book offers critiques of early childhood education and developmentally appropriate practices. The editors seek to expand the current definition of developmentally appropriate practices to include alternative theoretical and practical perspectives necessary for addressing the needs of young children with cultural and developmental differences.
Of particular interest to early childhood and special education teachers and teacher educators, school and day care administrators, and policy makers, this book serves as an excellent supplemental text to graduate and undergraduate courses.
|
Reference Number |
|
SP120 Cross-Reference ESL127 |
Title
|
|
Authentic Assessment for English Language Learners – Practical Approaches for Teachers
|
Author |
|
J. Michael O’Malley & Lorraine Valdez Pierce
|
Publisher |
|
Addison-Wesley Publishing Company |
Copyright |
|
1996 |
Description |
|
Here is a practical guide for teachers, teacher trainers, administrators, and assessment specialists who work ESL/bilingual students of all grade levels. This book provides:
- a comprehensive selection of practical, effective strategies for assessing oral language, reading, writing, and the content areas
- solid, research-based framework linking assessment to instruction
- reproducible checklists, rating scales, and rubrics that can be adapted for local assessment needs
- practical approaches for using portfolios, self-assessment, and peer assessment, accompanied by guidelines for grading practices.
|
Reference Number |
|
SP121 Cross-Reference ESL128 |
Title
|
|
Language Minority Students with
Disabilities
|
Author |
|
Leonard M. Baca & Estella Almanza
|
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1991 |
Description |
|
This book discusses the preparation needed by schools and school personnel to meet the needs of limited-English-proficient students with disabilities.
|
Reference Number |
|
SP122 Cross-Reference ESL129 |
Title
|
|
No Child Left Behind Act of 2001 – Title III – Public Law 107-110
|
Author |
|
U.S. Department of Education
|
Publisher |
|
The National Clearinghouse for English language Acquisition & Language Instruction Educational Programs |
Copyright |
|
2002 |
Description |
|
Title III: Language Instruction for Limited English Proficient and Immigrant Students.
|
Reference Number |
|
SP123 Cross-Reference ESL130 |
Title
|
|
Culturally and Linguistically Diverse Professionals in Special Education: A Demographic Analysis
|
Author |
|
Judy L. Wald
|
Publisher |
|
The National Clearinghouse for Professions in Special Education |
Copyright |
|
1996 |
Description |
|
This paper focuses on identifying some of the underlying issues associated with the supply and demand of culturally and linguistically diverse teaching professionals – particularly special educators representing diverse populations. Some the the issues discussed may also apply to related service professions such as physical therapy, occupational therapy and speech-language pathology.
|
Reference Number |
|
SP124 Cross-Reference ESL131 |
Title
|
|
cultural and linguistic diversity and IDEA – An Evaluation Resource Guide
|
Author |
|
Center for Innovations in Special Education (CISE)
|
Publisher |
|
Center for Innovations in Special Education (CISE) |
Copyright |
|
1999 |
Description |
|
This guide was developed because the Missouri DESE convened a committee of educators experienced in the area of CLD to answer questions regarding how to evaluate children whose primary language is not English to determine if they are eligible for special education or First Steps.
It provides introductory information on developmental/cultural issues and evaluation of CLD Children. While much of the information in the document may be useful for determining instruction and strategies, the primary focus of this guide is on helping teams determine if a child is eligible under the Individuals and Disabilities Education Act (IDEA).
|
Reference Number |
|
SP125 Cross-Reference ESL132 |
Title
|
|
Determining Appropriate Referrals of English Language Learners to Special Education: A Self-Assessment Guide for Principals
|
Author |
|
Council for Exceptional Children
|
Publisher |
|
Council for Exceptional Children |
Copyright |
|
2002 |
Description |
|
This guide is designed to provide principals and others a general overview of the issue so they may review their programs for sign of disproportionality. To this end, the guide presents information on the following subjects:
- Self-assessment information;
- Issues related to communicating with English language learners and their families;
- Many schools are using Teacher Assistance Teems. Included is a section on what these teams are and how they operate.
- Process of assessment, eligibility, and the development of the Individualized Education Program (IEP).
- Instruction and professional development.
|
Reference Number |
|
SP126 Cross-Reference ESL133 |
Title
|
|
Special Education…a service, not a place – Evaluation and Assessment in Early Childhood Special Education: Children Who Are Culturally and Linguistically Diverse
|
Author |
|
Kristine Slentz
|
Publisher |
|
Special Education, Office of Superintendent of Public Instruction |
Copyright |
|
1997 |
Description |
|
This manual is designed to provide procedures and resources for assessing birth to 6 year olds who are culturally and linguistically diverse. Information on language learning, the impact culture on behavior, information-gathering strategies, tests, and the referral process has been summarized from a variety of sources. The resources are intended to guide the evaluation of children who have immigrated from other countries, live in communities that have maintained non-Anglo cultural traditions, and speak primarily other than English.
Although the emphasis is on evaluation of young children for special education eligibility, the procedures outlined can, and should also be applied to assessment for IEP/EFSP development and monitoring.
|
Reference Number |
|
SP127 Cross-Reference ESL134 |
Title
|
|
Developing Cultural Competence in Early Childhood Assessment
|
Author |
|
Susan M. Moore & Janet Beatty & Clara Perez-Mendez – University of Colorado at Boulder
|
Publisher |
|
– |
Copyright |
|
1995 |
Description |
|
This manual serves as a supplement to the Screening and Evaluation Process guidelines, developed by the Child Find Project in 1993 and funded through the Colorado Department of Education (CDE).
|
Reference Number |
|
SP128 Cross-Reference ESL135 |
Title
|
|
Teaching Second Language Learners With Learning Disabilities – Strategies for Effective Practice
|
Author |
|
J. Dixon Hearne
|
Publisher |
|
Academic Communication Associates, Inc. |
Copyright |
|
2000 |
Description |
|
This book is aimed at a wide audience of readers in the fields of special education, speech-language pathology, bilingual-ESL education, and general education as a practical resource for elementary school teachers, learning disabilities teachers and other special educators, bilingual teachers and coordinators, and elementary school administrators seeking to provide instructional leadership in these areas.
The book includes a brief history of the field of learning disabilities (LD), a discussion of parallels between the LD field and bilingual education, and an examination of emerging theories on second language acquisition. It offers extensive information about teaching and learning models and a host of promising practices for students.
|
Reference Number |
|
SP129 Cross-Reference ESL136 |
Title
|
|
Vocabulary Improvement Program for English Language Learners and Their Classmates – 6th Grade
|
Author |
|
Teresa Lively & Diane August & Maria Carlo & Catherine Snow
|
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2003 |
Description |
|
Research studies how that students’ vocabulary knowledge strongly correlates with their success in reading comprehension. Give your sixth graders the crucial vocabulary practice they need – in just 20 to 30 minutes per day – with this innovative program that combines teacher-directed instruction with cooperative group learning and individual activities.
The lessons in this 18-week curriculum were developed around readings from New Kids in Town, by Janet Bode, and two articles on immigration adapted from the New York Times (passages included in the manual) so that your students encounter the target words embedded in literature.
|
Reference Number |
|
SP130 Cross-Reference ESL137 |
Title
|
|
Multicultural Students With Special Language Needs – 2nd Edition – Practical Strategies for Assessment and Intervention
|
Author |
|
Celeste Roseberry-McKibbin
|
Publisher |
|
Academic Communication Associates, Inc. |
Copyright |
|
2002 |
Description |
|
This book is written to help school professionals develop a better understanding of linguistically and culturally diverse students so that they can work effectively with children who have special learning needs. The book is based on research from a number of disciplines, including anthropology, linguistics, second language acquisition, health care, sociology, communicative disorders, bilingual/multicultural education, and special education. The goal is to provide a multidisciplinary, well-rounded, and comprehensive view of LCD students.
|
Reference Number |
|
SP131 Cross-Reference ESL138 |
Title
|
|
Vocabulary Improvement Program for English Language Learners and Their Classmates – 5th Grade
|
Author |
|
Teresa Lively & Diane August & Maria Carlo & Catherine Snow
|
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2003 |
Description |
|
Research studies how that students’ vocabulary knowledge strongly correlates with their success in reading comprehension. Give your fifth graders the crucial vocabulary practice they need – in just 20 to 30 minutes per day – with this innovative program that combines teacher-directed instruction with cooperative group learning and individual activities.
The lessons in this 18-week curriculum were developed around readings from New Kids in Town, by Janet Bode, and two articles on immigration adapted from the New York Times (passages included in the manual) so that your students encounter the target words embedded in literature.
|
Reference Number |
|
SP132 Cross-Reference ESL139 |
Title
|
|
AIM for the BEST: Assessment and Intervention Model for the Bilingual Exceptional Students
|
Author |
|
Alba A. Ortiz & Cheryl Yellich Wilkinson & Phyllis Robertson-Courtney & Millicent I. Kushner & Charlene Rivera
|
Publisher |
|
– |
Copyright |
|
1991 |
Description |
|
This is a handbook for teachers and planners from the Innovative Approaches Research Project. It describes an innovative instructional/intervention model that represents a promising approach to the education of language minority students.
As one of four handbooks produced to document and disseminate the findings of the Innovative Approaches Research Project (IARP), this handbook provides information about the IARP comprehensive service-deliver program for exceptional language minority children, implemented in a school district in the southwestern part of the United States.
|
Reference Number |
|
SP133 Cross-Reference ESL140 |
Title
|
|
Meeting the Needs of Limited English Proficient Students in General and Special Education
|
Author |
|
Phyllis Robertson – Univ. of Texas at Austin
|
Publisher |
|
DESE |
Copyright |
|
1996 |
Description |
|
Topics for this Spring Workshop:
- What Leaders of Successful Change Do
- Implementing a Service Delivery System for Language Minority Students
- Creating a Positive School Climate Through Incorporation of Students’ Language and Culture
- Effective Instruction in Regular and Special Education
- Examples of Effective Instructional Strategies
- Assessment Practices
- The IEP Process for Language Minority Students.
|
Reference Number |
|
SP134 Cross-Reference ESL141 |
Title
|
|
Multiculturalism and Disability: A Collection of Resources and Issues
|
Author |
|
Susan O’Connor
|
Publisher |
|
Center on Human Policy – Syracuse University |
Copyright |
|
1993 |
Description |
|
Part one of this resource packet is an attempt to place disability within the larger context of multiculturalism. Within this framework we can begin to look at the multitude of salient aspects that make up the lives of people with disabilities as well as our own life. This article attempts to look at issues of discrimination that have faced many people because of race, gender, ethnicity, class, age and disability to name a few and the similarities that exist with such experiences.
The second part of the packet offers annotations of books, articles, materials and organizations dealing with issues of multiculturalism, disability, ethnicity, or poverty.
|
Reference Number |
|
SP135 Cross-Reference ESL 142 |
Title
|
|
Shadow Syndromes
|
Author |
|
John K. Ratey, MD & Catherine Johnson, PhD
|
Publisher |
|
Pantheon Books |
Copyright |
|
1997 |
Description |
|
Many people live daily lives with emotional pain of various forms, pain the recovery movement has attributed entirely to the families that bring us into this world. In this book we will be looking at what biology brings to the table, at the role biology plays in the myraid problems we have until now thought were entirely psychological. When there is anger or grief or despair or disorganization in any system, these destructive pattern originate, in part, in people’s biological makeups. The purpose of this book is to help people recognize, and understand, that biology.
|
Reference Number |
|
SP136 |
Title
|
|
Cultural Awareness Teaching Techniques – Resource Handbook Number 4
|
Author |
|
Jan Gaston
|
Publisher |
|
Pro Lingua Associates |
Copyright |
|
1984, 1992 |
Description |
|
We live in a time when the need for understanding and mutual respect across cultural boundaries is imperative. Implicit in the achievement of understanding and respect is the successful interchange between two human beings that we call communication. Language is, of course, a key component of communication, and although the accurate use of linguistic forms is necessary for effective communication, in most communicative situations, the communicators do more than simply talk to each other in grammatically well-constructed sentences; there has to be a familiarity with the culture of the language being used by the communicators.
|
Reference Number |
|
SP137 Cross-Reference ESL144 |
Title
|
|
HIV/AIDS and Child Care – Fact Book and Facilitator’s Guide
|
Author |
|
Barbara Kaiser and Judy Sklar Rasminsky
|
Publisher |
|
– |
Copyright |
|
1995 |
Description |
|
HIV/AIDS is currently far more prevalent in the U.S. than in Canada, but the issues affecting child care are similar in the two countries. This book gives directors, teachers, and parents the information and help they need to deal with these issues.
|
Reference Number |
|
SP138 |
Title
|
|
Directory of College Facilities and Services for People with Disabilities
|
Author |
|
Carol H. Thomas & James L. Thomas
|
Publisher |
|
Oryx Press |
Copyright |
|
1996 |
Description |
|
This edition provides in a logically arranged format an overview of programs and services available for students with disabilities in the postsecondary institutions within the United States, its outlying areas, and Canadian provinces. In addition to the information on special services, auxiliary aids, and access, it gives demographic data on the institutions and their populations, describes the type of institution and the degrees or certification awarded, and where possible, identifies a resource person to contact for further information. Institutions are listed alphabetically within state, territory, or province.
|
Reference Number |
|
SP139 |
Title
|
|
Adapted Aquatics Programming – A Professional Guide
|
Author |
|
Monica Lepore & G. William Gayle & Shawn Stevens
|
Publisher |
|
Human Kinetics |
Copyright |
|
1998 |
Description |
|
This is an in-depth, up-to-date text that shows instructors how to accommodate individuals with disabilities. Comprehensive in scope, the book dives into hard issues, such as inclusion, reasonable accommodations, and qualifications of personnel providing aquatic programs.
The book comes packed with information, activities, resources, and references for planning, implementing, and evaluating adapted aquatics programs.
|
Reference Number |
|
SP140 |
Title
|
|
Section 504 Forms
|
Author |
|
St. Charles City School District
|
Publisher |
|
St. Charles City School District |
Copyright |
|
– |
Description |
|
Section One – Guidelines and Procedures
Section Two – Section 504 of the Rehabilitation Act of 1973 Implementation Handbook
Section Three – Waynesville R-VI Schools Notice of Parent and Student Rights under Section 504
Section Four – Summary of screening results for Section 504
|
Reference Number |
|
SP142 |
Title
|
|
Creating Safe and Drug-Free Schools
|
Author |
|
U.S. Department of Education
|
Publisher |
|
U.S. Department of Education |
Copyright |
|
1996 |
Description |
|
Essential ingredients discussed for creating safe, orderly, drug-free schools include:
- Placing school safety high on the educational agenda
- Involving parents and citizens
- Building and developing the team
- Conducting the school site assessment
- Reviewing the law
- Creating a Safe School Plan
- Formulating a contingency plan
- Creating an educational climate
- Searching for ways to serve students and ways students can serve
- Getting the message out/communicating
- Evaluating progress
|
Reference Number |
|
SP143 |
Title
|
|
Working with Individuals who are Medically Fragile or Have Physical Disabilities – Module 6 – Student Edition
|
Author |
|
Institute on Community Integration (UAP)
|
Publisher |
|
University of Minnesota |
Copyright |
|
1995 |
Description |
|
This book should be useful to paraprofessionals and paraeducators in education as well as direct service staff in community agencies for preparing for a career or in upgrading skills while already employed. Skills needed by individuals working under a variety of titles are often similar. Our focus is on those individuals working in education, but most of the information is appropriate for others.
|
Reference Number |
|
SP144 |
Title
|
|
Working with Individuals who are Medically Fragile or Have Physical Disabilities -Module 6- Facilitator’s Edition
|
Author |
|
Institute on Community Integration (UAP)
|
Publisher |
|
University of Minnesota |
Copyright |
|
1995 |
Description |
|
This is the facilitator’s edition for SP144.
|
Reference Number |
|
SP145 |
Title
|
|
A Parent’s Guide to Down Syndrome – Toward a Brighter Future
|
Author |
|
Siegfried M. Pueschel, M.D., Ph.D., M.P.H.
|
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1990 |
Description |
|
When a child with Down syndrome is born, most parents experience feelings of overwhelming shock and disbelief. This book looks at important steps from infancy through adolescence. Readers are offered reassuring guidance, with accurate, easily understood explanations and clear information about topics important to every family of a child with Down syndrome.
|
Reference Number |
|
SP146 |
Title
|
|
Learning Styles Model: A Review of Articles and Books
|
Author |
|
Rita Dunn & Angela Klavas & Joanne Ingham
|
Publisher |
|
Learning Styles Network |
Copyright |
|
1991 |
Description |
|
Some topics covered:
- Overview of Learning Style
- The Learning Styles of Special Groups of Students
- Learning Style and Brain Processing
- A School Where Learning Styles Make a Difference.
|
Reference Number |
|
SP147 |
Title
|
|
The Accelerated Schools Resource Guide
|
Author |
|
Wendy S. Hopfenberg, Henry M. Levin, and Associates
|
Publisher |
|
Josey-Bass Publishers |
Copyright |
|
1993 |
Description |
|
This resource guide is the first comprehensive guide to the innovative practices of accelerated schools. The guide summarizes the lessons learned by the project staff in their work with a national network of accelerated schools during the first seven years of the project. It is designed to be used by a wide variety of participants as a supplement for training, as well as for discussion and guidance in the move to transform schools nationwide, Eleven chapters include detailed descriptions of the accelerated schools philosophy and process, rich vignettes, case studies, and examples from actual accelerated schools, in addition to drawings, exercises, and additional resources.
|
Reference Number |
|
SP148 |
Title
|
|
A Provider’s Guide to Transporting Students with Disabilities in Minnesota
|
Author |
|
Minnesota Department of Children, Families & Learning
|
Publisher |
|
Minnesota Educational Services |
Copyright |
|
1998 |
Description |
|
This guide was specifically designed as a reference for school district administrator of transportation and special education. Its primary purpose is to assist them in arranging for and providing special transportation for students with disabilities. This guide does not constitute legal advise.
The guide has four chapters:
- Questions ( and answers) often asked about a school district’s responsibility for special transportation;
- Situations where education or transportation variables sometimes obscure clear understanding of school district responsibility for providing the education program or special transportation;
- Funding of special transportation, including a variety of examples;
- Resource personnel who can be contacted within the Minnesota Department of Children, Families & Learning, or the Department of Public Safety
|
Reference Number |
|
SP149 |
Title
|
|
Learning Disabilities – A Competency Based Approach
|
Author |
|
Larry a. Faas
|
Publisher |
|
Houghton Mifflin Company |
Copyright |
|
1976 |
Description |
|
This self-instructional text is a comprehensive survey to theories and diagnosis of learning disabilities. Suitable for pre-service, in-service and all resource teachers in special and regular education, this competency based text features:
- cognitive and affective learning objectives;
- post tests;
- complete and up-to-date survey of diagnostic tools; and
- successfully class-tested material.
|
Reference Number |
|
SP151 |
Title
|
|
Curriculum and Methods for the Mildly Handicapped
|
Author |
|
Martha T. Radabaugh & Joseph F. Yukish
|
Publisher |
|
Allyn and Bacon, Inc. |
Copyright |
|
1982 |
Description |
|
The strengths of this text are that it is designed to provide a sequence of skills in all areas of the curriculum, including those areas that have traditionally been neglected, such as science and health/sexuality. Each skill is stated in terms that allow flexibility in adapting for the individual learning strengths and weaknesses of the mildly handicapped.
|
Reference Number |
|
SP152 |
Title
|
|
IDEA requirements for Preschoolers with Disabilities – Early Childhood Policy and Practice Guide
|
Author |
|
Sharon Walsh & Barbara J. Smith & Ross C. Taylor
|
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
2000 |
Description |
|
This IDEA early childhood policy and practice guide is provided by DEC as one of a series to assist early childhood general educators, early childhood special educators, early childhood special educators, related service providers, parents, administrators and others in understanding what IDEA now requires for young children with disabilities ages birth through 5 years and their families.
|
Reference Number |
|
SP153 |
Title
|
|
An In-Service Training Approach. . .Language Development Activities for the Educable Mentally Retarded – The Iowa State Dept.
|
Author |
|
The Iowa State Dept. of Public Instruction and The University of Iowa
|
Publisher |
|
Center Source Publications |
Copyright |
|
1970 |
Description |
|
For Primary, Intermediate and Advanced, this training approach covers activities, additional suggested activities and equipment for the following:
- Listening;
- Oral Expression;
- Handwriting; and
- Written Expression.
|
Reference Number |
|
SP154 |
Title
|
|
Tribes – A Process for Social Development and Cooperative Learning
|
Author |
|
Jeanne Gibbs
|
Publisher |
|
Center Source Publications |
Copyright |
|
1987 |
Description |
|
Who doesn’t remember the anxiety of trying to answer the teacher’s question when she called on you in class . . . the laughter or ridicule of peers when your answer was not the right one? This book goes beyond the fear of failure and shows today’s educators how to create a positive learning environment where students can build on the experience of success. For the last ten years, the Tribes Program has proven again and again the power of peer support to increase self-esteem, motivation to learn, respect and liking for teachers and school. This strategy for cooperative learning reduces disruptive behavior in classrooms and makes teaching a pleasure again. This book explains the theory and details instructions for building cooperative learning groups. One hundred and twenty activities, a resource list, bibliography, index and information on training are provided.
|
Reference Number |
|
SP155 |
Title
|
|
Helping Kids Handle Conflict – Primary Version
|
Author |
|
Pat Huggins and Lorraine Shakarian
|
Publisher |
|
Pat Huggins |
Copyright |
|
1999 |
Description |
|
The purpose of the lessons in this manual is to reduce verbal and physical violence by teaching self-control, critical thinking, negotiation, and other conflict resolution strategies. the lessons aim at increasing student knowledge of nonviolent techniques for resolving conflicts and increasing students’ ability to peacefully resolve conflict situations.
|
Reference Number |
|
SP156 |
Title
|
|
Kids With Special Needs – Information and Activities to Promote Awareness and Understanding
|
Author |
|
Veronica Getskow & Dee Konczal
|
Publisher |
|
The Learning Works, Inc. |
Copyright |
|
1996 |
Description |
|
The goal of this book is to help teachers, parents and students become comfortable with the special needs some students have. It presents both the myths and the facts about disabilities. Content centers around the following five developmental principles:
- Children notice and ask questions about disabilities;
- Children are able to see their shared abilities and similarities;
- Children need information, words and support for handling questions about their disabilities;
- Children are curious about the equipment and devices people use for specific disabilities; and
- Children may be confused about what a child or adult with a particular disability can or cannot do.
|
Reference Number |
|
SP157 |
Title
|
|
Special Education in an Era of School Reform SET
|
Author |
|
–
|
Publisher |
|
Regional Resource and Federal Center Network |
Copyright |
|
1998 |
Description |
|
INCLUDES SP158A, SP158B, AND SP158C.
|
Reference Number |
|
SP158 |
Title
|
|
Special Education in an Era of School Reform SET – An Overview
|
Author |
|
Margaret McLaughlin, Ph.D.
|
Publisher |
|
Regional Resource and Federal Center Network |
Copyright |
|
1998 |
Description |
|
Part of the Special Education in an Era of School Reform SET (SP158). Also includes SP158B and SP158C.
The purpose of this document is to introduce the concept of “systemic reform” as it is evolving in states across the U.S. The various components will be discussed and compared to current issues in the implementation of the Individuals with Disabilities Education Act (IDEA). A conceptual model for creating a unified system of reform that fully includes students with disabilities will also be described.
|
Reference Number |
|
SP158A |
Title
|
|
Special Education in an Era of School Reform SET – Accountability, Standards, and Assessment
|
Author |
|
Ronald Erickson, Ph.D.
|
Publisher |
|
Regional Resource and Federal Center Network |
Copyright |
|
1998 |
Description |
|
Part of the Special Education in an Era of School Reform SET (SP158). Also includes SP158A and SP158C.
The purpose of this document is to frame some of the critical questions being asked by educational stakeholders at both the state and local levels, to provide evidence of what we know, and to shed light on what we still need to know. The critical questions addressed in this report are clustered into three major areas: accountability systems, standards, and assessments.
|
Reference Number |
|
SP158B |
Title
|
|
Special Education in an Era of School Reform SET – Preparing Special Education Teachers
|
Author |
|
Michael Hardman, Ph.D. & John McDonnell, Ph.D. & Marshall Welch, Ph.D.
|
Publisher |
|
Regional Resource and Federal Center Network |
Copyright |
|
1998 |
Description |
|
Part of the Special Education in an Era of School Reform SET (SP158). Also includes SP158A and SP158B.
The purpose of this paper is to briefly highlight policy trends and emerging practice in the preparation of special and general education teachers consistent with school reform initiatives. We began with the call to “reinvent teacher education,” and the rationale for the development of high professional teaching standards. The heart of this paper is an examination of three principles that are driving change in the preparation of teachers for the future: (a) collaboration and cross-disciplinary training, (b) a common core of knowledge and skills for both general and special education teachers, and (c) field-based training that involves building and sustaining partnerships between higher education and the public schools. These principles are discussed in the context of current exemplary practices in various universities/colleges, states, and local education agencies.
|
Reference Number |
|
SP158C |
Title
|
|
Assistive Technology
|
Author |
|
MO DESE
|
Publisher |
|
MO DESE |
Copyright |
|
– |
Description |
|
FINISH
|
Reference Number |
|
SP159 Cross-Reference: TE105 |
Title
|
|
Achieving a Comprehensive Transition Service System |
Author |
|
|
Publisher |
|
|
Copyright |
|
|
Description |
|
|
Reference Number |
|
SP001 |
Title
|
|
Tourette Teachers Guide: A Regular Kid . . . That’s Me |
Author |
|
Tourette Syndrome Associates |
Publisher |
|
Tourette Syndrome Associates |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SP002 |
Title
|
|
Gone through any changes lately? |
Author |
|
JFK Partners / Univ. of Colorado Health Sciences Center |
Publisher |
|
Western Media Products |
Copyright |
|
– |
Description |
|
Today, more than ever, people must successfully navigate fast-paced change. This video helps them understand and deal with change in a positive way through the humorous metaphor of a favorite childhood toy. Developed for use by trainers, educators, team builders, and discussion leaders, this 4-minute video is perfect for workshops, team meetings, or training sessions on any topic involving change. |
Reference Number |
|
SP003 |
Title
|
|
Dyslexia – Find the Answers |
Author |
|
The International Dyslexia Association |
Publisher |
|
The International Dyslexia Association |
Copyright |
|
1998 |
Description |
|
Does your child have dyslexia? What is dyslexia? What are the characteristics and causes of dyslexia? How do you identify symptoms? Why is early detection important? How do children learn to read? How can IDA help parents connect the appropriate resources?This video is perfect for the parent who has just learned their child may have dyslexia or the teacher who has students with reading problems. |
Reference Number |
|
SP004 |
Title
|
|
David with Fetal Alcohol Syndrome |
Author |
|
|
Publisher |
|
Films for Science and Humanities |
Copyright |
|
|
Description |
|
David Vandenbrink seems like a normal, bright, articulate 21 year old man. There is little to suggest, on the surface, that while in his mother’s womb he suffered permanent brain damage. David suffers from fetal alcohol syndrome, a condition that went undiagnosed for the first 18 years of his life, causing confusion, anger, and pain for him and his adoptive family. The damage from FAS can be subtle or severe, resulting in a wide range of symptoms from slowed growth or disfigurement to behavioral problems including impulsiveness and aggression and the inability to grasp the consequences of one’s actions. This program provides a unique personal look at what it’s like to grow up and live with the effects of FAS through the words and experiences of a victim and his family. |
Reference Number |
|
SP005 |
Title
|
|
Depression in Children, Adolescents and the Elderly |
Author |
|
|
Publisher |
|
Visionary Products |
Copyright |
|
|
Description |
|
|
Reference Number |
|
SP006 |
Title
|
|
Inclusion: Educating All Students |
Author |
|
|
Publisher |
|
ASCD |
Copyright |
|
|
Description |
|
|
Reference Number |
|
SP007 |
Title
|
|
Kids and Stress |
Author |
|
|
Publisher |
|
Films for the Humanities and Sciences |
Copyright |
|
|
Description |
|
This program looks at how stress affects kids, at eating and sleeping disturbances; at drug and alcohol use; and at mental illness, depression, and suicide. This program also offers suggestions to relieve stress in order to enable adults to help kids and to enable kids to help themselves. |
Reference Number |
|
SP008 |
Title
|
|
Special Education for Regular Educators |
Author |
|
Melinda Maloney, Esq. |
Publisher |
|
LPR Publications |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SP009 |
Title
|
|
Equality in Education – Section 504 in Elementary and Secondary Programs |
Author |
|
University of Missouri-Columbia |
Publisher |
|
University of Missouri-Columbia |
Copyright |
|
1989 |
Description |
|
– |
Reference Number |
|
SP010 |
Title
|
|
Understanding Childhood Mental Disorders |
Author |
|
|
Publisher |
|
Nat’l Mental Association / Invisionary Production |
Copyright |
|
|
Description |
|
|
Reference Number |
|
SP011 |
Title
|
|
DeLynn’s Story |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SP016 |
Title
|
|
Memory – Developing Minds series |
Author |
|
Dr. Mel Levine |
Publisher |
|
WGBH Educational |
Copyright |
|
2002 |
Description |
|
To help children who struggle with memory difficulties, teachers and parents must first recognize where the breakdowns are occurring, then develop appropriate management strategies. Memory is divided into three systems: short-term, active working, and long-term. The systems must work together for effective learning to occur. Memory demands increase as children go through school, making the potential impact of memory breakdown more significant as children progress through the grades. |
Reference Number |
|
SP017 |
Title
|
|
Special Education Issues in Choice and Charter Schools – NASDSE Teleconference |
Author |
|
NASDSE (National Association of State Directors of Special Education, Inc. |
Publisher |
|
NASDSE |
Copyright |
|
2001 |
Description |
|
Includes the following information on ‘Charter Schools and Students with Disabilities: A National School’:
- A brief for charter school developer and operators: Serving Students with Disabilities in a Charter School;
- A brief for parents of children with disabilities: Deciding Whether to Enroll A Child With a Disability in
a Charter School;
- A brief for charter school policymakers: Policy Issues for Students with Disabilities in Charter Schools.
|
Reference Number |
|
SP018 |
Title
|
|
Getting Ready for RTI: Staff Training on Key Principles, Implementation Issues |
Author |
|
John E. McCook, Ed.D. & Joseph C. Witt, Ph.D. |
Publisher |
|
LRP Publications |
Copyright |
|
2006 |
Description |
|
— |
Reference Number |
|
SP019 |
Title
|
|
Practical Guide to Brain-Based Learning |
Author |
|
National Professional Resources, Inc. |
Publisher |
|
National Professional Resources, Inc. |
Copyright |
|
2000 |
Description |
|
– |
Reference Number |
|
SP022 |
Title
|
|
No Child Left Behind – Satellite Conference |
Author |
|
NASDSE Teleconference |
Publisher |
|
NASDSE Teleconference |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SP023 |
Title
|
|
Special Education Project and Outreach Directors Consortium |
Author |
|
Project and Outreach Directors Consortium |
Publisher |
|
Project and Outreach Directors Consortium |
Copyright |
|
– |
Description |
|
The consortium includes:
- Project Access;
- CISE: The Center for Innovations in Special Education;
- MSB: Missourians look to Missouri School for the Blind;
- MSD: The Missouri School for the Deaf and their
Resource Center on Deafness;
- TC: The Technology Center;
and
- State Schools for Severely Handicapped
The Consortium offers a wide range of opportunities and support to special educators throughout Missouri who are helping students with disabilities and their families. These services include Training & Consultation . . . Conferences . . . Child & Family Services . . . Library/Loan Services & Publication. |
Reference Number |
|
SP024 |
Title
|
|
All Kids Count – Video SET |
Author |
|
Libby Doggett, Ph.D. & Jill George |
Publisher |
|
The Arc |
Copyright |
|
1993 |
Description |
|
All Kids Count was developed as a guide to inform the child care industry about the law and to familiarize child care providers with the importance and value of including all children in regular child care settings. Child care providers can provide the opportunity of children with and without disabilities to learn from each other and ultimately become adults enjoying the reality of full inclusion.This set includes SP025A, SPO25B, SP025C, SP025D & SP025E videos. |
Reference Number |
|
SP025 |
Title
|
|
How to Prevent Weapons and Violence in Our Schools |
Author |
|
Dr. Mary Gelfand |
Publisher |
|
National TeleLearning Network |
Copyright |
|
1994 |
Description |
|
Topics covered:
- Weapons in Our Schools: Examining the Problem
by George Butterfield
- Violence: A Learned Behavior by Ruth Harris Terrell, M.S.W.
- Weapons Are Removed Now (W.A.R.N.) by Jay Shaffer
- Making Schools Safer by Chief Alex Rascon, Jr.
|
Reference Numbernce Number |
|
SP026 |
Title
|
|
Fragile X: CBS News’ 48 Hours |
Author |
|
CBS News |
Publisher |
|
CBS News |
Copyright |
|
1990 |
Description |
|
– |
Reference Number |
|
SP027 |
Title
|
|
Exceptional Child 1: Building Understanding 16A |
Author |
|
The Developing Child |
Publisher |
|
The Developing Child |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SP028 |
Title
|
|
How Difficult Can This Be? – The F.A.T. City Workshop with guide |
Author |
|
Richard D. Lavoie |
Publisher |
|
Greater Washington Educational Telecommunications Association, Inc. |
Copyright |
|
1990 |
Description |
|
The purpose of this workshop is to sensitize parents, teachers, counselors, and friends of learning disabled students to the world of the LD student and to educate them towards different modes of interaction with the students.Included in the guide are the following aids:
- A definition of learning disabilities and ways to recognize the learning disabled student;
- A brief description of the program themes;
- Helpful suggestions for parents of LD children;
- Helpful hints for teachers who have LD students in their classes;
- Tips for preparing and managing group discussion;
- Suggested steps to follow in group discussion.
|
Reference Numbernce Number |
|
SP029 |
Title
|
|
Technology in the Classroom SET |
Author |
|
U.S. Department of Education |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This project was designed to develop, field-test, and evaluate the effectiveness of self-instructional materials that would improve the knowledge and skills of families, teachers, and related service personnel so that they could use assistive technology effectively in the educational programs of young children with severe disabilities.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030 Cross Reference: SPSL002 |
Title
|
|
Positioning, Access, and Mobility Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
Elaine Trefler |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module introduces the reader to the importance of proper positioning as well as considerations in selecting and using appropriate technologies for positioning. A suggested format for assess and providing technology that will help a child access technical devices is provided, along with a discussion about using technology for environmental control. Basic principles for a child’s mobility needs and the use of assistive technology to meet those needs are presented.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030A Cross Reference: SPSL002A |
Title
|
|
Communication Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
Sarah W. Blackstone |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module presents a four-phase intervention process built around a child’s educational curriculum. Although it takes into account the flow of developmental milestones, the focus is toward helping the child achieve functional skills in all areas of life, including home, school, and community. Within the discussion of each phase of intervention are descriptions of helpful tools, techniques, and strategies. Sample action and participation plans are also included to demonstrate how a child can be moved forward in his or her use of assistive technology.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030B Cross Reference: SPSL002B |
Title
|
|
Education Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
E. Lucinda Cassatt-James |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module provides a discussion of how to assess a child’s needs for assistive technology for educational purposes; how to integrate that technology into sensorimotor, preschool, and early elementary curricula; how to measure acquisition of the use of that technology; and how to sell others on the merits of technology.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030C Cross Reference: SPSL002C |
Title
|
|
Listening and Hearing Supplement (Text) – Part of the Technology in the Classroom SET |
Author |
|
Carol Flexer |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This supplement discusses the listening and hearing difficulties, occurring among young children with severe disabilities. Hearing difficulties occurring among young children with severe disabilities. Hearing technologies, including hearing aids, person FM, sound-field FM, and mild-gain hard-wired systems, are described, along with practical suggestions for their use in a child’s learning environments. Strategies to encourage listening also are included.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030D Cross Reference: SPSL002D |
Title
|
|
Assistive Technology: We Can Do It! (Video) – Part of the Technology in the Classroom SET |
Author |
|
Carol Flexer |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This video evaluates the effectiveness of self-instructional materials that would improve the knowledge and skills of families, teachers, and related service personnel so that they could use assistive technology effectively in the educational programs of young children with severe disabilities.
This set consists of: SP030A, SP030B, SP030C & SP030D. |
Reference Number |
|
SP030E Cross Reference: SPSL002E |
Title
|
|
Inclusion |
Author |
|
Marsha Forest, Jack Pearpoint, Judith Snow |
Publisher |
|
Video J |
Copyright |
|
|
Description |
|
Program 1: Building Inclusive CommunitiesProgram 2: Moving Students from Isolation to Interaction |
Reference Number |
|
SP309 |
Title
|
|
Differentiating Instruction to Meet the Needs of All Students – Elem |
Author |
|
Gayle Gregory and Carolyn Chapman |
Publisher |
|
Video J |
Copyright |
|
|
Description |
|
Planning for differentiation enables teachers to meet the needs of all students in today’s classrooms. Typically, classrooms are filled with learners of broad diversity, experience, and ability levels. This program introduces the elements for planning with many classroom examples that show actual practices. Elements include: climate, knowing the learner, assessment, adjustable assignments, instructional strategies, and curriculum approaches. |
Reference Number |
|
SP1102E |
Title
|
|
Differentiating Instruction to Meet the Needs of All Students – Secondary |
Author |
|
Gayle Gregory and Carolyn Chapman |
Publisher |
|
Video J |
Copyright |
|
2002 |
Description |
|
Part 1 –
- Learn about the power of differentiation and how it will increase achievement for all students:
- Gain a clear understanding of what it means to differentiate instruction;
- Understand how the six elements for planning will help make a differentiated classroom;
- Discover how flexibility in blending the elements together crates a differentiated approach to teaching and learning;
- Observe classroom examples.
Part 2 – See numerous classroom examples in which the elements of planning for differentiation are used in a multiplicity of ways:
- Observe how various teachers implement the elements of:
- Assessment;
- Adjustable Assignments;
- Instructional Strategies;
- Curriculum Approaches.
|
Reference Numbernce Number |
|
SP1102S |
Title
|
|
All Means All – “What Is It About Me You Can’t Teach?” – Elementary Edition |
Author |
|
Eleanor Renee Rodriguez |
Publisher |
|
Video J |
Copyright |
|
2002 |
Description |
|
To close the achievement gap, all educators must understand that all students have the right to learn at high levels. through the five E‘s of education, Exposure, Experience, Expectations, Enduring Understandings, and Enthusiasm, students are not left asking, “What is it about me you can’t teach?”
Part 1:
- Discover how the first “E,” exposure, is not enough;
- See various classrooms where the second “E,”
experience;
- Realize how experience helps students make essential connections; and
- View classrooms where mediated learning nurtures “real” learning.
Part 2:
- Gain a clear understanding of each student’s ability to learn;
- Explore the importance of establishing high expectations for the entire class to ensure success for all students;
- Consider how to boost students’ learning;
- Learn why nothing can replace a teacher’s personal passion and enthusiasm;
- Come to understand that Asset Based Education.
|
Reference Number |
|
SP1104E |
Title
|
|
All Means All – “What Is It about Me You Can’t Teach?” – Secondary Edition |
Author |
|
Eleanor Renee Rodriguez |
Publisher |
|
Video J |
Copyright |
|
2002 |
Description |
|
To close the achievement gap, all educators must understand that all students have the right to learn at high levels.Video 1 Highlights:
- Discover how the first exposure is not enough;
- See various classrooms where experience promotes more retention of learning;
- Realize how experience helps students make essential connections. View classrooms where
mediated learning nurtures “real learning.
Video 2 Highlights:
- Gain a clear understanding of each student’s ability to learn;
- Consider how to boost students’ learning;
- Come to understanding that Asset Based Education;
- Learn why nothing can replace a teacher’s personal passion and
enthusiasm. Observe classrooms where students experience asset-based learning.
|
Reference Number |
|
SP1104S |
Title
|
|
Closing the Achievement Gap |
Author |
|
Glenn Singleton |
Publisher |
|
Video J |
Copyright |
|
|
Description |
|
A significant achievement gap exists between students of color and their white counterparts. This program statistically establishes the reality of this gap. It will give you tools to help engage in courageous conversations about race and learning to gain new insight and change classroom practices. In order to close the achievement gap, school districts must engage in systematic change from the superintendents and the school board to the teacher in the classroom, thus ensuring that students of every color are treated with equality. |
Reference Number |
|
SP1201 |
SPED Administration/PD:
Administration/PD Books:
Title
|
|
Interventions Complete Set – Collaborative Planning for Students at Risk (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set includes SPAD101 through SPAD117.This set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD100 |
Title
|
|
Interventions Set Book – PROCEDURAL MANUAL (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through
SPAD117.This set is both a resource and a process for education
professionals. Through consultation and collaboration,
staff members learn to share their expertise in developing
practical intervention plans. Booklets describe how to
set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD101 |
Title
|
|
Interventions Set Booklet – MANAGING PHYSICALLY DANGEROUS BEHAVIOR (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.This booklet is to assist teachers with managing physically dangerous behavior such as fighting, head banging, hitting windows, self-biting, self-pinching, assault, out of control behavior or verbal threats; and assumes the students’ behavior poses a threat to someone’s physical safety – other students, adults, or the students themselves. When this occurs, intervention must be immediate and intensive.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD102 |
Title
|
|
Interventions Set Booklet – MANAGING SEVERELY DISRUPTIVE BEHAVIOR (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.This booklet provides suggestions to teachers for students with problem behavior that is highly disruptive but not physically dangerous to themselves and or others around them, such as overt defiance or flagrant disrespect toward adults, loud sustained disruptions (pounding on a desk, kicking chairs, repetitive noises, screaming), and aggressive behavior (persistent and highly intrusive behavior toward other children (hitting, hair pulling, grabbing, biting);
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD103 |
Title
|
|
Interventions Set Booklet – PLANNED DISCUSSIONS (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.In this booklet an adult and student engage in a discussion and develop a plan for resolving a particular problem. Planned discussions occur at a neutral time. They are scheduled in advance, have an agenda, and are free from distractions and interruptions.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD104 |
Title
|
|
Interventions Set Booklet – ACADEMIC ASSISTANCE (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Incomplete or late work; Off-task behavior; Poor Motivation; Frustration; Anger or hostility; tantrums; “Class clown” behavior; shy or withdrawn; Poor self-esteem; Cheating; and Lying or stealing, this booklet provides procedures for informally assessing students’ academic needs, and provides a menu of strategies to assist students in achieving greater academic success.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD105 |
Title
|
|
Interventions Set Booklet – RESTRUCTURING SELF-TALK (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: A negative attitude; Self put-downs; Poor self-esteem or self-concept; Defeatist Attitudes; Self-control problems; and Excessive criticism or sarcasm, this booklet helps students learn to redirect their negative thoughts and behaviors.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD106 |
Title
|
|
Interventions Set Booklet – SIGNAL INTERFERENCE CUEING (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Impulsive behaviors; Excessive behaviors; Habitual behaviors; Disruptive behaviors; and Off-Task behaviors, this booklet is about teaching student to respond to a cue which is to help them become aware of their own behavior.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD107 |
Title
|
|
Interventions Set Booklet – MENTORING (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Neglect; Deprivation; Lack of positive role models; Lack of positive interactions with Adults; Poor self-esteem; Conflict with authority; and Need for a positive relationship with an adult, this booklet pairs a student with a caring adult in a one-to-one relationship.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD108 |
Title
|
|
Interventions Set Booklet – SELF-CONTROL TRAINING (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Tantrumming; Physical aggression; Out of control anger; and Chronic crying, this booklet provides hope for students who are unable to control their actions and emotions.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD109 |
Title
|
|
Interventions Set Booklet – GOAL SETTING AND CONTRACTING (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Minor misbehavior; Annoying habits; Conduct problems; a negative attitude; Neglect; Deprivation; Lack of positive role models; lack of positive interactions with adults; Poor self-esteem; Conflict with authority, this booklet provides hope guidelines for helping students identify what they hope to accomplish and actions they can take to reach their goals.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD110 |
Title
|
|
Interventions Set Booklet – TEACHING DESIRED BEHAVIORS (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: All minor and major misbehavior; Problems interacting with adults; Bad habits; Chronic off-task behavior; Aggressive behavior; and Anger management, this booklet is an intervention that incorporates features of training frequently referred to as “bad rehearsal” or “positive practice”, “replacement training” and “strategy training.” It is an intensive, powerful intervention that gives students the opportunity to succeed in ways they may never have thought possible.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD111 |
Title
|
|
Interventions Set Booklet – SELF-MONITORING (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Mild misbehavior; Habitual behavior; Academic productivity; Poor Listening skills; Inappropriate comments; and Social skills, this booklet is an intervention that helps students become aware of their problem behavior, they observe and track what they do. Students can monitor positive behavior, such as work completion or time on task, or they can track negative behavior they wish to reduce such as complaining or lack of self control. The purpose is to increase students’ awareness of a particular behavior so they can learn to take responsibility for their own behavior and control what they do.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD112 |
Title
|
|
Interventions Set Booklet – STRUCTURED REINFORCEMENT SYSTEMS (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For students with problems associated with: Poor motivation; Work completion; Quality of work; Attendance/punctuality; and Eliminating a negative behavior, this booklet helps to motivate students to improve their behavior through the use of external rewards. A structured reinforcement system is a highly intrusive intervention that may be necessary when problems have been resistant to simpler solutions.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD113 |
Title
|
|
Interventions Set Booklet – MANAGING STRESS (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For teachers with problems associated with: Teacher burn out; Out of control classrooms; and Frustration, this booklet helps teachers reduce their level of stress.
The e set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD114 |
Title
|
|
Interventions Set Booklet – CLASSROOM MANAGEMENT STRATEGIES (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For teachers with problems associated with: Frequent office referrals; Teacher concerns; Parental complaints; “Bad Class” Reputation; Chaotic classroom; and Class vs. teacher atmosphere, this booklet provides teachers with a menu of classroom management strategies that can help establish a safe and positive classroom environment.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD115 |
Title
|
|
Interventions Set Booklet – INCREASING POSITIVE INTERACTIONS (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For teachers with problems associated with: Frequent office referrals; Teacher concerns; Parental complaints; “Bad Class” Reputation; Chaotic classroom; and Class vs. teacher atmosphere, this booklet provides teachers with a menu of classroom management strategies that can help establish a safe and positive classroom environment.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions:
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD116 |
Title
|
|
Interventions Set Booklet – BORDERLINES AND CONSEQUENCES (3 RING BINDER SET) |
Author |
|
Randall Sprick & Marilyn Sprick & Mickey Garrison |
Publisher |
|
Sopris West |
Copyright |
|
1993-1997 |
Description |
|
This 3 ring binder set, SPAD100, includes SPAD101 through SPAD117.For teachers with problems associated with: Frequent office referrals; Teacher concerns; Parental complaints; “Bad Class” Reputation; Chaotic classroom; and Class vs. teacher atmosphere, this booklet provides teachers with a menu of classroom management strategies that can help establish a safe and positive classroom environment.
The entire set is both a resource and a process for education professionals. Through consultation and collaboration, staff members learn to share their expertise in developing practical intervention plans. Booklets describe how to set up, implement and fade 16 major interventions
- Managing Physically Dangerous Behavior
- Managing Severely Disruptive Behavior
- Planned Discussions
- Academic Assistance
- Restructuring Self-Talk
- Signal Interference Cueing
- Mentoring
- Self-Control Training
- Goal Setting and Contracting
- Goal Setting and Contracting
- Self-Monitoring
- Structured Reinforcement Systems
- Managing Stress
- Classroom Management Strategies
- Increasing Positive Interactions
- Borderlines and Consequences
|
Reference Number |
|
SPAD117 |
Title
|
|
Essentials for Principals – School Leader’s Guide for Special Education |
Author |
|
NAESP & ERS |
Publisher |
|
NAESP & ERS |
Copyright |
|
– |
Description |
|
Since knowledge of the law is a must for today’s principals, this guide uses the law to provide a structure for the discussion. In addition, it includes information about how to effectively implement the law. For example, the chapter on discipline contains information on school wide discipline models that have been used successfully in many elementary schools. Also embedded in each chapter are practical materials that you can easily adapt for use in your school, such as parent information pieces and forms.Two unique features in this guide are intended to provide special assistance to you and your staff. First, critical concepts are highlighted throughout this book to help you focus on especially important information. Second, online resources for teachers, for parents, and for your personal use are listed at the end of the book. This provides a wealth of valuable sources of additional, no-cost information for your school staff to use as it focuses on specific aspects of the special education program. |
Reference Number |
|
SPAD118 |
Title
|
|
The General Educator’s Guide to Special Education |
Author |
|
Jody L. Maanum |
Publisher |
|
Peytral Publicatons, Inc. |
Copyright |
|
2001 |
Description |
|
This book is a user-friendly resource designed to assist not only the general educator, but all people who work with and provide support to children with special needs. Special educators, administrators, paraprofessionals, and parents will also find the information presented in this extensive guide useful and effective.Section I – Special Education Disability Categories:
- Definitions of the 15 special education disabilities categories
- Definitions and explanations of medical diagnoses
- Ideas of educational approaches for the disability categories and medical diagnoses
Section II – The Special Education Process:
- A great section for school staff and parents!
- A step by step explanation of the entire special education process
- Explanation of formal and non-formal assessments used in the assessment process
- Complete description of the Individualized Education Plan (IEP)
Section III – Curriculum and Behavioral Modifications and Adaptations:
- Teacher and student tested curriculum and behavioral modifications
- Easy to use strategies to attempt with children who need additional support
- Specific interventions to try when trying to decrease or increase specific behaviors
Section IV – Medication Information:
- Brand names and generic names of medications frequently prescribed for school-age children
- Specific information on why a medication is prescribed and how the medication can help
- Common, less common, and serious side effects of each medication
Section V – Teacher Resources:
- Lists of websites and resource books to provide further information on specific disabilities
- Lists of picture books to help children understand disabilities
- A great resource list for school staff, parents, and counselors
|
Reference Number |
|
SPAD119 |
Title
|
|
Guidelines for Performance-Based Teacher Evaluation |
Author |
|
MO DESE |
Publisher |
|
MO DESE |
Copyright |
|
1999 |
Description |
|
The work on this document began three years ago and is the culmination of the effort of a state-wide Performance-Based Teacher Evaluation Committee. The committee received input from various organizations and individuals, focus groups, and a pilot study with over 35 schools participating. While the starting point is evaluation, the intent of the document is to help all of us move beyond concerns about competency and to focus on the more desirable goal of continual improvement and professional development so that we can ensure the academic success of each child who enters our schools today, tomorrow, and into the 21st century. |
Reference Number |
|
SPAD120 |
Title
|
|
No Child Left Behind – A Toolkit for Teachers |
Author |
|
US Department of Education |
Publisher |
|
US Department of Education |
Copyright |
|
2004 |
Description |
|
To support state and local efforts, the U.S. Department has updated this kit to include more guidance on the law and how it supports teachers and schools. we have also included valuable information on special education, English language learners, scientifically based research, using data to inform instruction, and examples of interesting initiatives to improve teaching and learning. |
Reference Number |
|
SPAD121 |
Title
|
|
Technical Assistance Document for the Category of Developmentally Delayed and Use of Professional Judgment |
Author |
|
The New Mexico State Board of Ed |
Publisher |
|
The New Mexico State Board of Ed |
Copyright |
|
1997 |
Description |
|
Some topics covered:
- Preliminary Steps to Employing Professional Judgment to Determine Eligibility Criteria under the Category of Developmentally Delayed
- The Process of Professional Judgment
- Steps in, and Guidelines for, the Professional Judgment Decision-Making Process
- Monitoring Considerations
- Exit Criteria
- Case Studies Illustrating Professional Judgment Decision-Making Process
|
Reference Number |
|
SPAD122 |
SPED ATTENTION-DEFICIT/HYPERACTIVITY DISORDER:
AD/HD Books:
AD/HD Videos:
Title
|
|
The ADD/ADHD Checklist – An Easy Reference for Parents & Teachers |
Author |
|
Sandra Rief, M.A. |
Publisher |
|
The Guilford Press |
Copyright |
|
1989 |
Description |
|
Building on the basic concepts described in Curriculum-Based Measurement, this volume offers more advanced solutions to the problems that face professionals in their evaluation of student progress. It details new measures that help to identify students at risk at younger and older ages, assuring that the intervention programs delivered meet their needs. |
Reference Number |
|
SPADH100 |
Title
|
|
ADHD Attention-Deficit/Hyperactivity Disorder – What Every Parent Wants to Know – 2nd Edition |
Author |
|
David L. Wodrich |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2000 |
Description |
|
Shatter your myths about ADHD with this guide. It breaks down the complex issues surrounding ADHD into easy-to-understand, non-technical terms. This revised edition updates you on the key issues that concern you most, including:
- ADHD symptoms and diagnosis;
- medical interventions such as Ritalin, Adderall, and more;
- instruction strategies;
- effective communication strategies;
- antecedent control to help influence behavior; and
- the relationship between ADHD and learning disabilities.
|
Reference Number |
|
SPADH101 |
Title
|
|
Tourette’s and Attention Deficit Hyperactivity Disorder |
Author |
|
Joan Murphy, M.Ed., Managing Editor |
Publisher |
|
Louisiana Department of Education |
Copyright |
|
1995 |
Description |
|
This resource book was developed to help both professionals and non-professionals gain an understanding of the problems encountered by persons with Tourette’s Syndrome (TS) and/or Attention Deficit Hyperactivity Disorder (ADHD). Although there are no easy answers, a thorough knowledge of the symptoms and alternative possibilities for treatment can do much to alleviate concerns. |
Reference Number |
|
SPADH102 |
Title
|
|
The ADD Hyperactivity Workbook For Parents, Teachers, and Kids – Third Edition |
Author |
|
Harvey C. Parker, Ph.D. |
Publisher |
|
Specialty Press, Inc. |
Copyright |
|
1994 |
Description |
|
This workbook was designed to give practical information about ADD and related problems. The first three chapters provide an overview of these disorders describing the characteristics of children with ADD as well as an explanation of possible causes and a description of establishing treatments. The remaining chapters provide hands-on training to assist parents and teachers in managing aspects of the disorder at home and in school. Worksheets are included. Suggestions are offered to help teachers make classroom accommodations. |
Reference Number |
|
SPADH103 |
Title
|
|
Attention-Deficit Hyperactivity Disorder – A Handbook for Diagnosis and Treatment – 2nd Edition |
Author |
|
Russell A. Barkley |
Publisher |
|
The Guilford Press |
Copyright |
|
1998 |
Description |
|
Goes With SPADH105The intention of this book is to wring from the research literature as much clinically useful information as possible about the nature, diagnosis, assessment, and treatment of Attention-Deficit/Hyperactivity Disorder (ADHD). We have nearly a century of clinical papers and scientific research that serve to guide this endeavor. |
Reference Number |
|
SPADH104 |
Title
|
|
Attention-Deficit Hyperactivity Disorder – A Clinical Workshop – Second Edition |
Author |
|
Russell A. Barkley & Kevin R. Murphy |
Publisher |
|
The Guilford Press |
Copyright |
|
1998 |
Description |
|
Goes with SPADH104.This clear, readable workbook provides a master set of the assessment and treatment forms, questionnaires, and handouts recommended by Dr. Barkley in Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, Second Edition. Formatted for easy photocopying, many of these materials are available from no other source. |
Reference Number |
|
SPADH105 |
Title
|
|
Why Won’t My Child Pay Attention? |
Author |
|
Dr. Sam Goldstein |
Publisher |
|
Neurology, Learning and Behavior Center |
Copyright |
|
1989 |
Description |
|
Why do so many children have so much trouble paying attention, sitting still, and controlling themselves? This program will familiarize parents with these behaviors and the problems they can cause in childhood. Dr. Goldstein provides an easy to follow explanation concerning the effect these behaviors have upon children at different ages and what parents can do to successfully and happily manage the problems these behaviors cause. |
Reference Number |
|
SPADH001 |
Title
|
|
LDLA Tape 5: ADD / ADHD / LD – Understanding the Connection |
Author |
|
Judith R. Birsh, Ed.D. & G. Reid Lyon, Ph.D. & Martha Bridge Denckla, M.D. & Marilyn Jager Adams, Ph.D. & Louisa Cook Moats, Ed.D. & Joyce Steeves, Ed. D. |
Publisher |
|
Vineyard Video Productions |
Copyright |
|
– |
Description |
|
This video draws on current research, to understand and improve the teaching of students with LD. It shows how children can make the difficult leap from speaking to reading, writing and spelling when explicit, multi-sensory, systematic teaching, based on language structure is taking place. |
Reference Number |
|
SPADH002 Cross Reference: SPLD004 |
Title
|
|
Living and Thriving with ADHD – A Guide for Families |
Author |
|
American Academy of Pediatrics |
Publisher |
|
American Academy of Pediatrics |
Copyright |
|
2003 |
Description |
|
In this 40-minute video, you will:
- Learn about new techniques for diagnosing and managing ADHD
- Learn how pediatricians, families, and schools all work together.
- Hear real experiences from children with ADHD talk about the impact of ADHD on their school and home environments
- Learn about the latest guidelines from the American Academy of Pediatrics that help physicians accurately diagnose ADHD and how children can benefit from the use of the guidelines.
|
Reference Number |
|
SPADH003 |
Title
|
|
ADHD In the Classroom – Strategies for Teachers |
Author |
|
Russell A. Barkley |
Publisher |
|
A Guilford Press Video |
Copyright |
|
1994 |
Description |
|
This video is the best hands-on demonstration available. An effective four-step plan for avoiding potential problems is presented, and the incorporation of social skills into the curriculum is demonstrated. The audience sees first hand how to implement such behavior management methods as:
- Color chart and signs
- Point system
- Token economy
- Turtle-control technique
|
Reference Number |
|
SPADH004 |
SPED Assessment:
Assessment Books:
Assessment Videos:
Title
|
|
Connecting Performance Assessment to Instruction |
Author |
|
Fuchs, Lynn S. |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1994 |
Description |
|
This book explores how a synergy between assessment and instruction can be forged to enhance student outcomes, especially for students with disabilities.
- Chapter 2 defines and discusses assessment that enhances instruction and provides an overview of important criteria for judging the utility of this type of assessment.
- Chapter 3 describes previous efforts within special education to link assessment and instruction to improve teacher planning and decision making.
- Chapter 4 introduces performance
assessment as a newer alternative for
strengthening the connection between assessment
and instruction.
- Chapter 5 discusses how performance assessment addresses the criteria for ensuring a tight connection between assessment and instruction.
|
Reference Number |
|
SPAS100 |
Title
|
|
Curriculum-Based Measurement – Assessing Special Children |
Author |
|
Mark R. Shinn, Editor |
Publisher |
|
The Guilford Press |
Copyright |
|
1989 |
Description |
|
Building on the basic concepts described in Curriculum-Based Measurement, this volume offers more advanced solutions to the problems that face professionals in their evaluation of student progress. It details new measures that help to identify students at risk at younger and older ages, assuring that the intervention programs delivered meet their needs. |
Reference Number |
|
SPAS101 |
Title
|
|
Measuring Instructional Results or Got a Match? – How to find out if your instructional objectives have been achieved |
Author |
|
Mager, Robert F. |
Publisher |
|
The Center for Effective Performance, Inc. |
Copyright |
|
1997, 1984, 1975 |
Description |
|
This book gives you an systematic and easy-to-follow process for assessing whether learners have mastered the important skills your instruction is designed to teach. It shows you how to prepare and select test items that match your objectives for learner performance. Its a hands-on guide. This revised edition includes over 80 practice exercises to sharpen your skills, a handy pull-out reference card to help you match test items to objectives, and a new index for easy reference. |
Reference Number |
|
SPAS102 Cross-Reference AS117 |
Title
|
|
What Teachers Need to Know About Assessment |
Author |
|
Lawrence M. Rudner & William D. Schafer |
Publisher |
|
nea |
Copyright |
|
2002 |
Description |
|
The goal of this book is to help educators become knowledgeable users of teacher-constructed and district/state-sponsored assessments. It contains information about:
- fundamental concepts common to all assessments
- essential classroom assessment concepts
- useful concepts and issues pertaining to district, state, and national assessment
In this book are checklists, suggestions, guidelines, and very few formulas. |
Reference Number |
|
SPAS103 Cross-Reference AS118 |
Title
|
|
Best Practices I – The Classroom As An Assessment Arena |
Author |
|
Katharine G. Butler |
Publisher |
|
Aspen Publishers, Inc. |
Copyright |
|
1994 |
Description |
|
A part of the Topics in Language Disorders (TLD) Series.In this book, you’ll find a wide range of interdisciplinary tools for assessment. You’ll find practical insights for looking at children in the school setting. You’ll learn methods for language evaluation and literacy development. And you’ll discover techniques for assessing the severely language impaired.
The TLD Series:
- Working with Infants and Toddlers
- Early Intervention II: Working with Parents and Families
- Best Practices I: The Classroom As an Assessment Arena
- Best Practices II: the Classroom As an Intervention Context
- Severe Communication Disorders: Intervention Strategies
- Hearing Impairment and Language Disorders: Assessment and Intervention
- Assessment across Disorders: Perspectives, Practices, and Procedures
- Cross-Culture Perspectives in Language Assessment and Intervention.
|
Reference Number |
|
SPAS104 |
Title
|
|
Assessing Special Students – Third Edition |
Author |
|
James A. McLoughlin & Rena B. Lewis |
Publisher |
|
Merrill Publishing Co. |
Copyright |
|
1990 |
Description |
|
The goal of this book is to provide you with a foundation of understanding the assessment process and the skills necessary for carrying out meaningful assessments. The chief strength of this text remains its balanced coverage of formal and informal assessment. Critiques of the strengths and weaknesses of formal tests and informal procedures help you select the tools that will supply the information you need. |
Reference Number |
|
SPAS105 (Goes with SPAS106) |
Title
|
|
Assessing Special Students – Instructor’s manual – Third Edition |
Author |
|
James A. McLoughlin & Rena B. Lewis |
Publisher |
|
Merrill Publishing Co. |
Copyright |
|
1990 |
Description |
|
To accompany SPAS105 |
Reference Number |
|
SPAS106 (Goes with SPAS105) |
Title
|
|
Issues & Options In Outcomes-Based Accountability for Students with Disabilities |
Author |
|
Marsha L. Brauen & Fran O’Reilly & Mary Moore |
Publisher |
|
Westat, Inc. & Univ. of Maryland |
Copyright |
|
1994 |
Description |
|
The aim of this document is to improve the educational outcomes for all children The document will provide a framework for creating an outcomes-based accountability system that includes students with disabilities.It was developed with input and advise from state and district administrators, principals and teachers, university researchers and teacher educators, parents, advocates and national policymakers. Its purpose is to create awareness of the issues related to including students with disabilities in outcomes-based accountability systems and to provide options for implementing such systems. |
Reference Number |
|
SPAS107 |
Title
|
|
Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data |
Author |
|
James E. Ysseldyke & Ken Olson |
Publisher |
|
National Center on Educational Outcomes |
Copyright |
|
1997 |
Description |
|
The revised IDEA requires that states have alternate assessments in place by the year 2000.Alternate assessments are data collection procedures used in place of typical assessment when students cannot take standard forms of assessment. Issues that emerge about the content focus beyond the academic skills that are the focus of most state assessments. For students with severe and profound disabilities, a broader set of educational outcomes should be assessed.
Four approaches are described that can be used to collect data for alternative assessments of student performance. These provide a starting point for states to meet the requirement to report, by the year 2000, on the performance of students with disabilities who cannot participate in regular statewide assessments. |
Reference Number |
|
SPAS108 |
Title
|
|
Individuals with Disabilities Education Law Report (Special Report No. 18) – Testing, Grading and Granting Diplomas to Special Education Students |
Author |
|
Miriam K. Freedman, Esq. |
Publisher |
|
LPR Publications |
Copyright |
|
1997 |
Description |
|
Some points covered:
- The Current Perspective: – Inclusion – The 1997 Individuals with Disabilities Education Act (IDEA) –
The Standards Based School Reform Movement
- Statutory and Constitutional Framework: – The IDEA – Section 504 – The Constitution
- Making Accommodations Which Fundamentally or Significantly Alter Standards: -Reasonable Accommodations – Accommodations Which Fundamentally or Significantly Alter Standards – Case Specific Determinations – The Critical Difference Between an IEP and a 504 Plan
- Balancing the FAPE Standard With Established District Standards
- Specific Situations: Testing, Grading, Transcripts, Diplomas: – Testing – Grades, Modified Grades and Weighted Grades – Honor Roll – Transcripts – Graduation and Diplomas
|
|
|
SPAS109 |
Title
|
|
Tests and Test Use in Vocational Evaluation and Assessment |
Author |
|
Judith M. Siefker |
Publisher |
|
The Rehabilitation Resource |
Copyright |
|
1996 |
Description |
|
The question “What tests are there to use for vocational assessment purposes and where do I find them?” is the reason that this document has been published.To identify the tests described in this document, a survey was sent to over 600 members of the Vocational Evaluation and Work Adjustment Association requesting information about which testes they used most often. The results of that survey, along wit the recommendations of the author and several rehabilitation faculty at the University of Wisconsin-Stout, formed the nucleus of this documentation. |
|
|
SPAS110 |
Title
|
|
Educational Assessment and Accountability for All Students-Facilitating the Meaningful Participation of Students with Disabilities in District and Statewide Assessment Programs |
Author |
|
Stephen N. Elliott, Ph.D & Jeffery P. Braden, Ph.D |
Publisher |
|
Wisconsin Department of Public Instruction |
Copyright |
|
2000 |
Description |
|
This book particularly focuses on tactics for including students with disabilities in assessments to achieve a more complete picture of student learning and educational accountability.This book is designed to help educators become familiar with our states academic content standards , knowledge of the general content
tests in the Wisconsin Student Assessment System (WSAS), detailed information on the state’s testing guidelines, the valid use of testing accommodations and alternate assessments, and how to communicate these assessment results to educational stakeholders. |
|
|
SPAS111 |
Title
|
|
Testing Students With Disabilities 2nd Edition – Practical Strategies for Complying With District and State Requirements |
Author |
|
Martha L. Thurlow & Judy L. Elliott & James E. Ysseldyke |
Publisher |
|
Corwin Press, Inc. |
Copyright |
|
2003 |
Description |
|
An increased focus on educational accountability and testing, coupled with mandates put forth in the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), make it crucial that every district and school professional is well versed in meeting the assessment requirements of all students.This enhanced second edition covers everything from maximizing the Individualized Education Program (IEP) and fostering successful collaboration among educators, administrators, and parents to optimizing assessment accommodations and using test scores to improve instruction. |
|
|
SPAS112 |
Title
|
|
Improving Test Performance of Students With Disabilities. . .On District and State Assessments |
Author |
|
Judy L. Elliott & Martha L. Thurlow |
Publisher |
|
Corwin Press, Inc. |
Copyright |
|
2000 |
Description |
|
Amendments added to the 1997 Individuals with Disabilities Education Act (IDEA) mandated that districts and states include students with disabilities in state and district-wide assessments, and report on their performance. This book outlines how schools can improve student test performance, and improve learning as a result.Emphasizing practical application, the authors move step-by-step through different approaches to improving the performance of students with disabilities. |
|
|
SPAS113 |
Title
|
|
The Use of IQ Tests in Special Education Decision Making and Planning – Summary of Two Workshops |
Author |
|
Patricia Morison, Sheldon H. White, Michael J. Feuer, Editors |
Publisher |
|
National Academy Press |
Copyright |
|
1996 |
Description |
|
In light of renewed interest in the uses of IQ tests in classifying children for special education, and particularly in the effects of test use on minority children, the U.S. Department of Education is attempting to forge a position that reflects its twin concerns – protection of civil rights and enhancement of educational opportunity for disabled students. To assist the department, the Board of Testing and Assessment convened two workshops to facilitate an examination and discussion of research evidence regarding the uses of IQ tests in special education placement decisions, with particular focus on mental retardation and learning disabilities.The workshops had the following objectives:
- to provide an overview of legal, policy, and measurement issues regarding the use of IQ tests in special education;
- to examine issues related to the validity and fairness of IQ testing for classification and placement of students in special programs, with emphasis on potential adverse effects on minority students; and
- to explore some possible alternative assessment methods that could be used in combination with – or as substitutes for – traditional IQ tests.
|
|
|
SPAS114 |
Title
|
|
On the Road to Autonomy – Promoting Self-Competence in Children and Youth with Disabilities |
Author |
|
Laurie E. Powers & George H.S. Singer & Jo-Ann Sowers |
Publisher |
|
Paul E. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
Independence, self-confidence, and pride: critical for life success and difficult to attain for many children and adolescents with disabilities and ongoing health conditions. However, with opportunities and guidance, these young people can be prepared to move forward into positive futures that they shape.This book integrates theory and practice to offer an innovative, cross-categorical model for nurturing self-competence. It offers methods for building self-determination, self-esteem, and coping skills-all critical components of self-competence. It also discusses how interactions with family members, teachers, doctors, and other adults affect a child’s ability to confront challenges and to make major decisions. |
|
|
SPAS115 |
Title
|
|
Making Assessment Accommodations – A Toolkit for Educators |
Author |
|
Idea Partnerships & CEC & Ideas that Work |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
2000 |
Description |
|
This toolkit is designed to provide an overview of assessment accommodations and modifications to practitioners – administrators, general education teachers, school psychologists, related service personnel, and paraeducators – who are working in collaboration with families. It is also designed to support the work of paraeducators who may be helping to prepare and locate accommodations. |
|
|
SPAS001 |
Title
|
|
Leiter-R Training Video |
Author |
|
Stoelting Co. |
Publisher |
|
Stoelting Co. |
Copyright |
|
1997 |
Description |
|
An Introduction to the Leiter-R |
|
|
SPAS002 |
Title
|
|
Including Students with Disabilities in the Missouri Assessment Program |
Author |
|
Mary Edgley, Ph.D |
Publisher |
|
DESE |
Copyright |
|
1998 |
Description |
|
The goal is to share information that will help you understand and implement the new state requirements regarding the inclusion of students with disabilities in the Missouri Assessment Program.Topics covered:
- The reasons for including students with disabilities in a state assessment program
- Understanding the Missouri Assessment Program (MAP)
- The development of the MAP alternate assessment
- Making decisions about how students will participate in the Missouri Assessment Program
- Understanding and using accommodations
- Preparing students to participate in the MAP subject area assessments
- Addressing the concerns of parents
- The logistics of test administration
- Evaluating the planning and assessment process
- Developing district policy
|
|
|
SPAS003 |
SPED BEHAVIOR:
Behavior Books:
Behavior Videos:
Title
|
|
Behavior Change in the Classroom – Self-Management Interventions |
Author |
|
Edward S. Shapiro & Christine L. Cole |
Publisher |
|
The Guilford Press |
Copyright |
|
1994 |
Description |
|
One of the primary goals of education is to ensure that children learn varied and complex self-management skills to become more self-assured, more self-reliant, and responsible for their own behavior, as well as to succeed academically. Although learning experiences designed to actively tech self-management techniques are usually directed toward children with severe academic and behavior problems, these skills are also extremely beneficial for the general student population. An excellent resource for school-based practitioners who wish to address the needs of all school-aged children and adolescents, this book presents practical approaches for designing and implementing self-management interventions in school settings.Of special note are the book’s charts and sample forms, which can be reproduced for use in practice. |
|
|
SPB100 |
Title
|
|
Non-Compliance – Four Strategies That Work |
Author |
|
Ennio Cipani |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1993 |
Description |
|
The purpose of this manual is to provide teachers and other instructional personnel with an understanding of child non-compliance and techniques for dealing effectively with children who are non-compliant in the classroom. The manual describes four techniques that have been developed and validated in the applied behavior management research, in both general and special education settings.This manual is particularly appropriate for instructional personnel who work with children in preschool and the elementary grades. The techniques can be employed in classrooms with older students with some variation. |
|
|
SPB101 |
Title
|
|
Reducing Undesirable Behaviors |
Author |
|
Edited by Lewis Polsgrove |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1991 |
Description |
|
This book provides procedures to reduce undesirable behavior in the schools and lists specific recommendations for using these procedures. |
|
|
SPB102 |
Title
|
|
Learning to Listen – Positive Approaches and People with Difficult Behavior |
Author |
|
Herbert Lovett |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
This straightforward book offers logical alternatives to the ineffective and controlling practice so often used with people who have intellectual or emotional disabilities. The case studies within convincingly demonstrate that people do not have to be deprived of their dignity or robbed of their civil rights in order to help them with their difficult behavior.Through the interactive process of process of learning to listen, support providers can replace techniques that are thoughtless, harmful, or demeaning to everyone involved with approaches that alleviate frustrations for people with disabilities. focus on their needs and wishes, and support them to take control of their lives.
This book tackles such troublesome topics as professional fear and biases, staff and consumer abuse, restraints, and self-injurious behavior. |
|
|
SPB103 |
Title
|
|
Before You Can Discipline |
Author |
|
Robert L. DeBruyn |
Publisher |
|
The MASTER Teacher, Inc. |
Copyright |
|
1983 |
Description |
|
This is a foundation book for learning how to look at behavior, develop a professional strategic attitude, adopt a professional strategic position, and take a professional strategic action.This book was written in conjunction with, and as a prelude to, You Can Handle Them All – A Discipline Model for Handling Over One Hundred Different Misbehaviors at School and at Home. It should be read prior to using this practical guide for relating to specific student behaviors. |
|
|
SPB104 |
Title
|
|
Power Up Your People Skills – Communicating in the New Millennium |
Author |
|
Doug Malouf |
Publisher |
|
Business & Professional Publishing |
Copyright |
|
1998 |
Description |
|
Some people sparkle. Others flicker. In this book the author shows readers that a ‘switched-on personality’ is not an accident of birth – that they could ignite their personal presentation style enabling them to achieve great things personally, socially and professionally. Readers will learn how to light up all of their communications and interactions to achieve outstandingly positive results and enhanced personal relationships.Learn:
- how to build a positive self-image
- the top ten conversational mistakes
- how to give electric presentations and speeches
- how to present a well-rounded and pleasing personality
- how to write clearly and confidently
|
|
|
SPB105 |
Title
|
|
Helping Kids Handle Put-Downs |
Author |
|
Pat Huggins & Donna Wood Manion & Lorraine Shakarian |
Publisher |
|
Sopris West |
Copyright |
|
1998 |
Description |
|
In this manual students learn how to handle put-downs by utilizing a variety of techniques, including ignoring the put-down, using their imagination to deflect the put-down, “agreeing” with the put-down, and use of humor. When students are confronted with disparaging statements or insults, it’s almost an instinctive reaction for many of them to respond in a defensive or an aggressive manner. Most also silently agree with the abuser and feel badly about themselves. In these lessons students learn that they can do something to prevent both of these nonproductive responses from happening. They can use self-statements that are both true and encouraging. Realistic self-encouragement can help students to not dwell on hurtful comments and can sustain their self-esteem at particularly vulnerable moments.By learning to handle put-downs with equanimity, students who are the targets of verbal abuse are able to keep teasing and name-calling from eroding their self-esteem. The can also be spared some of the hurt that put-downs cause. Equally important, when students utilize the strategies suggested in this manual they can defuse and disengage from potentially violent interactions. |
|
|
SPB106 |
Title
|
|
Perspectives on Emotional and Behavioral Disorders |
Author |
|
The Curators of the University of Missouri |
Publisher |
|
The Curators of the University of Missouri |
Copyright |
|
2000 |
Description |
|
Users should realize that youngsters express emotional and behavioral difficulties in a variety of ways. Perhaps externalized in behavioral disturbances in the classroom, or internalized through conflicted thoughts and feelings that interfere with educational progress. Further, users need the perspective that behavioral difficulties occur in a range from mild to severe.This material may be used as instructional support materials for teacher-guided instruction or to have learners use the materials in a self-directed manner. |
|
|
SPB107 |
Title
|
|
Antisocial Behavior in School – Evidence-Based Practices – Second Edition |
Author |
|
Hill M. Walker & Elizabeth Ramsey & Frank M. Gresham |
Publisher |
|
Thomson / Wadsworth |
Copyright |
|
2004 |
Description |
|
The authors offer a realistic appraisal of the difficulty of reversing antisocial behavior once it is firmly established in a child’s repertoire. They highlight the importance of early intervention, but they don’t dismiss any youngster as hopeless. These experts help teachers understand how problems look when they are just starting and why it is important to intervene early in an episode or incident, not merely early in a child’s life. They help teachers identify the earliest signs of problems, and give teachers research-tested ideas for how to keep misbehavior from evolving. |
|
|
SPB108 |
Title
|
|
Developing a Behavior Support Plan |
Author |
|
Lewis Jackson, Ed.D. & Marjorie Z. Leon, Ed. S. |
Publisher |
|
University of Northern Colorado |
Copyright |
|
1998 |
Description |
|
The behavior support process outlined in this manual offers a comprehensive format for addressing student behavior. The first section in this introduction discusses selected components of IDEA ’97 that pertain to planning for students with behavior concerns. In the second and last section, it discusses who should use this manual and how best to proceed in learning its contents.This manual was designed with different users in mind, including teachers, behavior specialists, and outside consultants. For the teacher it brings together a variety of assessment and planning strategies that can assist the staff most directly involved with the student. This information can be used to generate an action plan that, while proactive and instructionally based, does not discount the need for crisis management strategies.
The behavior specialist or outside consultant should find the manual useful as a catalyst for creating a support process and as a training tool to help staff understand the role of the consultant. |
|
|
SPB109 |
Title
|
|
Positive Behavior Curriculum for the Inclusive Classroom |
Author |
|
IEP Resources |
Publisher |
|
IEP Resources |
Copyright |
|
– |
Description |
|
The publication of this violence prevention curriculum is the result of a unique collaboration between IEP Resources, a special education publishing company providing materials for the inclusive classroom, and Project Oz, a non-profit social service agency that provides special education drug education and crisis intervention services. Both IEP Resources and Project Oz are deeply committed to preventing violence in the nation’s homes and school, and in building a dialogue between students on issues and conflicts that can lead to violent events. |
|
|
SPB110 |
Title
|
|
Esteem Builders – A K-8 Self-Esteem Curriculum for Improving Student Achievement, Behavior and School Climate |
Author |
|
Dr. Michele Borba |
Publisher |
|
P Jalmar Press |
Copyright |
|
1989 |
Description |
|
The Building Blocks of Self-Esteem:
- Security – Essential
feelings of trust, safety and assuredness.
- Selfhood – The
feeling of individuality; the acquisition of self-knowledge
- Affiliation – Feelings of belonging; the acquisition and enhancement of
social skills.
- Mission – the sense of purpose and aim in
life; self-empowerment through setting realistic and achievable goals.
- Competence – Learning to recognize success; internalizing
feelings of accomplishment.
Unique features of Esteem Builders:
- Over 250 activities that address all subject
areas and grade levels and are cross-correlated;
- Student self-esteem assessment chart for
each feeling;
- Checklist of educator behaviors that promote
each feeling;
- A complete 10-month activity lesson planner;
- Ideas to enhance staff self-esteem;
- Complete contracts, centers and hundreds of
ready-to-use worksheets;
- Extensive bibliography of resources;
- Extensive annotated guides of
esteem-building children’s literature; and
- Concept circles, journal writing and
school-wide esteem activities.
|
|
|
SPB111 |
Title
|
|
Interventions – Collaborative Planning for Students At Risk |
Author |
|
Presented by Randall Sprick |
Publisher |
|
Randall Sprick |
Copyright |
|
1993 |
Description |
|
20 cassette tape resource on management, motivation & discipline. This resource is for administrators, school psychologists, school counselors, classroom teachers, resource teachers, behavioral specialists, mentor teachers, and intervention teams (SSTs, TATs, etc.) |
|
|
SPB001 |
Title
|
|
As Tough as Necessary: A Discipline with Dignity Approach to Countering Aggression, Hostility, and Violence |
Author |
|
Richard Curwin and Allen Mendler |
Publisher |
|
National Educational Service |
Copyright |
|
1997 |
Description |
|
- Video 1: Part 1 – Key Principles
- Video 2: Part 2 – Creating a Climate for Prevention
- Video 3: Part III – Intervention Techniques
- Video 4: Resolution
|
|
|
SPB004 |
Title
|
|
Linking Behavior Interventions With the Practitioner SET with program and instruction manuals |
Author |
|
Great Falls, Montana Public Schools |
Publisher |
|
Great Falls, Montana Public Schools |
Copyright |
|
1996 |
Description |
|
Set includes 6 Videos: SPB005A-F and 5 DOS Version Program Diskettes: SPB005G-KPresented are many cross-referenced intervention tactics, drawn from experimentally proven intervention efforts, to address the problem behaviors of young children. These tactics cover child behavior in various developmental domains (for example, social interaction and behavior, communication, self-help, motor skills, and cognitive skills), for children of different ages, and for problems of varying intensity. |
|
|
SPB005 Cross Reference: SPEC002 |
SPED DATA/RESEARCH:
Data/Research Books:
Title
|
|
Research on Educational Innovations – Third Edition |
Author |
|
Arthur K. Ellis |
Publisher |
|
Eye on Education |
Copyright |
|
2002 |
Description |
|
This popular book provides authoritative and balanced overviews of influential educational innovations. added to this edition is new coverage of standards and school wide reform, along with updates on research about other innovative programs and practices. |
Reference Number |
|
SPDR100 |
Title
|
|
Improving School Board Decision-Making – The Data Connection |
Author |
|
The National School Boards Foundation |
Publisher |
|
The National School Boards Foundation |
Copyright |
|
2001 |
Description |
|
This book is a road map for school boards that are seeking a comprehensive overview of the subject in a thoughtful, engaging, easy-to-read format. It is filled with valuable information, a detailed glossary, an annotated bibliography and a list of helpful Web sites. |
Reference Number |
|
SPDR101 |
Title
|
|
Advanced Applications of Curriculum-Based Measurement |
Author |
|
Mark R. Shinn, Editor |
Publisher |
|
The Guilford Press |
Copyright |
|
1998 |
Description |
|
Developed specifically to overcome problems with traditional standardized instruments – and widely used in both general and special education settings – curriculum-based measurement (CBM) comprises brief assessment probes of reading spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement. Building on the basic concepts described in a previous volume, Curriculum-Based Measurement, this work presents new and enhanced assessment techniques and elaborates an advanced problem-solving model for use in educational evaluation and planning with diverse populations. Special features include reproducible forms guiding decision making about the reintegration of students from special to general education. |
Reference Number |
|
SPDR102 |
Title
|
|
Succeeding with Standards – Linking Curriculum, Assessment, and Action Planning |
Author |
|
Judy F. Carr & Douglas E. Harris |
Publisher |
|
ASCD |
Copyright |
|
2001 |
Description |
|
This book offers a practical, school-tested solution to the challenge of incorporating standards at all levels with the best of the local education system. It describes a comprehensive process by which schools and districts can turn piecemeal initiatives into a coherent plan.It explains how to:
- Determine who is to teach and assess each standard
- Create a curriculum and assessment plan
- Create a comprehensive assessment system
- Map out a path to success through action planning.
Improved student performance is the centerpiece of all standards-linking processes. An extensive glossary and a helpful list of selected resources round out this volume. |
Reference Number |
|
SPDR103 Cross Reference: MP238 |
Title
|
|
Schools and Data – The Educator’s Guide For Using Data to Improve Decision Making |
Author |
|
Theodore B. Creighton |
Publisher |
|
Corwin Press, Inc. |
Copyright |
|
2001 |
Description |
|
This book focuses on the relevance of statistics in the day-to-day lives of principals and teachers. This step-by-step, easy-to-follow, easy-to-understand guide to use existing school data can help any school leader facilitate more appropriate and effective decisions.Key areas of exploration:
- The role of statistics in the lives of principals and teachers
- An overview of data with real-life examples
- Step-by-step procedures for collecting and organizing data
- Statistical methods for interpreting data
- Spotting and understanding relationships
- Both SPSS and GB-STAT software procedures.
|
Reference Number |
|
SPDR104 |
Title
|
|
Guiding School Improvement with Action Research |
Author |
|
Richard Sagor |
Publisher |
|
ASCD |
Copyright |
|
2000 |
Description |
|
Action Research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow “implementation strategies,” the author guides readers through the process from start to finish. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action.Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers’ professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. |
Reference Number |
|
SPDR105 |
Title
|
|
Brain Research and Childhood Education – Implications for Educators |
Author |
|
Doris Bergen & Juliet Coscia |
Publisher |
|
Association for Childhood Education International |
Copyright |
|
2001 |
Description |
|
The purpose of this book is to answer some of the questions that educators have about research. The first chapter provides a brief overview of when, why and how the brain was studied in the past, and explains the advances of current brain research. Chapter 2 has basic information about brain structures and functions. The next three chapters focus on brain structure and function in specific age ranges (prenatal to age 3, age 3 to 8, age 8 to age 14). The final chapter discusses policy and practice issues that educators will need to address, given recent media emphasis on the importance of enhancing brain development and claims being made for adopting “brain-based” curricula. |
Reference Number |
|
SPDR106 |
SPED DIVERSITY:
Diversity Books:
Diversity Videos:
Title
|
|
Teaching & Learning Through Multiple Intelligences |
Author |
|
Linda Campbell & Bruce Campbell & Dee Dickinson |
Publisher |
|
Allyn & Bacon |
Copyright |
|
1996 |
Description |
|
This book is an excellent survey of multiple intelligences from the perspective of the Educator. The book is full of classroom exercises, resources, materials for assessment, and ideas for interdisciplinary units. |
Reference Number |
|
SPDV100 |
Title
|
|
Learning Styles In-service System (The Complete Guide) |
Author |
|
Rita Dunn & Kenneth Dunn |
Publisher |
|
Allyn & Bacon |
Copyright |
|
1999 |
Description |
|
The authors show staff developers how to use teachers’ learning styles in in-service programs so that they can model alternative strategies for their students. Step-by-step procedures help in-service coordinators assist in retraining professional teachers.Topics covered:
- Identifying adults’ learning styles
- Understanding and using global and analytical approaches
- Designing tactual and kinesthetic resources
- Designing contract activity packages and programmed learning sequences
- Managing the implementation of learning styles training
|
Reference Number |
|
SPDV101 |
Title
|
|
Multiple Intelligences: Discovering the Giftedness in All |
Author |
|
Phi Delta Kappa |
Publisher |
|
National Professional Resources, Inc. |
Copyright |
|
1997 |
Description |
|
– |
Reference Number |
|
SPDV001 |
SPED Early Childhood:
BOOKS:
VIDEOS:
Title
|
|
Please! Teach All of Me – Multisensory Activities For Preschoolers |
Author |
|
Jackie Crawford & Joni Hanson & Marcia Gums & Paula Neys |
Publisher |
|
Sopris West |
Copyright |
|
1994 |
Description |
|
This is a handbook of multi-sensory activities designed to help young children learn from their strengths and strengthen their weaknesses. Including hundreds of activities, it is a “Bible” for both the experienced and novice instructor. While incorporating multi-sensory instruction theory, this book is very easy to use, as:
- The text is written in “teacher language”;
- All the activities are divided into sensory areas;
- Concise guidelines for evaluating sensory strengths are included; and
- A separate reference and resource section is provided for further exploration.
|
Reference Numbernce Number |
|
SPEC100 |
Title
|
|
Ladders to Literacy – A Preschool Activity Book |
Author |
|
Angela Notari-Syverson & Rollanda E. O’Connor & Patricia F. Vadasy |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1998 |
Description |
|
Loaded with games, crafts, storytelling, and other classroom lay ideas, this is a fun way to engage young children in pre-literacy learning. It provides adaptable activities to boost the skills most strongly related to literacy. Plus, practical scaffolding suggestions make it easy to tailor levels of demands and supports to suit individual needs. Developmentally appropriate assessment procedures – informal observation guidelines, structured performance samples, and a checklist – help educators monitor children’s progress. |
Reference Number |
|
SPEC101 |
Title
|
|
Read, Play, and Learn! Storybook Activities for Young Children (Ages 3-6) – Teacher’s Guide |
Author |
|
Toni W. Linder, Ed.D. |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1999 |
Description |
|
This step-by-step orientation to Read, Play, and Learn! provides guidance on how to encourage early learning and development by creating a literacy-rich environment for preschool and kindergarten children of all ability levels. It explains how to arrange the classroom, organize the day, introduce modifications for children of varying ability levels, and involve family members. It offers background information on the importance of play and literature in early learning. An appendix provides reproducible master planning sheets and illustrations to use. |
Reference Number |
|
SPEC102 |
Title
|
|
Preschool AAC Checklist |
Author |
|
Judy Henderson, MA, CCC-SP |
Publisher |
|
Mayer-Johnson Co. |
Copyright |
|
– |
Description |
|
The object of the Augmentative and Alternative Communication (AAC) project was to produce a tool to train AAC skills to speech impaired preschool children with cerebral palsy to enhance their success in the educational system. This Preschool AAC Checklist is a tracking system for teachers, parents, and therapists. It is designed to monitor a student’s development in AAC skills and technology use from age three to kindergarten or first grade were formal academics begin in the public school system.This checklist is divided into three sections:
- Describing the AAC System;
- AAC Skills; and
- Strategies and Resources.
It contains references, forms and worksheets, and also serves as a resource to those new to the area of AAC. |
Reference Number |
|
SPEC103 |
Title
|
|
DEC Recommended Practices: Indicators of Quality in Programs for Infants and Young Children with Special Needs and Their Families |
Author |
|
DEC Task Force on Recommended Practices |
Publisher |
|
DEC Task Force on Recommended Practices |
Copyright |
|
1993 |
Description |
|
The purpose of this document is to describe a set of indicators that the Division of Early Childhood (DEC) recommends for early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their families. |
Reference Number |
|
SPEC104 |
Title
|
|
Project Construct – Understanding the Possibilities – A Curriculum Guide |
Author |
|
Deborah G. Murphy & Stacie G. Goffin, Editors |
Publisher |
|
MO DESE |
Copyright |
|
1992 |
Description |
|
This guide is to inform teachers who are themselves continually constructing their understandings about teaching and learning. The twenty-five chapters have been written by early childhood teachers, teacher educators, administrators, and others. Each chapter has been written in response to a questions that teachers themselves might ask regarding their practices as they move from conventional to more constructive perspectives. This guide is organized so teachers may go directly to the issues their experiences bring into focus. It is hoped that this curriculum guide is a reference that can inform teachers’ efforts to construct answers to the questions raised here, and a source of support that can provide encouragement during the process of changing one’s teaching practices. |
Reference Number |
|
SPEC105 |
Title
|
|
An Administrator’s Guide to Preschool Inclusion |
Author |
|
Ruth Ashworth Wolery & Samuel L. Odom |
Publisher |
|
Wolery, R.A. & Odom, S. L. |
Copyright |
|
2000- |
Description |
|
This guide is based on the information we gathered from 16 preschool programs serving 112 children with a wide range of disabilities. The purpose of this guide is to address some of the issues raised by the administrators of these inclusive settings. We discuss the barriers and road blocks these administrators encountered as they set up inclusive programs. Practical strategies are presented. |
Reference Number |
|
SPEC106 |
Title
|
|
Meeting the Challenge – Effective Strategies for Challenging Behaviors in Early Childhood Environments |
Author |
|
Barbara Kaiser & Judy Sklar Rasminsky |
Publisher |
|
National Association for the Education of Young Children |
Copyright |
|
1999 |
Description |
|
This booklet is a kind of survival manual. Its aim is to give you the information and skills you need to cope with children with challenging behaviors.The booklet is divided into two parts –
- Part I explains the background – some of the theory and research that underlie effective practice.
- Part II is more practical. It describes strategies for managing challenging behaviors.
|
Reference Number |
|
SPEC107 |
Title
|
|
Project Zero Frameworks for Early Childhood Education -Volume 1- Building on Children’s Strengths: The Experience of Project Spectrum |
Author |
|
Howard Gardner & David Henry Feldman & Mara Krechevsky & Jie-Qi Chen & Julie Viens & Emily Isberg |
Publisher |
|
Teachers College Press |
Copyright |
|
1998 |
Description |
|
The groundbreaking work of Harvard University psychologist Howard Gardner on multiple intelligences and Tufts University psychologist David Henry Feldman on non-universal development is fast becoming the standard by which children’s intelligence and cognitive development is understood. In this book, the theories of Gardner and Feldman are brought into the classroom and other settings for closer inspection.This volume explains Gardner and Feldman’s theories in accessible, non-technical language. it provides readers with detailed descriptions of the theories in use in actual classrooms and other settings. |
Reference Number |
|
SPEC108 |
Title
|
|
Project Zero Frameworks for Early Childhood Education -Volume 2- Project Spectrum: Early Learning Activities |
Author |
|
Howard Gardner & David Henry Feldman & Mara Krechevsky & Jie-Qi Chen & Emily Isberg |
Publisher |
|
Teachers College Press |
Copyright |
|
1998 |
Description |
|
The groundbreaking work of Harvard University psychologist Howard Gardner on multiple intelligences and Tufts University psychologist David Henry Feldman on non-universal development is fast becoming the standard by which children’s intelligence and cognitive development is understood. In this book, the theories of Gardner and Feldman are brought into the classroom and other settings for closer inspection.This volume is a curriculum resource that will enable teachers in the early primary years to apply multiple intelligences theory in their own classrooms. It provides enriching activities in a wide variety of disciplines, including mechanics and construction, movement, and music. |
Reference Number |
|
SPEC109 |
Title
|
|
Educating and Caring for Very Young Children – The Infant/Toddler Curriculum |
Author |
|
Doris Bergen & Rebecca Reid & Torelli, Louis |
Publisher |
|
Teachers College Press |
Copyright |
|
2001 |
Description |
|
This book focuses on play as the basis for curriculum and show how infant/toddler “educarers” can combine theory and practice, taking into account both the physical and social environments. Through case descriptions of actual children, this insightful volume discusses how to accommodate children with different development levels, backgrounds, personalities, and special needs. |
Reference Number |
|
SPEC110 |
Title
|
|
Much More Than Counting – More Math Activities for Preschool and Kindergarten |
Author |
|
Sally Moomaw & Brenda Hieronymus |
Publisher |
|
Redleaf Press |
Copyright |
|
1999 |
Description |
|
This book addresses the questions most asked by teachers, providers, and parents about teaching with mathematical games and activities. It also provides information about estimation, patterning, and adaptations of mathematical materials and games for toddlers and for children with disabilities. Each activity is accompanied by a photograph and detailed explanation of how to set it up and construct materials. Filled with math manipulatives, grid games and path games, there are over one hundred fun activities included. |
Reference Number |
|
SPEC111 |
Title
|
|
Successful Kindergarten Transition – Your Guide to Connecting Children, Families, & Schools |
Author |
|
Robert C. Pianta & Marcia Kraft-Sayre |
Publisher |
|
Paul H Brookes Publishing Co. |
Copyright |
|
2003 |
Description |
|
A smooth transition to kindergarten is an essential part of a child’s early academic experience. Step by step, this practical book helps professionals:
- Develop a solid transition plan for their school. Readers will learn how to form a collaborative team, create a menu of transition activities tailored to each child’s needs, and establish a timeline for putting the plan
into action.
- Implement the plan. Readers will discover how to anticipate barriers, ensure that team members have the same understanding of transition, keep families involved, and conduct ongoing assessment and revision of transition activities. The Appendix includes forms such as transition brainstorming sheets, parent interview forms, and timeline worksheets which can be copied.
- Stay motivated and inspired. Readers will learn from the experience of others with insight from real families, educators, and school personnel, and they’ll find sample menus of activities.
|
Reference Number |
|
SPEC112 |
Title
|
|
Children With Spina Bifida – Early Intervention and Preschool Programming |
Author |
|
G. Gordon Williamson |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1987 |
Description |
|
This resource describes in detail the medical, therapeutic, and educational needs of infants and preschoolers with myelomeningocele. Clear explanations of procedures for assessment and intervention address all aspects of development, activities of daily living, and the unique health and educational requirements of this special population. This comprehensive reference gives the background and management strategies needed. |
Reference Number |
|
SPEC113 |
Title
|
|
The Child Who is Ignored – Module 6 of Hand in Hand Series |
Author |
|
Educational Productions, Inc. |
Publisher |
|
Educational Productions, Inc. |
Copyright |
|
1993 |
Description |
|
Play Problem Interventions:This module identifies children who may have individual play skills but who are ignored by others when attempting to join their play; examines teacher interventions that encourage children to enter play groups and assume various roles in play. |
Reference Number |
|
SPEC001 |
Title
|
|
Linking Behavior Interventions With the Practitioner SET with program and instruction manuals |
Author |
|
Great Falls, Montana Public Schools |
Publisher |
|
Great Falls, Montana Public Schools |
Copyright |
|
1996 |
Description |
|
Set includes 6 Videos: SPB005A-F and 5 DOS Version Program Diskettes: SPB005G-KPresented are many cross-referenced intervention tactics, drawn from experimentally proven intervention efforts, to address the problem behaviors of young children. These tactics cover child behavior in various developmental domains (for example, social interaction and behavior, communication, self-help, motor skills, and cognitive skills), for children of different ages, and for problems of varying intensity. |
|
|
SPEC002 nbsp; Cross Reference: SPB005 |
SPED FAMILY:
SPED Family Books:
SPED Family Videos:
Title
|
|
Practical Strategies for Family-Centered Intervention |
Author |
|
P.F. McWilliams & Pamela J. Winton & Elizabeth R. Crais |
Publisher |
|
Singular Publishing Group, Inc. |
Copyright |
|
1996 |
Description |
|
Providing services to families of children with special needs who are at risk for or demonstrating developmental delays is at the core of effective early intervention. This book provides:
- A basic philosophical grounding that addresses a family-centered approach to service delivery;
- A view of the family as the unit of service delivery, recognizing its strengths, values, and lifestyle, responding to its priorities, and individualizing services; and
- A detailed exploration into the principles and rationale of the family-centered approach to early intervention and application of these principles to service delivery.
|
Reference Number |
|
SPF100 |
Title
|
|
Tips and Tidbits – A Book for Family Day Care Providers |
Author |
|
Janet Gonzalez-Mena |
Publisher |
|
National Association for the Education of Young Children |
Copyright |
|
1991 |
Description |
|
Even the busiest family day care provider or center-based educarer can find time to read and apply these bits of wisdom. They have been established by almost a century of early childhood education practice in this and other countries. These recommendations are not fly-by-night fads; they are the basics of our business: giving children good care.
- PART I: Effective Ways to Change Unacceptable Behavior;
- PART II: Dealing with Individual Children;
- PART III: Helping Children Cope With Feelings;
- PART IV: Teaching and Learning About How To Get Along in the World;
- PART V: Care-giving Routines;
- PART VI: Play;
- PART VII: Parents.
|
Reference Numbernce Number |
|
SPF101 |
Edward Feinberg, Ph.D. & Johathan Beyer, J.D. & Philip Moses, M.A.
Title
|
|
Beyond Mediation: Strategies for Appropriate Early Dispute Resolution in Special Education |
Author |
|
Publisher>Publisher |
|
CADRE |
Copyright |
|
– |
Description |
|
This briefing paper describes some of the causes of special education conflict and then explores the range of conflict management approaches being pioneered by state education agencies and school districts. The focus of this paper and the underlying research is on innovative work that is being done related to disagreements regarding those children and youth (3 years and older) served under Part B of IDEA.The three main sections covered:
- Background: Conflict Resolution Under IDEA;
- Causes of Conflict in Special Education; and
- Innovations For the Early Resolution of Special Education Disputes.
|
Reference Numbernce Number |
|
SPF102 |
Title
|
|
Helping Individuals and Their Families Meet the Challenges of Developmental Disabilities Annual Report |
Author |
|
Boone County Group Homes and Family Support |
Publisher |
|
Boone County Group Homes and Family Support |
Copyright |
|
1997 |
Description |
|
This reports on Services and Supports available through the Boone County Group Home and Family Support. It also reports on Growth & Consumer Satisfaction, Revenue and Expense Analysis, and joint efforts with other agencies. |
Reference Number |
|
SPF103 |
Title
|
|
Parent’s Guide to Special Education in Missouri |
Author |
|
MO DESE |
Publisher |
|
MO DESE |
Copyright |
|
2002 |
Description |
|
This guide was developed to provide information concerning your rights and responsibilities as the parent of a child with a disability is defined in the Missouri State Plan for Special Education. Other resources for information on special education issues are listed in the resources section of this guide. |
Reference Number |
|
SPF104 |
Title
|
|
Action Letter Portfolio – Writing Advocacy Letters That Work! |
Author |
|
Glen W. White & Richard Thomson, and Dorothy E. Nary |
Publisher |
|
University of Kansas |
Copyright |
|
1998 |
Description |
|
This guide covers the following topics:
- How to Write an Advocacy Letter;
- Writing Your Personal Concern Action Letter;
- Action Letter Follow-Up;
- Exemplar Letters;
- Facts and Figures;
- Resources on Disability and Advocacy.
|
Reference Numberumbernce Number |
|
SPF105 |
Title
|
|
Defiant Children – A Clinician’s Manual for Assessment and Parent Training – 2nd Edition |
Author |
|
Russell A. Barkley |
Publisher |
|
The Guilford Press |
Copyright |
|
1997 |
Description |
|
This manual includes a thorough clinical guide to Dr. Barkley’s 10-session parent training program, an assessment section that incorporates DSM-IV diagnostic criteria, and reproducible materials reinforcing each step of the program. Practitioners learn proven techniques for helping parents to:
- Understand their child’s misbehavior;
- Motivate their child and increase compliance;
- Decrease disruptive behavior;
- Establish proper disciplinary systems without corporal punishment; and
- Improve school behavior with a new home-based reward system.
|
Reference Number |
|
SPF106 |
Title
|
|
Back to School: Families and Communities Together for Learning |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPF001 |
SPED IEP:
IEP Books:
IEP Videos:
Title
|
|
The IEP Primer and the Individualized Program – Preschool Through Postsecondary Transition – Fifth Edition |
Author |
|
Beverly A. School & Arlen Cooper |
Publisher |
|
Academic Therapy Publications |
Copyright |
|
1997 |
Description |
|
This is truly a primer for those who will be facing their first IEP. It is intended to address practical issues of current IEPs and procedures. Some issues may be brought up, but there is no attempt to offer solutions in this book. Its main purpose is to:
- assist new teachers;
- help teachers returning to work after several years of absence;
- assist a teacher transferring or newly involved with special education.
|
Reference Number |
|
SPIEP100 |
Title
|
|
IEP Team Guide |
Author |
|
The Council for Exceptional Children |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1999 |
Description |
|
The IEP Team Guide fulfills the commitment of The Council for Exceptional Children to provide parents and educators with the resources they need to work together to help students achieve better outcomes. In addition to spelling out IEP basics in in clear, concise language, it helps each member of the team understand his or her importance. This is a book that helps parents and educators understand not just the letter of the law, but the spirit of the law as well. |
Reference Number |
|
SPIEP101 |
Title
|
|
Writing Measurable IEP Goals and Objectives |
Author |
|
Barbara D. Bateman & Cynthia M. Herr |
Publisher |
|
An Attainment Publication |
Copyright |
|
2003 |
Description |
|
Measurable goals and objectives can be surprisingly fast, easy to write, and helpful — once the skill has been learned. You will learn just that with this IEP best practices book authored by special education and IEP law specialists. |
Reference Number |
|
SPIEP102 |
Title
|
|
Linking IEPs to State Learning Standards – a Step-by-Step Guide |
Author |
|
Lynda Miller & Lauren Hoffman |
Publisher |
|
Pro-Ed, Inc. |
Copyright |
|
2002 |
Description |
|
The major features of this guide include:
- background information regarding state learning standards and their relationship to students’ IEPs;
- rules and regulations from the 1997 IDEA statute;
- step-by-step procedures for becoming familiar with state learning standards, discovering how curriculum
is related to those standards, and designing IEPs based on standards;
- examples showing how to use this step-by-step process effectively and efficiently; and
- helpful resources for practitioners.
|
Reference Number |
|
SPIEP103 |
Title
|
|
A Student’s Guide to the IEP |
Author |
|
Marcy McGahee-Kovac |
Publisher |
|
NICHCY |
Copyright |
|
2002 |
Description |
|
This guide will tell you:
- what an IEP is;
- why you need to be part of your IEP team;
- how to write your IEP.
|
Reference Number |
|
SPIEP104 |
Title
|
|
IEPs and the IDEA: What You Need to Know |
Author |
|
Lisa Lombardo, Editor |
Publisher |
|
LRP Publications |
Copyright |
|
1999 |
Description |
|
- What do the IDEA regulations say about general education teacher involvement in IEP team planning meetings?
- What is the role of the general education teacher in a student’s IEP?
- How do you get special education teachers more involved in the general education curriculum?
- What kinds of goals should an IEP contain that may have been previously overlooked?
- How important are transition goals when drafting IEPs?
This pamphlet will address these questions and others that revolve around drafting legal, workable effective IEPs for students with disabilities. It will address ways to work cooperatively with all members of an IEP team to ensure that proper goals are included for student, that participation in the general education curriculum is guaranteed in some form for the student, and that the plan helps the student work toward his or her highest level of academic progress as possible. |
Reference Number |
|
SPIEP105 |
Title
|
|
IEP Success – Basic Underlying Principles of IEPs |
Author |
|
Featuring Dr. Barbara D. Bateman |
Publisher |
|
IEP Resources |
Copyright |
|
2000 |
Description |
|
– |
Reference Number |
|
SPIEP001 |
SPED INSTRUCTION:
Instruction Books:
Instruction Videos:
Title
|
|
The Understanding by Design Handbook |
Author |
|
Jay McTighe and Grant Wiggins |
Publisher |
|
ASCD |
Copyright |
|
1999 |
Description |
|
This handbook is the companion book to Understanding by Design. Understanding by Design provides the conceptual foundation for a theory of understanding that is based on six facets of understanding. The handbook offers the practical side: a unit planning template, worksheets, exercises, design tools, design standards and tests, and a peer review process for learning and applying the ideas from Understanding by Design.The handbook was developed to assist educators interested in designing units and courses of study that focus on developing and deepening students’ understanding. It is also intended to serve as a resource for undergraduate and graduate-level coursework and in-service professional development. |
Reference Number |
|
SPIN100 Cross Ref: IN132 |
Title
|
|
Skills for School Success – Teachers Guide – Book 3 |
Author |
|
Anita Archer & Mary Gleason |
Publisher |
|
Curriculum Associates, Inc. |
Copyright |
|
2002, 1991, 1989 |
Description |
|
Skills for School Success is a four-level, teacher-directed program designed to teach critical organization skills and study skills systematically to students in the elementary and middle grades. In the program, students are taught skills required for success in the classroom: appropriate school behaviors, organization skills, specific learning strategies, textbook reference skills, graphics skills, and use of classroom reference materials. |
Reference Number |
|
SPIN101 |
Title
|
|
Strategies for Success – Classroom Teaching Techniques for Student with Learning Problems |
Author |
|
Lynn J. Meltzer & Bethany N. Roditi & Donna P. Haynes & Kathleen Rafter Biddle & Michelle Paster & Susan E. Taber |
Publisher |
|
pro-ed |
Copyright |
|
1996 |
Description |
|
Implementation of mainstreaming special needs students into the regular classroom setting, the Regular Education Initiative (REI), has been difficult. In this manual we provide classroom teaching strategies that can be easily implemented in a cost effective fashion. There are realistic and accessible teaching methods for teachers, special educators, and other professionals working with students in the elementary, middle and early high school levels. |
Reference Number |
|
SPIN102 |
Title
|
|
Making Instruction Work – Second Edition |
Author |
|
Robert F. Mager |
Publisher |
|
The Center for Effective Performance, Inc. |
Copyright |
|
1997, 1988 |
Description |
|
This book is your step-by-step guide to designing and developing instruction that achieves your objectives. This book will help you:
- Decide when the instruction is appropriate,
- Find feasible solutions to performance problems,
- Improve existing courses,
- Give students the desire to apply what they’ve learned, and
- Eliminate unnecessary content.
|
Reference Number |
|
SPIN103 Cross Reference: IN502 |
Title
|
|
Keys to Classroom Management |
Author |
|
Glenn I Latham, Ed.D. |
Publisher |
|
P & T ink, Publisher |
Copyright |
|
1998 |
Description |
|
This book addresses six important topics as they relate to managing student behaviors:
- Chapter 1 – Principles of Human Behavior
- Chapter 2 – The Application of Behavioral Principles in School Settings
- Chapter 3 – Getting and Keeping Students on Task
- Chapter 4 – Improving the quality of Teacher-to-Pupil Interactions: Traps to Avoid
- Chapter 5 – Increasing the Frequency of Successful Student Responding
- Chapter 6 – Controlling Classroom Distractions.
|
Reference Number |
|
SPIN104 |
Title
|
|
Cooperative Learning Structures for Teambuilding |
Author |
|
Laurie, Miguel & Spencer Kagan |
Publisher |
|
Kagan Cooperative Learning |
Copyright |
|
1997 |
Description |
|
This book is loaded with powerful cooperative learning structures and ready-to-use, proven teambuilding activities designed to transform student groups into caring and cooperative teams.We selected fourteen favorite cooperative learning structures for teambuilding. For these structures, there are illustrated step-by-step procedures, some hints variations you may want to try, over 100 teambuilding activities, and ready-to-use blackline masters. |
Reference Number |
|
SPIN105 Cross Reference: WR002 |
Title
|
|
Beginning to Read – Thinking and Learning about Print |
Author |
|
Marilyn Jager Adams |
Publisher |
|
The MIT Press |
Copyright |
|
1999 |
Description |
|
Beginning to Read reconciles the debate that has divided theorists for decades over the “right” way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, the author shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. |
Reference Number |
|
SPIN106 |
Title
|
|
Winning at Math – Your Guide to Learning Mathematics Through Successful Study Skills |
Author |
|
Paul D. Nolting, Ph.D. |
Publisher |
|
Academic Success Press, Inc. |
Copyright |
|
1997 |
Description |
|
Every college student must pass math courses to graduate. Doing poorly in college math can both decrease your career choices and keep you from graduating. Winning at Math will help you improve your math grades-quickly and easily. You will learn:
- What you need to know to study math;
- How to discover your math-learning strengths and weaknesses;
- How to take control and learn math;
- How to fit study time into a busy schedule;
- How to improve listening and note-taking skills;
- How to improve your reading and homework techniques;
- How to create a positive study environment;
- How to remember what you learn;
- How to reduce math test anxiety;
- How to improve your math test anxiety;
- Considerations for students with disabilities.
Some Winning at Math features:
- Math study skill evaluation;
- Glossary;
- 8 References;
- Indexes;
- Bibliography;
- Suggested reading;
- Math-learning profile sheets;
- A plan for use of daily time;
- A weekly study goal sheet;
- Note-taking abbreviations;
- Individual college learning/testing plan;
- Math lab/LRC check list.
|
Reference Number |
|
SPIN107 |
Title
|
|
Teaching Mathematics to Students with Learning Disabilities – 4th Edition |
Author |
|
Nancy S. Bley & Carol A. Thornton |
Publisher |
|
pro-ed |
Copyright |
|
2001 |
Description |
|
This book has been written with the belief that, though they learn differently, most students with learning disabilities can master important mathematical concepts and skills, can apply them in the day-to-day lives, and will use them to advantage in their future careers.This edition continues to emphasize problem solving, number sense, student decision making, and ways of effectively incorporating technology in mathematics instruction – from calculators and computer spreadsheets to the use of selected Web sites and computer software. Specifically, we explore strategies for helping students become more successful mathematical thinkers. |
Reference Number |
|
SPIN108 |
Title
|
|
Modifying Curriculum for the Special Needs Student in the Regular Classroom – 2nd Edition |
Author |
|
Lynn Chalmers |
Publisher |
|
Practical Press |
Copyright |
|
2000 |
Description |
|
This publications covers:
- Why make modifications;
- What kinds of modification;
- The learning environment;
- Daily assignments and activities;
- Adapting tests;
- Behavior Management;
- Problems often encountered by classroom teachers.
|
Reference Number |
|
SPIN109 |
Title
|
|
Differentiated Instructional Strategies for Reading in the Content Areas |
Author |
|
Carolyn Chapman & Rita King |
Publisher |
|
Corwin Press, Inc. |
Copyright |
|
2003 |
Description |
|
This easy-to-use handbook gives teachers creative yet substantial ideas and methods for infusing phonics, work analysis, vocabulary development, and comprehensive strategies into subject-area instruction using differentiated instruction, multiple intelligences, scaffolding, constructivism, continuous assessment, and co-op learning activities.Each chapter includes samples, suggestions, applications, assessments, and lists that you can quickly apply to your own classroom. |
Reference Number |
|
SPIN110 |
Title
|
|
The Differentiated Classroom – Responding to the Needs of All Learners |
Author |
|
Carol Ann Tomlinson |
Publisher |
|
ASCD |
Copyright |
|
1999 |
Description |
|
The author looks at the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it’s so important to today’s children. At the core of the book, three chapters describe actual lessons, units, and classrooms with differentiated instruction in action. |
Reference Number |
|
SPIN111 |
Title
|
|
Balanced Reading Strategies and Practices – Assessing and Assisting Readers with Special Needs |
Author |
|
D. Ray Reutzel & Robert B. Cooter, Jr. |
Publisher |
|
Merrill, Prentice Hall |
Copyright |
|
1999 |
Description |
|
As the field seems to be settling somewhere between the extremes – phonics versus whole language, this book offers pre-service teacher candidates a practical resource for understanding issues related to reading instruction and assessment. It provides ready-to-use assessment tools and related instructional strategies.For the practicing educator, this book provides research-validated strategies and assessment tools to inform instruction, meet the needs of individual learners. Each chapter includes a teacher’s background knowledge briefing, assessment ideas and tools, and highly effective research-proven instructional strategies.
This book is not to be read from beginning to end, page by page. Rather, it is to be used as a reference tool. |
Reference Number |
|
SPIN112 |
Title
|
|
Strategies for Teaching Learners with Special Needs – 7th Edition |
Author |
|
Edward A. Polloway & James R. Patton & Loretta Serna |
Publisher |
|
Merrill, Printice Hall |
Copyright |
|
2001 |
Description |
|
In writing this edition, the authors have been committed to changes that reflect the realities of education at the turn of the century. Thus, the text includes increased attention to many contemporary themes in education, including inclusion, collaboration, cooperative teaching, strategy training, the importance of phonological awareness, holistic perspectives, home-school collaboration, ethical issues in the education profession, transition and positive educational outcomes. |
Reference Number |
|
SPIN113 |
Title
|
|
School-Home Links: Kindergarten Activities |
Author |
|
School-Home Links |
Publisher |
|
School-Home Links |
Copyright |
|
– |
Description |
|
Helpful activities to do at home with children to reinforce what they are learning at school. Help in:
- Knows the Parts of a Book and Their Functions
- Begins to Track Print
- Recognizes and Can Name All Uppercase and Lowercase Letters
- Understands That Words Consist of Sequences of Phonemes
- Learns One-to-One Letter/Sound Correspondences
- Recognizes Some Words by Sight
- Connects Information and Events in Texts to Life and Life to Texts
- Listening/Retells Stories or Parts of Stories
- Listens Attentively to Books Read
- Within Sets of Sounds Can Identify Which Are the Same and Which Differ
- When Given Sound Segments Can Merge Them into a Meaningful Word
- When Given a Word Can Produce Another Word That Rhymes with It
- Writes to Express Own Meaning
- Builds a Vocabulary of Words
- Can Write Most Letters and Some Words.
|
Reference Number |
|
SPIN125 |
Title
|
|
Self-Correcting Learning Materials For the Classroom |
Author |
|
Mercer, Cecil D. & Mercer, Ann R. & Bott, Deborah A. |
Publisher |
|
Charles E. Merrill Publishing Company |
Copyright |
|
1984 |
Description |
|
This book features a variety of easily-used self-correcting formats applied across several content areas: math, language, reading, spelling, written expression, and other subjects. Skill hierarchies will help teachers in planning and monitoring pupil progress. This book is designed for pre-service special and technique courses. |
Reference Number |
|
SPIN126 |
Title
|
|
Handbook in Diagnostic-Prescriptive Teaching in the Elementary Schools |
Author |
|
Philip H. Mann & Patricia A. Suiter & Rose Marie McClung |
Publisher |
|
Allyn and Bacon, Inc. |
Copyright |
|
1987 |
Description |
|
The reader can use this book in a variety of ways. A total classroom concept including diagnostic procedures and instruments, teaching ideas, student strategies for learning, how to set up a classroom, and dealing with colleagues and parents can be developed. Each chapter stands on its own merit and has information that may be useful to individuals who have specific areas of concern (i.e., behavior, reading, writing, working with parents, etc.) |
Reference Number |
|
SPIN127 Cross Reference: IN162 |
Title
|
|
Leadership for Differentiating Instruction User Guide |
Author |
|
Stone, Joyce E. & D’Arcangelo, Marcia |
Publisher |
|
ASCD |
Copyright |
|
2007 |
Description |
|
The purpose of this program is to acquaint leaders with the principles of differentiated instruction and show how these principles can be applied to plan, implement, and sustain differentiated instruction schoolwide. Recognizing that leaders will be at various levels of understanding about differentiated instruction and that sustained professional development is crucial for the success of this effort, the activities in the user guide are customized to meet the needs of large-group workshops, small study groups, or individuals. A DVD accompanies this text. |
Reference Number |
|
SPIN128 Accompanying DVD: SPIN006 Cross Reference: IN163 |
Title
|
|
The Tough Kid Video Series – Segment Four – Instructional Strategies |
Author |
|
Dr. Jim Ysseldyke & Dr. Bob Algozzine |
Publisher |
|
Sopris West |
Copyright |
|
1995 |
Description |
|
Instructional strategies. |
Reference Number |
|
SPIN001 |
Title
|
|
Collaborating for Change: Instructional Strategies for All Students |
Author |
|
San Francisco Unified School District |
Publisher |
|
San Francisco Unified School District |
Copyright |
|
1997 |
Description |
|
Educators offer instructional strategies as well as classroom practices for developing a successful inclusion program. Discussed is the importance of curriculum modification as well as the value of cooperative learning. |
Reference Number |
|
SPIN002 |
Title
|
|
Using State-of-the-Art Strategies for Teaching Writing – To maximize Your Students’ Growth in Writing And Reading, K-1 |
Author |
|
Darla Wood-Walters |
Publisher |
|
Bureau of Education & Research |
Copyright |
|
2001 |
Description |
|
This program is intended for educators, grades K-1, who are seeking ways to strengthen their literacy instruction. This video training program demonstrates practical and dynamic ways to support and stretch the writing progress of K-1 students. State-of-the-Art management techniques, teaching strategies, and conferencing techniques combine to boost children’s ability, enthusiasm, and confidence.This guide contains a variety of resource materials in the form of blackline masters. These may be reproduced for use in training sessions and self-study. |
Reference Number |
|
SPIN003 Cross Reference: WR002 |
Title
|
|
Using Onsets and Rimes and Manipulation of Text – To Strengthen Your Students’ Phonemic Awareness and Phonics Skills, Grades 1-2 |
Author |
|
Judy Lynch |
Publisher |
|
Bureau of Education & Research |
Copyright |
|
1998 |
Description |
|
In this video program, the author demonstrates how manipulating text and focusing on onsets and rimes can direct your students’ attention to many aspects of word sounds and word structures. |
Reference Number |
|
SPIN004 Cross Reference: RE015 |
Title
|
|
Supporting Self-Determination – Strategies for Direct Support Staff |
Author |
|
Elizabeth Thorin, Ph.D. |
Publisher |
|
Iris Media, Inc. |
Copyright |
|
– |
Description |
|
Viewers learn six strategies for promoting opportunities for self-determination:
- Developing a respectful relationship
- Supporting choice
- Encouraging new experiences
- Promoting informed decision-making
- Planning for the future
- Including family
Discussion for each vignette raise issues of appearance, social behavior and personal goals, and challenge staff to respond in a manner that promotes self-determination. |
Reference Number |
|
SPIN005 |
Title
|
|
Leadership for Differentiating Instruction DVD |
Author |
|
D’Arcangelo, Marcia & Sheets, Dana |
Publisher |
|
ASCD |
Copyright |
|
2007 |
Description |
|
The purpose of this program is to acquaint leaders with the principles of differentiated instruction and show how these principles can be applied to plan, implement, and sustain differentiated instruction schoolwide. The video program shows how school and district administrators, teacher leaders, and others are promoting the use of differentiated instruction in their schools and districts. A user guide accompanies this DVD. |
Reference Number |
|
SPIN006 Accompanying Text: SPIN128
Cross Reference: IN083
|
Title
|
|
Instructional Strategies for Greater Student Achievement |
Author |
|
Robert Hanson & Harvey Silver & Richard Strong |
Publisher |
|
Linton Professional Development Corporation |
Copyright |
|
1995 |
Description |
|
This issue provides a heaping portion of the kinds of instructional strategies. Build around research-based learning styles f students, these strategies help youngsters not only learn curriculum content, but acquire life-long learning skills such as problem-solving, creative self-expression, organizing and managing information, positive social interaction, logical/analytical thinking, and reasoning. Actual classroom situations depict the implementation of these strategies to enhance and clarify viewers’ understanding. |
Reference Number |
|
SPIN502 Cross Reference: IN502 |
Title
|
|
Student-Centered Reading and Learning Strategies for Elementary Schools |
Author |
|
Carol Santa |
Publisher |
|
Video J |
Copyright |
|
1997 |
Description |
|
This volume introduces CRISS (Creating Independence through Student-owned Strategies) which is grounded in research-based principles and demonstrated across grade levels in a variety of classroom settings. This compelling philosophy encourages teachers to model these strategies for students then to gradually step aside, allowing them to take over as the makers of meaning in their own learning. |
Reference Number |
|
SPIN608E Cross Reference: RE608E
|
SPED INCLUSIVE:
Inclusion Books:
- Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom -Gr 6-8 – Vol. 3
- Blueprints For Thinking in the Cooperative Classroom
- Building Inclusive Schools – Tools and Strategies for Success
- Collaborative Teaming – Teachers’ Guides to Inclusive Practices
- Components of Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project
- Consultation, Collaboration, and Teamwork for Students with Special Needs
- Cooperative Learning and Strategies for Inclusion – Celebrating Diversity in the Classroom – 2nd Edition
- Creating Inclusive Classrooms – Effective and Reflective Practices – 4th Edition
- Creating Inclusive School Communities – Module 1 – A Shared Agenda for General and Special Educators – Facilitators Guide
- Creating Inclusive School Communities – Module 1 – A Shared Agenda for General and Special Educators – Participant Guide
- Creating Inclusive School Communities – Module 4 – Collaboration: Redefining Roles, Practices, and Structures – Facilitator Guide
- Creating Inclusive School Communities – Module 4 – Collaboration: Redefining Roles, Practices, and Structures – Participant Guide
- Differentiated Instruction – Creating Multiple Paths for Learning – Video 1 of 2
- Differentiated Instruction – Instructional and Management Strategies – Video 2 of 2
- Differentiated Instruction – Facilitator’s Guide
- Dissolving the Boundaries – Planning for Curriculum Integration in Middle and Secondary Schools
- Effective Practices for Inclusive Programs: A Technical Assistance Planning Guide
- Handbook for the Inclusion of Young Children with Severe Disabilities
- Ideas for Inclusion – The Classroom Teacher’s Guide to Integrating Students with Severe Disabilities
- Inclusion and School Reform – Transforming America’s Classrooms
- Inclusive Schooling Practices: Pedagogical and Research Foundations – A Synthesis of the Literature that Informs Best Practices About Inclusive Schooling
- Inclusion Strategies for Working with Young Children – A Resource Guide for Teachers, Childcare Providers, and Parents
- Integration of Elementary Students With Severe Disabilities In Their Neighborhood School: A Team Training Manual – Utah Project (UEID)
- Instructional Accommodation in Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project
- Intervention Techniques for Individuals with Exceptionalities in Inclusive Settings
- Kids, Disabilities and Regular Classrooms – An Annotated Bibliography of Selected Children’s Literature on Disability
- Paraprofessional Roles in Inclusive Classrooms – Facilitator Guide – Michigan Inclusive Education Project
- Related Services in Inclusive Classrooms – Facilitator Guide – Michigan Inclusive Education Project
- Social Inclusion – Facilitator Guide – Michigan Inclusive Education Project
- Systems Change That Supports All Students – Facilitator Guide – Michigan Inclusive Education Project
- Textbooks and the Students Who Can’t Read Them – A Guide to Teaching Content
- The Best Fit: Creating the Right LRE for Your Students with Special Needs
- The Planning Process for Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project
- The Teamwork Strategy
- Toward Inclusive Classrooms – NEA Teacher-to-Teacher Book
- Working in Teams: Me Can Do It! – Elementary
Inclusion Videos:
Title
|
|
Cooperative Learning and Strategies for Inclusion – Celebrating Diversity in the Classroom – 2nd Edition |
Author |
|
JoAnne W. Putnam |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1998 |
Description |
|
Cooperative learning can facilitate greater academic achievement, improved social skills, and higher self-esteem for students of all abilities and cultural backgrounds. This guide show how to make cooperative learning strategies work in their classrooms. It offers new information on:
- multiple intelligences theory;
- cultural and ethnic diversity;
- conflict resolution; and
- computer technology in inclusive classrooms.
This book reveals not only the educational benefits of cooperative learning, but also the positive effects it has on social skills such as turn taking, friendship building, and student-initiated conflict resolution. Detailed case studies track student experiences from kindergarten through high school and illustrate recommended curricular adaptations such as multilevel instruction and the “Learning Strategies” approach. Perfect for educators, administrators, social workers, and parents. |
Reference Number |
|
SPINC100 |
Title
|
|
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom -Gr 6-8 – Vol. 3 |
Author |
|
Keith Lenz & Jean Schumaker |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1999 |
Description |
|
The IDEA Amendments of 1997 require that students with disabilities have access to the general education curriculum. This guidebook outlines successful adaptation strategies in clear, concise language, something that demonstrates the link between purpose and procedure for a teacher in a classroom of diverse learners. It is designed to fill the gap for educators who are already engaged in curriculum adaptations as well as those who have not yet begun.This guidebook:
- Outline the conceptual strategies
behind instructional adaptations;
- Present characteristics of classroom
materials that allow for effective adaptations;
and
- Illustrate those adaptations in brief,
process-oriented chapters and vignettes.
The adaptations describe best or promising
practices that are based upon relevant special
education research.
|
Reference Number |
|
SPINC101 |
Title
|
|
Handbook for the Inclusion of Young Children with Severe Disabilities |
Author |
|
Barbara Thompson & Donna Wickham & Jane Wegner & Marilyn Mulligan Ault & Pamela Shanks & Barbara Reinertson |
Publisher |
|
Learner Managed Designs, Inc. |
Copyright |
|
– |
Description |
|
The authors have been integrally involved with the development of a model program of full inclusion that has been under development since 1986. Here they share information, most often with preschool age children who experience the most severe disabilities, including multiple physical challenges, severe and profound cognitive and communication delays, and sensory disabilities including dual sensory (deaf-blindness) disabilities. |
Reference Number |
|
SPINC102 |
Title
|
|
Effective Practices for Inclusive Programs: A Technical Assistance Planning Guide |
Author |
|
Marlene Simon & Patricia Karasoff & Anne Smith |
Publisher |
|
California Research Institute – San Francisco State Univ. |
Copyright |
|
1992 |
Description |
|
Well developed inclusive education programs can increase the effectiveness of special education services and supports to improve outcomes for students with disabilities. However, beginning the change process is one of the greatest challenges currently facing educational systems at the state, district, and building level.This technical assistance planning guide emphasizes building the capacity of states, school districts, and school sites to provide quality educational programs to students with disabilities in integrated and inclusive environments by providing a framework for developing technical assistance activities. The guide facilitates planned educational change with a focus on local ownership and provides self-assessment checklists to examine whether effective practices are implemented at the state, district, and school site levels. It also suggests resources and strategies for use in planning technical assistance activities. |
Reference Number |
|
SPINC103 |
Title
|
|
Creating Inclusive School Communities – Module 1 – A Shared Agenda for General and Special Educators – Participant Guide |
Author |
|
Jennifer York-Barr & Robi M. Kronberg & Mary Beth Doyle |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
The purpose of Module 1 is to provide an opportunity to identify pressing issues that are facing your school community and to discuss a possible shared agenda between those identified as regulars and specials. Also in this module is the opportunity to define and clarify for yourself the essence of inclusion and exclusion – what these terms mean, how they affect you, and how they effect children and youth and schools. The activities are designed to encourage conversation and perspective taking. |
Reference Number |
|
SPINC104 |
Title
|
|
Creating Inclusive School Communities – Module 1 – A Shared Agenda for General and Special Educators – Facilitators Guide |
Author |
|
Jennifer York-Barr & Robi M. Kronberg & Mary Beth Doyle |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
The purpose of Module 1 is to provide an opportunity to identify pressing issues that are facing your school community and to discuss a possible shared agenda between those identified as regulars and specials. Also in this module is the opportunity to define and clarify for yourself the essence of inclusion and exclusion – what these terms mean, how they affect you, and how they effect children and youth and schools. The activities are designed to encourage conversation and perspective taking. |
Reference Number |
|
SPINC105 |
Title
|
|
Creating Inclusive School Communities – Module 4 – Collaboration: Redefining Roles, Practices, and Structures – Participant Guide |
Author |
|
Jennifer York-Barr & Robi M. Kronberg & Mary Beth Doyle |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
Module 4 is an opportunity to redefine team members’ roles and responsibilities and to design decision-making and communication strategies for adult team members in order to provide day-to-day support of students in general education environments. |
Reference Number |
|
SPINC106 |
Title
|
|
Creating Inclusive School Communities – Module 4 – Collaboration: Redefining Roles, Practices, and Structures – Facilitator Guide |
Author |
|
Jennifer York-Barr & Robi M. Kronberg & Mary Beth Doyle |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1996 |
Description |
|
Module 4 is an opportunity to redefine team members’ roles and responsibilities and to design decision-making and communication strategies for adult team members in order to provide day-to-day support of students in general education environments. |
Reference Number |
|
SPINC107 |
Title
|
|
Toward Inclusive Classrooms – NEA Teacher-to-Teacher Book |
Author |
|
Mary Dalheim & Vince Ercolano |
Publisher |
|
NEA |
Copyright |
|
1994 |
Description |
|
There are six stories from six teachers:
- Teaming Up for Middle School Success By Rita Wright Johnson and Karen Skatoff. Two Virginia teachers designed an alternative approach to teaching seventh grade environmental science that integrates learning disabled students into a general science class;
- Everyone Can Be a Scientist By Laura Krich. At this Massachusetts middle school, the annual science fair is no longer an adult-driven, exclusive, immensely competitive event. It is now a peer-driven exhibition where everyone participates and everyone succeeds;
- The Inclusive Writing Workshop By Jan Kimbrell-Lee and Terry Wood. Two elementary school
teachers from Georgia had the “write” idea when they teamed up to instruct a writing course in an inclusive setting.
- Partners in Inclusion By Maureen Logan and Mark Hawk. At this Rhode Island high school, collaborative partnerships took the aloneness out of teaching and helped pave the way for a successful inclusive learning environment;
- Language Arts, Milan-Style By Lynne LaFene and Carol Kegarise. Milan Elementary School in Ohio is a fully inclusive school. Here’s what it means to its language arts teachers.
- Integrating Andy By Nancy Keller. This provocative case study chronicles the steps middle school teachers from Winooski School District, Vermont, took to successfully integrate a child with severe behavioral problems.
|
Reference Number |
|
SPINC108 |
Title
|
|
The Best Fit: Creating the Right LRE for Your Students with Special Needs |
Author |
|
Zimmerman, Barbara F., Ph.D. |
Publisher |
|
LRP Publications |
Copyright |
|
2002 |
Description |
|
This book will serve as a review of “least restrictive environment” (LRE) and inform educators f useful information needed to make decisions about when and how to mainstream and include identified students into general educations schools and classrooms. Research based on current educational theory and interviews with educators, parents and students, guide the information presented. |
Reference Number |
|
SPINC109 |
Title
|
|
Inclusion Strategies for Working with Young Children – A Resource Guide for Teachers, Childcare Providers, and Parents |
Author |
|
Lorraine O. Moore, Ph.D. |
Publisher |
|
Peytral Publications |
Copyright |
|
1997 |
Description |
|
This book was written for the purpose of helping adults who work with 3-6 year old children in kindergarten programs, early child settings, home-based programs and Head Start programs. Contained in this book are both guidelines and strategies for adults working with these children.The first chapter of this book outlines some child-focused rather than curriculum-focused guidelines. The remaining chapters include over 350 strategies for working with young children which cover the areas of communication, large and small motor development, emotional/social development, behavioral issues, preparatory writing, reading skills, math skills, and assessment. Sample forms that support the text are included. Specific reference books on a variety of topics are recommended. |
Reference Number |
|
SPINC110 |
Title
|
|
Intervention Techniques for Individuals with Exceptionalities in Inclusive Settings |
Author |
|
Festus E. Obiaker & Sandra A. Burkhardt & Anthony F. Rotatori & Tim Wahlberg, Editors |
Publisher |
|
Jai Press, Inc. |
Copyright |
|
1996, 1997, 1999 |
Description |
|
The first chapter explains the impacts of legislation and litigation on programs for individuals with exceptionalities. The second, third, and fourth chapters focus on methods for working with students with cognitive disabilities, learning disabilities, and behavior disorders, respectively. The fifth chapter focus is on large and small motor skill development. In the sixth and seventh chapters, the foci are on strategies for educating urban and rural learners with exceptionalities. The eighth chapter discusses methods for teaching students with gifts and talents in inclusive settings. In the ninth, tenth, eleventh, and
twelfth chapters, techniques for maximizing the fullest potential of individual with attention deficit disorders, traumatic brain injury, autism spectrum disorders, and physical and health impairments are presented respectively. The thirteenth chapter describes how to help parents. The fourteenth chapter focuses on transitioning into the world of work. The fifteenth chapter discusses promoting acceptance. The sixteenth chapter focuses on the intervention implications for students with learning disabilities and social deficits. The final chapter looks at future concerns. |
Reference Number |
|
SPINC111 |
Title
|
|
Inclusion and School Reform – Transforming America’s Classrooms |
Author |
|
Dorothy Kerzner Lipsky, Ph.D. & Alan Gartner, Ph.D. |
Publisher |
|
Paul H. Brooks Publishing Co. |
Copyright |
|
1997 |
Description |
|
The insightful discussions in this volume cover a wide range of issues, from program implementation and classroom supports to court decisions and financing. The authors compare successes and setbacks from schools and studies nationwide, drawing the “big picture” of practice and research. Balanced analysis of special education and inclusion programs are highlights of the results from a revealing national study.This book gives policy makers, administrators, school board members, teachers, and parents a solid understanding of the process of school reform, as well as a vision for the 21st century. |
Reference Number |
|
SPINC112 |
Title
|
|
Ideas for Inclusion – The Classroom Teacher’s Guide to Integrating Students with Severe Disabilities |
Author |
|
Anne M. Beninghof |
Publisher |
|
Sopris West |
Copyright |
|
1993 |
Description |
|
There are 50 strategies designed to be simple enough so that anyone can take a step toward integration. |
Reference Number |
|
SPINC113 |
Title
|
|
Inclusive Classroom – A Practical Guide for Educators |
Author |
|
SiriNam S. Khalsa, NBCT |
Publisher |
|
Good Year Books |
Copyright |
|
1999, 2005 |
Description |
|
This book addresses all your questions, providing in-depth background information, detailed procedures for implementation, plus reproducible evaluation, assessment, and reporting forms. You will learn:
- How to determine learning styles;
- How to use multiple intelligences in the classroom;
- How to set up learning centers;
- How to work successfully in a collaborative teaching team;
- How to develop a partnership with parents;
- Lesson designs and modifications for inclusion;
- 8-week curriculum on “How to Succeed in School”
- How to change 10 negative behavior cycles
- How to manage behavior effectively in an inclusive classroom.
|
Reference Number |
|
SPINC114 |
Title
|
|
Creating Inclusive Classrooms – Effective and Reflective Practices – 4th Edition |
Author |
|
Spencer J. Salend |
Publisher |
|
Merrill prentice Hall |
Copyright |
|
2001 |
Description |
|
This inclusion text goes beyond discussing how to teach students with varying learning abilities to address issues of gender, race, ethnicity, language, socioeconomic status, and family structures.
- Content is based around four principles – diversity, individual needs, reflective practice, and collaboration – to demonstrate that inclusion is not just a government mandate, but a principled philosophy of reflective, effective teaching;
- Unique concluding chapter discusses and demonstrates how to assess the success of your inclusion program;
- Each chapter includes textural content related to multiculturalism, and ends with
What Would You Do in Today’s Diverse Classroom? reflective exercises;
- Includes a CD-ROM, “Developing Quality IEPs: A Case-Based Tutorial”, which guides students through the development of IEPs and the criteria necessary to assess their quality;
- A text-specific Companion Website and video package have been integrated into the book.
|
Reference Number |
|
SPINC115 |
Title
|
|
Kids, Disabilities and Regular Classrooms – An Annotated Bibliography of Selected Children’s Literature on Disability |
Author |
|
Gary Owen Bunch |
Publisher |
|
Inclusion Press International |
Copyright |
|
1996 |
Description |
|
This is an annotated bibliography of literature about disabilities suitable for use with elementary and high school age students to increase their understanding of people with disabilities. All books selected present children or adults with disabilities as members of the general community; the community of a regular classroom in a regular school; the community of a family; the community of a village, town, or city. A number of the selections present adults with disabilities and the reaction of younger people on them. |
Reference Number |
|
SPINC116 |
Title
|
|
Building Inclusive Schools – Tools and Strategies for Success |
Author |
|
Ann T. Halvorsen & Thomas Neary |
Publisher |
|
Allyn and Bacon |
Copyright |
|
2001 |
Description |
|
This book covers everything from the legal rationale for building inclusive schools to effective classroom techniques. Integrating the systems of general education and special education, inclusive education embodies both the spirit and the intent of the IDEA (Individuals with Disabilities Education Act). Its objective: to ensure that all students enjoy access to a free and age-appropriate public education. The book’s focus on implementation underscores its usefulness as a tool for all schools implementing IDEA 97. To graphically illustrate and personalize the concepts and applications, the book incorporate vivid, in-class glimpses of four disabled students – Amanda, Joey, Melissa, and Raymond – along with their schools, teachers, and classmates.Features:
- Provides specific student, classroom, and school examples across K-12 school levels and a range of students from “typical” to severely disabled;
- Demonstrates the best practices in general education, encouraging the implementation of research-based trends to fit each school’s needs;
- Describes and illustrates curriculum and team planning, instructional strategies, adult collaboration, peers supports, and school change;
- Includes end-of-chapter references citing more than 200 books, journals, and speeches.
|
Reference Number |
|
SPINC117 |
Title
|
|
Blueprints For Thinking in the Cooperative Classroom |
Author |
|
James Bellanca & Robin Fogarty |
Publisher |
|
Skylight Publishing, Inc. |
Copyright |
|
1991 |
Description |
|
This book presents practical ideas and model lessons for encouraging cooperative learning in elementary, junior-high and high school classrooms. Tasks are designed with rigor and complexity inherent in the assignments. Higher order thinking strengthens cooperative learning through the cycle of the small-group process. |
Reference Number |
|
SPINC118 |
Title
|
|
Collaborative Teaming – Teachers’ Guides to Inclusive Practices |
Author |
|
Martha E. Snell and Rachel Janney |
Publisher |
|
Paul H. Brooks Publishing Co. |
Copyright |
|
2000 |
Description |
|
For inclusion to succeed, teachers need to combine forces with school staff and families. The best way to achieve this level of cooperation is through a cooperative team.Rich with contributions and proven strategies from teachers, this resource demonstrates how to create a successful collaborative team through:
- building teamwork skills;
- developing problem-solving methods;
- implementing action plans;
- using collaborative teaching;
- improving communications skills among team members.
Team members will find the included reproducible forms indispensable in planning and implementing inclusion support programs and in organizing and compiling information for IEP meetings. |
Reference Number |
|
SPINC119 |
Title
|
|
Consultation, Collaboration, and Teamwork for Students with Special Needs |
Author |
|
Peggy Dettmer & Linda P. Thurston & Norma Dyck |
Publisher |
|
Allyn and Bacon |
Copyright |
|
2002 |
Description |
|
This book is designed to serve as a bridge between theory and practice. It provides background information and field-tested recommendations to help educators become more proficient in working together.The book is organized into three main parts:
Part One is on Contexts: Chapter 1 presents collaborative school consultation; Chapter 2 includes a brief history, theoretical foundations and research bases; Chapter 3 focuses on the constructive use of individual differences among adults and diversity issues are addressed; Chapter 4 features school and home collaboration.
Part Two is the Process section: Chapter 5 addresses verbal and nonverbal communication; Chapter 6 offers strategies for group problem solving and consensus; Chapter 7 targets time management, data organization, record-keeping practices and management of meetings; Chapter 8 presents several methods of evaluating consultation and collaboration outcomes.
Part Three is the Content section: Chapter 9 stresses co-planning and co-teaching as key components; Chapter 10 addresses the responsibilities and opportunities that paraeducators and school administrators have; Chapter 11 explores dynamics provided by other support personnel; and Chapter 12 promotes professional development as an integral part of consulting, collaborating, and co-teaching. |
Reference Number |
|
SPINC120 |
Title
|
|
Textbooks and the Students Who Can’t Read Them – A Guide to Teaching Content |
Author |
|
Jean Ciborowski |
Publisher |
|
Brookline Books |
Copyright |
|
1992 |
Description |
|
This book proposes two major shifts in how to involve low readers more effectively in textbook learning. The first approach presents instructional techniques teachers can use to improve their students’ willingness to work in mainstream textbooks. They show students how they may best learn the new content in three phases.The book also presents suggestions to sharpen teachers’ consumer skills when selecting textbooks. The last chapter has a rating form for teachers to use when evaluating texts. |
Reference Number |
|
SPINC121 |
Title
|
|
Inclusive Schooling Practices: Pedagogical and Research Foundations – A Synthesis of the Literature that Informs Best Practices About Inclusive Schooling |
Author |
|
Gail McGregor, Ed.D. & R. Timm Vogelsberg, Ph.D |
Publisher |
|
U.S. Department of Education |
Copyright |
|
1998 |
Description |
|
The purpose of this monograph is to summarize the literature base that informs our current understanding of the approaches to support students with disabilities in inclusive settings. The search for and selection of literature to include in this synthesis was guided by a conceptual definition, operationally defined as literature that addresses adoption processes, implementation practices and outcomes of inclusive schooling.The resulting information base is organized into three parts:
- In PART I, a context is established by considering the movement toward inclusive schooling practices within a larger arena of educational change and school reform.
- PART II is a synthesis of information about instructional practices that support diverse students.
- PART III summarizes available research about inclusion.
|
Reference Number |
|
SPINC122 |
Title
|
|
Related Services in Inclusive Classrooms – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
This guide is part of a series of training materials developed by the Michigan Inclusive Education Project (MIEP), a five year systems change project designed to assist Michigan schools in restructuring to become inclusive school communities.This guide focuses on classroom based services in preschool, elementary and high school settings. |
Reference Number |
|
SPINC123 |
Title
|
|
Components of Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
Creating an inclusive education awareness foundation is explored in this guide, with strategies and examples of focused presentations to assist with the effort. The resources provided in this guide address common issues for all school systems. Webster defines component as a part, element, or ingredient. The ingredients of the process presented include establishing a foundation of:
- Awareness;
- Research and Evaluation;
- Planning;
- Teaming.
|
Reference Numbereference Number |
|
SPINC124 |
Title
|
|
Instructional Accommodation in Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
This guide will provide the user with an overview and basic strategies for implementing instructional programs in a classroom of diverse learners. This manual is designed to provide the user with general information on the instructional process and specific information on instructional accommodation. |
Reference Number |
|
SPINC125 |
Title
|
|
Paraprofessional Roles in Inclusive Classrooms – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
Three essential paraprofessional roles are important in implementing inclusive education programs. Those roles are social facilitator, student facilitator, and program facilitator. Each of these roles are discussed in the following sections of this Facilitator Guide. Strategies and activities to strengthen these roles are provided. |
Reference Number |
|
SPINC126 |
Title
|
|
Social Inclusion – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
This guide provides educators with instructional activities designed to integrate students with disabilities into ongoing classroom activities, believing heterogeneously designed tasks could facilitate social inclusion. We have also designed intentional support for students and disabilities believing a commitment would ensure social inclusion. |
Reference Number |
|
SPINC127 |
Title
|
|
Systems Change That Supports All Students – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
The purpose of this guide is to provide systems change facilitators with the information and tools to help local school districts create inclusive schools where all students are educated together. |
Reference Number |
|
SPINC128 |
Title
|
|
The Planning Process for Inclusive Education – Facilitator Guide – Michigan Inclusive Education Project |
Author |
|
U.S. Department of Education |
Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
This guide focuses on the team planning that is necessary to support a student with severe disabilities in general education classrooms. The activities presented address what is involved in the planning process, and how to facilitate the planning process for an individual student. |
Reference Number |
|
SPINC129 |
Title
|
|
Working in Teams: Me Can Do It! – Elementary |
Author |
|
Cindy Kleckner & Ellen McPeek Glisan |
Publisher |
|
Peekan Publications, Inc. |
Copyright Copyright |
|
1993 |
Description |
|
There are 50 activities in this book. The Objectives are:
- Students will gain in their ability to compromise;
- Students will be more willing to participate in brainstorming sessions;
- Students will be more productive brainstormers;
- Students will understand that many good ideas do not exactly fit the needed situation and that a scratched good idea can be saved for another time;
- Students will learn not to feel hurt when their ideas are not chosen;
- Students will learn to evaluate ideas and situations against give criteria;
- Students will learn the value of holding up their end of the bargain so as not to let the whole team and the whole project down;
- Students will learn how to equitably divide the workload among team members;
- Students will learn how to utilize team members’ talents appropriately.
|
Reference Number |
|
SPINC130 |
Title
|
|
The Teamwork Strategy |
Author |
|
D. Sue Vernon & Donald D. Deshler & Jean B. Schumaker |
Publisher Publisher |
|
Edge Enterprises, Inc. |
Copyright |
|
1993 |
Description |
|
This manual contains everything you need to help your students learn the Teamwork Strategy: seven basic lessons outlining the instructional procedures, plus all materials needed for each lesson:
- Lesson 1: A review of the SCORE Skills;
- Lesson 2: An introduction to cooperation and the concept of teamwork;
- Lesson 3: An overview of the TEAMS Steps and the instructional procedures for teaching the first step, the Talk about Tasks Step;
- Lesson 4: Instructional procedures for teaching the Execute Your Job(s) and the Ask and Share Steps;
- Lesson 5: Instructional procedures for teaching the Make It Great and Survey your TEAM’S SCORE Steps;
- Lesson 6: Instructional procedures for helping students learn to name and explain the TEAMS Steps;
- Lesson 7: Instructional procedures for teaching students to apply the TEAMS Steps and the SCORE Skills together.
|
Reference Number |
|
SPINC131 |
Andrea McDonnell, Ph.D. & Nadine Thorson, M.Ed. & Karen Swezey, M.S. & Gale McCune, M.Ed. & Richard Kiefer-O’Donnell, M.S.
Title
|
|
Integration of Elementary Students With Severe Disabilities In Their Neighborhood School: A Team Training Manual – Utah Project (UEID) |
Author |
|
Publisher Publisher |
|
U.S. Department of Education |
Copyright |
|
– |
Description |
|
Overall objectives for the UEID project include:
- Developing a cadre of professionals in all five regions of the state of Utah who have the expertise to design and successfully implement locally referenced neighborhood school programs,
- Providing a cumulative training and technical assistance program to twenty-five building/district cohorts throughout the state of Utah on the successful implementation of elementary neighborhood school programs,
- Disseminating procedures to teachers and administrators that have proven effective in supporting the implementation of neighborhood school programs, and,
- Providing training to parents/guardians that will allow them to work collaboratively with local school districts in developing and supporting neighborhood school programs.
|
Reference Number |
|
SPINC132 |
Title
|
|
Dissolving the Boundaries – Planning for Curriculum Integration in Middle and Secondary Schools |
Author |
|
Rebecca Crawford Burns |
Publisher |
|
Appalachia Educational Laboratory |
Copyright |
|
– |
Description |
|
This book is an outgrowth of a two-year research and development project on inter-disciplinary teamed instruction (ITI) conducted in four Virginia secondary schools. It contains a timeline for using the materials, step-by-step directions for an administrator or other group facilitator, interactive group activities, transparency masters, and participant handouts.
- Section 1: Understanding Curriculum Integration presents a rationale for curriculum integration and a continuum of models.
- Section 2: Assessing Your Readiness for Curriculum Integration, discusses four conditions in the school environment that are conductive to curriculum integration.
- Section 3: Preparing Teams for Curriculum Integration provides the first steps, such as selecting team members, choosing team structures, and designing appropriate schedules.
|
Reference Number |
|
SPINC133 |
Title
|
|
The Inclusion Facilitator |
Author |
|
Wendy Dover |
Publisher |
|
The MASTER Teacher, Inc. |
Copyright |
|
1994 |
Description |
|
This tool kit is meant to put into the hands of practitioners and program builders the means to structure processes and provide guidance where there appears to be no clear, open path or defined ordered of events. Each “tool” section has a worksheet to go with it.”Tool” List:
- Section 1: Building Consensus for Modifications;
- Section 2: The PassPORT Documents: Student Information Profiles;
- Section 3: Adaptation/Modification Options: Levels and Descriptions;
- Section 4: Individual Student Modification Planning;
- Section 5: Instructional Co-Planning Documents;
- Section 6: Collaborative Teaching.
|
Reference Number |
|
SPINC134 |
Title
|
|
Inclusion in New York – An Inside View |
Author |
|
The New York State Education Department |
Publisher |
|
The New York State Education Department |
Copyright |
|
1995 |
Description |
|
Adopting many “best practices” approaches, the four schools profiled share individual stories and strategies for creating a positive inclusion special education environment.Surfside School, Brooklyn, NY: This segment focuses on a number of key inclusive elements for grades 1-3, such as: teaming, role of the paraprofessional, curriculum modifications, shifting role of the special education teachers and friendships.
JFK Elem School, Brewster, NY: Featuring two third grade classrooms, this segment highlights a variety of inclusive elements, to include: administrative support, integrated therapies, adapted physical education, problem-solving strategies, staff development and teaming/team teaching.
Peter Rouget Intermediate School, Brooklyn, NY: Examining how a middle school begins to plan and implement inclusion this segment focuses on: beginning the process, peer supports and curriculum adaptations.
Louis Armstrong Middle School, Queens, NY: A magnet school with a diverse student population, this segment features key inclusive elements in grades 5, 6, and 7 to include: peer assistance, curricular adaptations, teaming friendship and the role of the special educator. |
Reference Number |
|
SPINC001 |
Title
|
|
Collaborative Planning: Transforming Theory into Practice – Tape 1 |
Author |
|
Richard Villa |
Publisher |
|
National Professional Resources, Inc. |
Copyright |
|
2002 |
Description |
|
Adult collaboration is essential to the effective inclusion of students with disabilities. Richard Villa presents a comprehensive understanding of the five essential components necessary to an effective collaborative teaming process.Based on current research, Richard Villa provides specific, practical strategies to assist schools to plan collaboratively so that classroom instruction can be differentiated, members’ roles can be clearly identified, and educational responsibilities can be shared across the team. |
Reference Number |
|
SPINC002 |
Title
|
|
Step-by-Step: Heather’s Story |
Author |
|
Illinois State Board of Education – Project Choices |
Publisher |
|
Comforty Media Concepts |
Copyright |
|
1995 |
Description |
|
This video documents one student’s journey from a self-contained special education classroom to an inclusive environment.Taping of Heather began when she was 8 years old and by the finish of taping, she was 10 and fully included into a fourth grade general education classroom. Experiences, struggles, transitions and progress was recorded. |
Reference Number |
|
SPINC003 |
Title
|
|
Differentiated Instruction – – Creating Multiple Paths for Learning – Video 1 of 2 |
Author |
|
CISE |
Publisher |
|
CISE |
Copyright |
|
1997 |
Description |
|
This set includes SPINC004 & SPINC005 & SPINC006This set is designed for preK-12 teachers, administrators, curriculum and instruction specialists, staff developers, and pre-service teachers who want to improve how we respond to the diverse learning need of students.
The video tapes take viewers into 8 classrooms to explore the concepts of differentiated instruction and to see instructional and management techniques that teachers use in creating differentiated classrooms.
Workshops provide opportunities for additional exploration, application, and sharing related to some of the key principles and practices of effective differentiation that are introduced in the videotapes. |
Reference Number |
|
SPINC004 |
Title
|
|
Differentiated Instruction – Instructional and Management Strategies – Video 2 of 2 |
Author |
|
CISE |
Publisher |
|
CISE |
Copyright |
|
1997 |
Description |
|
This set includes SPINC004 & SPINC005 & SPINC006This set is designed for preK-12 teachers, administrators, curriculum and instruction specialists, staff developers, and preservice teachers who want to improve how we respond to the diverse learning need of students.
The video tapes take viewers into 8 classrooms to explore the concepts of differentiated instruction and to see instructional and management techniques that teachers use in creating differentiated classrooms.
Workshops provide opportunities for additional exploration, application, and sharing related to some of the key principles and practices of effective differentiation that are introduced in the videotapes. |
Reference Number |
|
SPINC005 |
Title
|
|
Differentiated Instruction – Facilitator’s Guide |
Author |
|
CISE |
Publisher |
|
CISE |
Copyright |
|
1997 |
Description |
|
This set includes SPINC004 & SPINC005 & SPINC006This set is designed for preK-12 teachers, administrators, curriculum and instruction specialists, staff developers, and pre-service teachers who want to improve how we respond to the diverse learning need of students.
The video tapes take viewers into 8 classrooms to explore the concepts of differentiated instruction and to see instructional and management techniques that teachers use in creating differentiated classrooms.
Workshops provide opportunities for additional exploration, application, and sharing related to some of the key principles and practices of effective differentiation that are introduced in the videotapes. |
Reference Number |
|
SPINC006 |
Title
|
|
O.A.C.L. “There’s Always Belinda” |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPINC007 |
Title
|
|
Standards & Inclusion – Can We Have Both? |
Author |
|
Dorothy Kerzner Lipsky, Ph.D & Alan Gartner, Ph.D. |
Publisher |
|
National Professional Resources, Inc. |
Copyright |
|
– |
Description |
|
The authors discuss:
- The Consequences of Higher Standards;
- The Seven Factors of Successful Inclusion;
- The Reauthorization of I.D.E.A.; and
- The Restructuring of our Schools.
Visit schools across the country and observe first-hand how the learning needs of all students are being successfully met in general education environments. Learn how special education is a service not a location. Understand that the inclusion of students is not determined solely by where they are placed, but by their full and complete access to the same curriculum as the general education population. |
Reference Number |
|
SPINC008 |
Title
|
|
Class Within A Class – Elementary Videotape Overview |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPINC009 |
Title
|
|
Lesson Plans and Modifications for Inclusion and Collaborative Classrooms – Mathematics – Tape 2 |
Author |
|
The MASTER Teacher |
Publisher |
|
The MASTER Teacher |
Copyright |
|
1995 |
Description |
|
In this tape you will explore:
- Management tips for teachers who are responsible for students who function at different levels in the regular class;
- Problem-solving activities and strategies designed to foster practical applications. Some strategies include setting time limits and encouraging creative thinking;
- Practice and reinforcement of basic skills operations. Any elementary student would live to “become a number” and be added to or subtracted from other “numbers” in the class. This videotape highlights fun and motivational manipulatives that make adding, subtracting, multiplying, and dividing more inviting. Specific strategies such as graph paper and colored beans also help reinforce the concept of place value.
|
Reference Number |
|
SPINC010 |
Title
|
|
Into The Classroom: The SLP in the Collaborative Role |
Author |
|
Charlann S. Simon, M.A. & Pam Myrold-Gunyuz, M.Ed |
Publisher |
|
Communication Skill Builders, Inc. |
Copyright |
|
1990 |
Description |
|
– |
Reference Number |
|
SPINC011.1 & .2 |
Title
|
|
Creating Inclusive School Communities: Educators’ Perspectives on Changing Roles and Structures – Module 4 |
Author |
|
Jennifer York-Barr & Robi M. Kronberg & Mary Beth Doyle |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1995 |
Description |
|
This field-tested training features an abundance of activities that encourage group learning and active participation. It addresses the concerns of both general and special educators while promoting opportunities for collaboration and problem solving. |
Reference Number |
|
SPINC012 |
SPED LEARNING DISABILITIES:
Learning Disability Books:
Learning Disability Videos
|
|
LEARNING DISABILITIES BOOKS: |
Title
|
|
Learning Disabilities – Theories, Diagnosis, and Teaching Strategies – 7th Edition |
Author |
|
Janet Lerner |
Publisher |
|
Houghton Mifflin Company |
Copyright |
|
1997 |
Description |
|
This text has an eclectic approach, and is designed to provide a comprehensive view of the field. It is organized into four major sections:
- PART I is an overview of learning disabilities and includes important features of the Individuals with Disabilities Education Act
- PART II deals with the assessment-teaching process. Assessment and the clinical teaching are viewed as interrelated parts of a continuous process of trying to understand students and help them learn
- PART III deals with theoretical issues and expanding directions: psychological theories, medical aspects, learning disabilities, and more
- PART IV bridges the gap from theories to teaching strategies.
|
Reference Number |
|
SPLD100 |
Title
|
|
Crossover Children – A Sourcebook for Helping Children Who Are Gifted and Learning Disabled – 2nd Edition |
Author |
|
Marlene Bireley |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1995 |
Description |
|
This is a book about a group of children whose existence is unrecognized by some and denied by others. They are real and are in need of our help.For the most part, this is a “how to do it” book. It is concerned with instructional content and practice. Included are suggestions on how to select, adapt, and use instructional strategies and materials according to characteristics of the crossover learner. Provided is a planning guide for educational programming for these children. Summarized are the best ideas the author could find on dealing with the immediate social/behavioral, enrichment, and intervention needs of the crossover child, as well as the need to plan for life after high school. I have added several Appendixes that list resources from which more assistance or more detailed information can be obtained. |
Reference Number |
|
SPLD101 |
|
|
LEARNING DISABILITIES VIDEOS: |
Title
|
|
I’m Not Stupid |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPLD001 |
Title
|
|
Learning & Belonging |
Author |
|
University of Missouri-Columbia |
Publisher |
|
University of Missouri-Columbia |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPLD002 |
Title
|
|
LDLA Tape 4: Children & Parents & Schools & Strengths |
Author |
|
Judith R. Birsh, Ed.D. & G. Reid Lyon, Ph.D. & Martha Bridge Denckla, M.D. & Marilyn Jager Adams, Ph.D. & Louisa Cook Moats, Ed.D. & Joyce Steeves, Ed. D. |
Publisher |
|
Vineyard Video Productions |
Copyright |
|
– |
Description |
|
This video draws on current research, to understand and improve the teaching of students with LD. It shows how children can make the difficult leap from speaking to reading, writing and spelling when explicit, multi-sensory, systematic teaching, based on language structure is taking place. |
Reference Number |
|
SPLD003 |
Title
|
|
LDLA Tape 5: ADD / ADHD / LD – Understanding the Connection |
Author |
|
Judith R. Birsh, Ed.D. & G. Reid Lyon, Ph.D. & Martha Bridge Denckla, M.D. & Marilyn Jager Adams, Ph.D. & Louisa Cook Moats, Ed.D. & Joyce Steeves, Ed. D. |
Publisher |
|
Vineyard Video Productions |
Copyright |
|
– |
Description |
|
This video draws on current research, to understand and improve the teaching of students with LD. It shows how children can make the difficult leap from speaking to reading, writing and spelling when explicit, multi-sensory, systematic teaching, based on language structure is taking place. |
Reference Number |
|
SPLD004 Cross Reference: SPADH002 |
Title
|
|
Last One Picked … First One Picked On: Learning Disabilities and Social Skills with Teachers Guide |
Author |
|
Richard Lavoie |
Publisher |
|
PBS Video |
Copyright |
|
1994 |
Description |
|
The purpose of this video is to provide parents and teachers with information and guidance related to the development of social competence for children and youths with learning disabilities. The guide is divided into four sections:
- I. Introduction to Learning Disabilities
- II. Common Questions Related to Social Skill Development
- III. Do’s and Don’t for Fostering Social Competence
- IV. The Teachers Role in Developing Social Skills.
|
Reference Number |
|
SPLD005 |
Title
|
|
Learning Disabilities and Discipline – When the Chips are Down . . . . |
Author |
|
Richard Lavoie |
Publisher |
|
PBS Video |
Copyright |
|
1996 |
Description |
|
The purpose of this video is to provide information on Knowledge, Techniques and Philosophy. |
Reference Number |
|
SPLD006 |
SPED PARAPROFESSIONAL:
Paraprofessional Books:
Paraprofessional Videos:
Title
|
|
Supporting Children in the Classroom: An Integrating Aide’s Handbook |
Author |
|
AGH Associates, Inc. |
Publisher |
|
AGH Associates, Inc. |
Copyright |
|
1991, 1992 |
Description |
|
This manual is a starting point providing the basic practical information you need to know in order to be a successful integrating aide. Topics covered are:
- Philosophy
- Child Development
- Special Ed. Teacher
- Therapists
- Equipment
- IEP process
- Care giving
- Emergency and Safety
|
Reference Number |
|
SPPA100 |
Title
|
|
Stand By Me: Orientation and Training of Paraprofessionals |
Author |
|
– |
Publisher |
|
– |
Copyright |
|
– |
Description |
|
This tape/manual is based on the belief that there is a basic body of knowledge that needs to be shared and acquired if the paraprofessional is to be effective in providing services to students with special needs. It is also based on the belief that the the paraprofessional should be viewed as a team member and who along with the teacher, plans and implements the best possible learning for their students. |
Reference Number |
|
SPPA001 |
Title
|
|
Guidelines for Tutoring in the Classroom |
Author |
|
The Nebraska Council of School Administrators |
Publisher |
|
The Nebraska Council of School Administrators |
Copyright |
|
1994 |
Description |
|
Tutors contribute significantly to educational programs by helping individual students to achieve instructional objectives. The classroom teacher has the responsibility for planning and supervising tutoring activities. To insure that the tutor is prepared to carry out assignments, the tutor and supervising teacher must assess the tutor’s instructional skills and develop an appropriate training plan.This tape covers the definition of a tutor, goals for tutoring, and the components of effective tutor training. |
Reference Number |
|
SPPA002 |
Title
|
|
Learning Language and Loving It: The Teaching Tape |
Author |
|
Elaine Weitzman |
Publisher |
|
Hanen Centre Publication |
Copyright |
|
1993 |
Description |
|
The contents of both the guidebook and the teaching tape is drawn from The Hanen Language Program for Early Childhood Educators, |
Reference Number |
|
SPPA003 |
Title
|
|
The Classroom Teacher’s Guide for Working with ParaEducators – Preparing for your ParaEducator (Part 2) |
Author |
|
The MASTER Teacher |
Publisher |
|
The MASTER Teacher |
Copyright |
|
2000 |
Description |
|
Topics covered:
- What the general education teacher should know about the average paraeducator;
- Myths about the paraeducators and what they may and may not do;
- Common questions general education teachers have about paraeducators;
- Information a paraeducator needs from you to hit the ground running.
|
Reference Number |
|
SPPA004 |
SPED PROFESSIONAL DEVELOPMENT:
Professional Development Books:
|
|
PROFESSIONAL DEVELOPMENT BOOKS: |
Title
|
|
Student Achievement Through Staff Development – 3rd Edition |
Author |
|
Bruce Joyce & Beverly Showers |
Publisher |
|
ASCD |
Copyright |
|
2002 |
Description |
|
Through case studies of successful programs, evidence from formal research, and concept illustrations, this book helps educators and administrators design programs that measurably improve student achievement. They fill the gaps in staff development programs by answering the following vexing questions from both educators and administrators:
- How can we develop the skills and attitudes to implement our new knowledge?
- How can we measure, assess, and track student learning?
- How can we interpret results and modify learning environments accordingly?
- How can we learn and adopt supportive – rather than competing – strategies?
The authors focus not on a specific program or innovation but instead on the potential for personal growth (and thus organizational growth) inherent in a staff development program. |
Reference Number |
|
SPPD100 Cross Reference: PD126 |
Title
|
|
What Works in the Middle: Results-Based Staff Development |
Author |
|
Joellen Killion |
Publisher |
|
NSDC |
Copyright |
|
1999 |
Description |
|
This guide has several purposes. First, it provides information and resources for selecting, designing, and evaluating staff development to improve student achievement. Second, this guide serves as a “conversation piece,” to answer some fundamental questions, and third, will help decision-makers become savvy consumers of staff development by providing:
- Lists of successful staff development programs that have evidence of increasing student achievement in the four core content areas;
- Summaries of the characteristics of effective staff development evident across these programs;
- Cross-referencing of these staff development efforts to national contents standards in the core content areas and to the National Staff Development Council’s
Standards for Staff Development;
- Guidelines for selecting effective staff development programs;
- Suggestions for effective ways to demonstrate the impact of staff development.
|
Reference Number |
|
SPPD101 |
Title
|
|
Educational Psychology – 95/96 – Annual Editions |
Author |
|
Kathleen M. Cauley & Fredrick Linder & James H. McMillan |
Publisher |
|
The Dushkin Publishing Group/Brown & Benchmark Publishers |
Copyright |
|
1995 |
Description |
|
This book is one in a series of over sixty-five volumes, each designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers and journals published today. Within the pages of this volume are interesting, well-illustrated articles by educational psychologists, educators, researchers, and writers providing effective and useful perspectives on today’s important topics in the study of education psychology. |
Reference Number |
|
SPPD102 |
Title
|
|
Educational Psychology – 00/01 – Annual Editions |
Author |
|
Kathleen M. Cauley & Fredrick Linder & James H. McMillan |
Publisher |
|
The Dushkin/McGraw-Hill |
Copyright |
|
2000 |
Description |
|
This book is one in a series of over seventy volumes, each designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers and journals published today. Within the pages of this volume are interesting, well-illustrated articles by educational psychologists, educators, researchers, and writers providing effective and useful perspectives on today’s important topics in the study of education psychology. |
Reference Number |
|
SPPD103 |
Title
|
|
The First Days of School |
Author |
|
Harry K. Wong and Rosemary T. Wong |
Publisher |
|
Harry K. Wong Publications |
Copyright |
|
1998 |
Description |
|
This book consists of the following sections:
- A – Basic Understandings – The Teacher: The successful teacher must know and practice the three characteristics of an effective teacher;
- B – First Characteristic – Positive Expectations: The effective teacher has positive expectations for student success;
- C – Second Characteristic – Classroom Management: The effective teacher is an extremely good classroom manager;
- D – Third Characteristic – Lesson Mastery: The effective teacher knows how to design lessons to help students reach mastery
- E – Future Understandings – The Professional: The teacher who constantly learns and grows becomes a professional educator.
|
Reference Number |
|
SPPD104 Cross Reference: IN137 |
Title
|
|
How To Help Beginning Teachers Succeed – 2nd Edition |
Author |
|
Stephen P. Gordon & Susan Maxey |
Publisher |
|
ASCD |
Copyright |
|
2000 |
Description |
|
Nearly half of the beginning teachers in the U.S. drop out of teaching within the first seven years. This book explores the reasons beginning teachers struggle and provide research-based plans for helping these newcomers make the most of their initial teaching years. They propose Beginning Teacher Assistance Programs (BTAPs) as a practical strategy for success. BTAPs have a proven track record for improving beginning teachers’ skills, attitudes, and chances of fulfilling their potential. a BTAP draws on the knowledge and expertise of teachers, principals, central office administrators, and school-based staff. |
Reference Number |
|
SPPD105 Cross Reference: ME103 |
Title
|
|
7 Steps to Effective Instructional Leadership |
Author |
|
Elaine K. McEwan |
Publisher |
|
Corwin Press Inc. |
Copyright |
|
2003 |
Description |
|
Make a substantive impact on the lives of your students and your staff. This practical, hands-on guide can help you become a more effective instructional leader. Here are research-based activities to help lead your staff through McEwan’s seven steps:
- Establish, implement, and achieve academic standards
- Be an instructional resource for your staff
- Create a learning-oriented school culture and climate
- Communicate your school’s vision and mission to staff and students
- Set high expectations for your staff and
yourself
- Develop teacher leaders
- Develop and maintain positive relationships with students, staff, and parents.
|
Reference Number |
|
SPPD106 Cross Reference: SI100 |
SPED SPEECH / LANGUAGE:
Speech/Language Books:
Speech/Language Videos:
Title
|
|
Pragmatic Disability in Children |
Author |
|
Michael F. McTear & Gina Contri-Ramsden |
Publisher |
|
Singular Publishing Group, Inc. |
Copyright |
|
1992 |
Description |
|
The focus is on disorders of speech language and communication, bringing together the techniques of analysis, assessment and treatment which are pertinent to the area. It aims to cover cognitive, linguistic, social and education aspects of language disability, and therefore has relevance within a number of disciplines. These include speech therapy, the education of children and adults with special needs, teachers of the deaf, teachers of English as a second language and of foreign languages and educational and clinical psychology. |
Reference Number |
|
SPSL100 |
Title
|
|
Exploring the Speech-Language Connection – Communication and Language Intervention Series Vol 8 |
Author |
|
Rhea Paul |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
1998 |
Description |
|
This volume investigates the various connections between the earliest human sounds and subsequent language development. With special attention to tracheostomies, Down syndrome, deafness, and speech-motor impairments, the authors examine the interaction between speech and language in typical development and the effect that interaction has on language disorders.Detailed chapters address the speech-language connection with regard to:
- the role of speech in normal language development;
- pre-speech vocal foundations for language;
- canonical babbling as the foundations of first words;
- co-morbidity in speech and language disorders;
- the origins of expressive language;
- communicative development with augmentative and alternative communication devices;
- linguistic effects on dysfluency;
- phonology, metaphonology, and the emergence of literacy.
Insightful and extensively research, this volume provides linguists, psychologists, and speech-language pathologists with sound theoretical and clinical applications for connecting speech and language in their own work. |
Reference Number |
|
SPSL101 |
Title
|
|
Language Intervention – Preschool Through the Elementary Years |
Author |
|
Marc E. Fey & Jennifer Windsor & Steven F. Warren |
Publisher |
|
Paul H. Brooks Publishing Co. |
Copyright |
|
1995 |
Description |
|
This comprehensive book examines the developments of the past decade, analyzes research, and evaluates the efficacy of recent innovations. Chapters provide practical intervention strategies for a variety of problems.This resource also expands current norms, outlining innovative approaches, proposing challenging goals, and suggesting specific research. |
Reference Number |
|
SPSL102 |
Title
|
|
Speech and Language Impairments in Children – Causes, Characteristics, Intervention and Outcome |
Author |
|
Dorothy V.M. Bishop & Laurence B. Leonard, Editors |
Publisher |
|
Psychology Press Ltd. |
Copyright |
|
2000 |
Description |
|
Each chapter provides an accessible overview of recent research developments in specific speech and language impairments. Topics include normal and disordered development of grammar, genetics of language impairments, links between language and literacy problems, cross-linguistic studies, pragmatic language impairments, early identification, educational and psychiatric outcomes, acquired epileptic aphasia and experimental studies of remediation. This book concludes with a chapter by Michael Rutter that gives guidelines for conducting and evaluating research in this field. |
Reference Number |
|
SPSL103 |
Title
|
|
Missouri Alternative Communication – Resource Directory |
Author |
|
Missouri Assistive Technology |
Publisher |
|
Missouri Assistive Technology |
Copyright |
|
2002 |
Description |
|
This directory is designed to provide resources to public and private agencies and organizations who need to provide alternative communication access and to individuals with disabilities requesting such access. |
Reference Number |
|
SPSL104.1 to .4 |
Title
|
|
Into the Classroom – The SLP in the Collaborative Role |
Author |
|
Charlann S. Simon & Pam Myrold-Gunyuz |
Publisher |
|
Communication Skill Builders |
Copyright |
|
1990 |
Description |
|
The authors show you haw you can redefine your role as a school-based SLP and move out of the “SLP broom closet” and into the classroom. They outline a common-sense, step-by-step program to:
- Provide formal and informal in-services on the benefits of a classroom-based collaboration
- Form a collaborative relationship with the classroom teacher
- Deal with faculty and administration resistance
- Identify at-risk students
- Conduct training workshops for SLPs
- Adapt therapy materials for classroom use.
Included are descriptions and sample lesson plans for three collaborative models, and a detailed listing of the resources you can use to help students more efficiently and directly – in the classroom. |
Reference Number |
|
SPSL105 |
Title
|
|
Language Intervention with Hyperlexic Children |
Author |
|
Center for Speech and Language Disorders |
Publisher |
|
Center for Speech and Language Disorders |
Copyright |
|
– |
Description |
|
– |
Reference Number |
|
SPSL002 |
Title
|
|
Oh Say What They See: An Introduction to Indirect Language Stimulation Techniques with manual |
Author |
|
Glen Weybright, M.S., CCC-SP |
Publisher |
|
Educational Productions |
Copyright |
|
1985 |
Description |
|
This video show how to teach Indirect Language Stimulation techniques for teachers, parents, students, child care staff and other adult caregivers. The techniques can be helpful to all children who are acquiring language: those developing normally,those who are slow to speak and those with special needs. |
Reference Number |
|
SPSL003 |
Title
|
|
Technology in the Classroom SET |
Author |
|
U.S. Department of Education |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This project was designed to develop, field-test, and evaluate the effectiveness of self-instructional materials that would improve the knowledge and skills of families, teachers, and related service personnel so that they could use assistive technology effectively in the educational programs of young children with severe disabilities.
This set consists of: SP030A, SP030B, SP030C & SP030D & SP030E. |
Reference Number |
|
SPSL004 Cross Reference: SP030 |
Title
|
|
Positioning, Access, and Mobility Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
Elaine Trefler |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module introduces the reader to the importance of proper positioning as well as considerations in selecting and using appropriate technologies for positioning. A suggested format for assess and providing technology that will help a child access technical devices is provided, along with a discussion about using technology for environmental control. Basic principles for a child’s mobility needs and the use of assistive technology to meet those needs are presented.
This set consists of: SP030A, SP030B, SP030C & SP030D & SP030E. |
Reference Number |
|
SPSL004A Cross Reference: SP030A |
Title
|
|
Communication Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
Sarah W. Blackstone |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module presents a four-phase intervention process built around a child’s educational curriculum. Although it takes into account the flow of developmental milestones, the focus is toward helping the child achieve functional skills in all areas of life, including home, school, and community. Within the discussion of each phase of intervention are descriptions of helpful tools, techniques, and strategies. Sample action and participation plans are also included to demonstrate how a child can be moved forward in his or her use of assistive technology.
This set consists of: SP030A, SP030B, SP030C & SP030D & SP030E. |
Reference Number |
|
SPSL004B Cross Reference: SP030B |
Title
|
|
Education Module (Text) – Part of the Technology in the Classroom SET |
Author |
|
E. Lucinda Cassatt-James |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This module provides a discussion of how to assess a child’s needs for assistive technology for educational purposes; how to integrate that technology into sensorimotor, preschool, and early elementary curricula; how to measure acquisition of the use of that technology; and how to sell others on the merits of technology.
This set consists of: SP030A, SP030B, SP030C & SP030D & SP030E. |
Reference Number |
|
SPSL004C Cross Reference: SP030C |
Title
|
|
Listening and Hearing Supplement (Text) – Part of the Technology in the Classroom SET |
Author |
|
Carol Flexer |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This supplement discusses the listening and hearing difficulties, occurring among young children with severe disabilities. Hearing difficulties occurring among young children with severe disabilities. Hearing technologies, including hearing aids, person FM, sound-field FM, and mild-gain hard-wired systems, are described, along with practical suggestions for their use in a child’s learning environments. Strategies to encourage listening also are included.
This set consists of: SP030A, SP030B, SP030C & SP030D & SP030E. |
Reference Number |
|
SPSL004D Cross Reference: SP030D |
Title
|
|
Assistive Technology: We Can Do It! (Video) – Part of the Technology in the Classroom SET |
Author |
|
Carol Flexer |
Publisher |
|
American Speech-Language-Hearing Association |
Copyright |
|
1992 |
Description |
|
With the advent of assistive technology, a new world opened up for children with severe disabilities. They now will be able to move about, communicate, and learn, often alongside their able-bodied peers.This video evaluates the effectiveness of self-instructional materials that would improve the knowledge and skills of families, teachers, and related service personnel so that they could use assistive technology effectively in the educational programs of young children with severe disabilities.
This set consists of: SP030A, SP030B, SP030C, SP030D & SP030E. |
Reference Number |
|
SPSL004E Cross Reference: SP030E |
SPED SOCIAL SKILLS:
Social Skills Books:
Title
|
|
Social Awareness Skills for Children |
Author |
|
Marianna Csoti |
Publisher |
|
Jessica Kingsley Publisher |
Copyright |
|
2001 |
Description |
|
Children, particularly those with special needs, can require considerable help in learning how to relate to other people and how to behave positively and appropriately in social situations. In this book, the author discusses the benefits that learning communication and social skills can have for these children, including better friendships and increased self-esteem.Topics covered:
- Helping children with special needs
- Making and keeping friends
- Social rules
- Body language
- Feelings, including shyness and anger
- Listening skills
- Social safety
|
Reference Number |
|
SPSS100 |
Title
|
|
Treating Youth with DSM-IV Disorders – The Role of Social Skill Instruction |
Author |
|
Michael Sterba, M.J.D. & Tom Dowd, M.A. |
Publisher |
|
Boys Town Press |
Copyright |
|
1998 |
Description |
|
This book incorporates Boys Town’s use of social skill instruction with the American Psychiatric Association’s most widely used evaluation tool. Topics covered:
- 43 disorders commonly diagnosed in youth
- Charts that highlight each disorder and include detailed diagnostic criteria and a list of social skills that can be targeted during treatment.
- Examples from a group home, a mental health facility, and a school of how to incorporate social skill instruction into treatment planning
- Discussions of the effectiveness of teaching social skills as a treatment strategy and the roles culture and ethnicity play in selecting skills for individual children.
|
Reference Number |
|
SPSS101 |
SPED Transition:
Transition Books:
Transition Videos:
Title
|
|
Still Puzzled…About Educating Student with Disabilities? Vocational Preparation of Students with Disabilities |
Author |
|
The Vocational Studeis Center |
Publisher |
|
School of Ed. Univ. of Wisconsin-Madison |
Copyright |
|
1991 |
Description |
|
This handbook is intended to help vocational educators and other individuals provide appropriate vocational education for students with special needs by modifying vocational programs. This modification means different things to different people. To some, it means adapting all vocational curricula and materials. To others, it may mean altering techniques and strategies to teach students with disabilities. This process incorporates accommodating specific subject materials. Readers will find samples of modifications of instructional materials. The handbook objective is to prepare vocational teachers and others to know when to modify techniques, how to teach methods, and how to modify curriculum material. |
Reference Number |
|
SPTR100 |
Title
|
|
The Individuals with Disabilities Education Act of 1997 Transition Requirements – A Guide for States, Districts, Schools, Universities and Families |
Author |
|
Jane Storms & Ed O’Leary & Jane Williams |
Publisher |
|
University of Minnesota |
Copyright |
|
2000 |
Description |
|
The purpose of this monograph is to provide technical assistance for the appropriate implementation of the transition requirement of Public Law 105-17, the Individuals and Disabilities Education Act (IDEA) of 1997 and the final regulations published on March 12, 1999 (http://www2.ed.gov/offices/OSERS/Policy/IDEA/regs.html). This monograph is designed to clarify the transition requirements of the IDEA, provide samples, and suggest practices to implement those requirements. |
Reference Number |
|
SPTR101 |
Title
|
|
Transition Planning with TIPS Program Improvement Manual |
Author |
|
Institute on Community Integration (UAP) College of Education |
Publisher |
|
University of Minnesota |
Copyright |
|
1992 |
Description |
|
A new, highly effective tool for improving transition planning, programming and outcomes for students with disabilities is the Transition Information and Planning System (TIPS). TIPS is a microcomputer software program that allows educators to gather longitudinal following along information on students, as well as to collect and evaluate post school outcomes of the students served in special education. In addition to facilitating the gathering and analyzing of student data, TIPS produces summaries that can be used to guide planning and program improvement and to meet reporting requirements. |
Reference Number |
|
SPTR102 |
Title
|
|
The Self-Advocacy Strategy – For enhancing student motivation & self-determination |
Author |
|
Anthony K. Van Ruesen & Candace S. Bos & Jean B. Schumaker & Donald D. Deshler |
Publisher |
|
Edge Enterprises, Inc. |
Copyright |
|
1994; Revised 2002 |
Description |
|
Teaching student to take responsibility for their decisions, choices, and actions and how to develop and pursue goals for improving their performance, including effectively advocating for themselves in a variety of settings. Providing students with access to personally meaningful options and choices, Such instruction needs to be directed toward increasing students’ awareness and understanding that, regardless of the learning context or situation, ultimately, they control, what, how, and how well, and why they learn. |
Reference Number |
|
SPTR103 |
Title
|
|
Vocational Entry-Skills Student Workbook |
Author |
|
Winifred Washburn |
Publisher |
|
Academic Therapy Publications |
Copyright |
|
1994 |
Description |
|
The idea of this course is not to make a student proficient in a skill, but to introduce many basic skills so that they may choose their best abilities and enter real training in vocational training and schools. |
Reference Number |
|
SPTR104 Set w/SPTR105 |
Title
|
|
Vocational Entry-for Secondary and Adult Students with Learning Disabilities |
Author |
|
Winifred Washburn |
Publisher |
|
Academic Therapy Publications |
Copyright |
|
1994 |
Description |
|
A Teacher’s Guide to Implementing the ITP.This series of teaching units has been developed to supply short-term training in the basic skills needed for entry into most kinds of beginning vocational classes and into most kinds of entry-level jobs. The lessons are sequenced to build upon each other in order to supply skills commonly deficient among secondary students and adults who have learning disabilities. |
Reference Number |
|
SPTR105 Set w/SPTR104 |
Title
|
|
ERIC Reports – U.S. Department of Education |
Author |
|
Special Education Interns & Ann Nevin |
Publisher |
|
– |
Copyright |
|
2000 |
Description |
|
Lesson Plans for Self-Determination Across the K-12 Curriculum for Students with Learning Disabilities, Students with Mental Retardation, Students with Emotional Disabilities, and Students with traumatic Brain Injury. |
Reference Number |
|
SPTR106 |
Title
|
|
Reforming High School Learning: The Effect of the Standards Movement on Secondary Students with Disabilities |
Author |
|
Don Daily & Kathy Zantal-Wiener |
Publisher |
|
The Center for Policy Research on the Impact of General and Special Education Reform |
Copyright |
|
2000 |
Description |
|
This document contains the findings from a five-year study by the Center for Policy Research on the Impact of General and Special Education Reform (the Center). The Center’s mission is to examine general and special education reforms, their interaction and their implications for students with disabilities, and ultimately to determine options for policymakers at federal, state, and local levels. |
Reference Number |
|
SPTR107 |
Title
|
|
Improving Student Outcomes – Promising Practices and Programs for 1999-2000 |
Author |
|
Paul D. Kohler, Ph.D. & Lisa K. Hood |
Publisher |
|
Board of Trustees of the University of Illinois |
Copyright |
|
2000 |
Description |
|
A directory of innovative approaches for providing transition services for youth with disabilities. The purpose for this initiative was to identify specific practices or programs that result in improvement outcomes for students, such as development of specific skills, post-school employment, or enrollment in postsecondary education.There were 20 promising programs identified. These programs include a variety of approaches and occur in a variety of contexts. For example, several programs provide work-based education experiences, six programs affiliated with community colleges or university provide transition services to those pursuing college and/or careers, and one program is producing systems change by creating hybrid agencies. We highlight these programs in this directory. |
Reference Number |
|
SPTR108.1 & .2 |
Title
|
|
Special Issue: Assessments That Support the Transition from School to Work for Adolescents with Disabilities |
Author |
|
Rojewski & Rhonda S. Black, Guest Editors |
Publisher |
|
Council of Educational diagnostic Services |
Copyright |
|
2002 |
Description |
|
Official Journal of the Council for Educational Diagnostic Services. Special Issue: Assessments that support the transition from school to work for adolescents with disabilities. |
Reference Number |
|
SPTR109 Cross Reference: AS116 |
Title
|
|
Transition – Facilitating the Postschool Adjustment of Students with Disabilities |
Author |
|
Edward M. Levinson |
Publisher |
|
Westview Press |
Copyright |
|
1998 |
Description |
|
Since adjusting to post-high school life can be especially difficult for individuals with disabilities, this book argues that the area of special education – namely, pre-service and in-service teachers. counselors, and psychologists – can better prepare individuals with disabilities in making a successful transition from school to work and community living. |
Reference Number |
|
SPTR110 |
Title
|
|
Vocational Curriculum for Individuals with Special Needs – Transition from School to Adulthood |
Author |
|
Paul Wehman & Pamela Sherron Targett, Editors |
Publisher |
|
pro-ed An International Publisher |
Copyright |
|
1999 |
Description |
|
Lesson Plans for Self-Determination Across the K-12 Curriculum for Students with Learning Disabilities, Students with Mental Retardation, Students with Emotional Disabilities, and Students with traumatic Brain Injury. |
Reference Number |
|
SPTR111 |
Title
|
|
Sexuality – Your Sons and Daughters with Intellectual Disabilities |
Author |
|
Karin Melbert Schwier & Dave Hingsburger |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2000 |
Description |
|
Parents play a key role in making sure their child develops healthy sexuality. In this book, learn to interact with your children. This book shows how to accomplish one of the most significant tasks every parent faces – raising a proud and confident son or daughter. |
Reference Number |
|
SPTR112 |
Title
|
|
Transition from School to Life – A Directory of Products and Materials for Professional Development |
Author |
|
Paul D. Kohler & Susan M. VanBeaver |
Publisher |
|
Board of Trustees of the University of Illinois |
Copyright |
|
1998 |
Description |
|
This directory is one in a series of four products developed for both pre-service and in-service professional development. These materials are designed to help colleges and universities and state, regional, and local organizations increase the knowledge and skills of educators and other service providers to provide transition education and service.The content of the products are based on Taxonomy for Transition Programming, a model of transition-related research and exemplary transition programs. |
Reference Number |
|
SPTR113 |
Title
|
|
Life Beyond the Classroom – Transition Strategies for Young People with Disabilities – Third Edition |
Author |
|
Paul Wehman |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2001 |
Description |
|
This classic textbook has everything that students, instructors, and professionals in rehabilitation programs need to define, plan, facilitate, and support transition for young people with disabilities as they enter adulthood. Included topics:
- secondary school restructuring
- college and other postsecondary alternatives
- technology to enhance transition and work
- the Workforce Investment Act
- self-determination
- person-centered planning
- IDEA Amendments of 1997
- the Workforce Incentives Improvement Act
|
Reference Number |
|
SPTR114 |
Title
|
|
Self-Determination Strategies for Adolescents in Transition |
Author |
|
Sharon Field & Alan Hoffman & Shirley Spezia |
Publisher |
|
pro-ed |
Copyright |
|
1998 |
Description |
|
The transition of students from school to adulthood roles has emerged as one of the most important topics in the field of special education and rehabilitation. Chapters:
- The Importance of Self-Determination During Transitions
- Know Yourself
- Value Yourself
- Plan
- Act
- Experience Outcomes and Learn
- Putting It All Together
|
Reference Number |
|
SPTR115 |
Title
|
|
Integrating Transition Planning Into the IEP Process – Second Edition |
Author |
|
Lynda L. West & Stephanie Corbey & Arden Boyer-Stephens & Bonnie Jones & Robert J. Miller & Mickey Sarkees-Wircinski |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1999 |
Description |
|
This guide address topics that deal with the preparation of students with disabilities as they leave high school. Transition personnel, families, and individuals with disabilities need to focus not only on present educational needs but also on future needs. Thinking about the future will assist IEP planning teams in designing instructional programs that reflect the skills needed for targeted
post-school environments in the areas of employment, living, community involvement, postsecondary education, and leisure pursuits. |
Reference Number |
|
SPTR116 |
Title
|
|
The Transition Curriculum – Vol 1 – Personal Management |
Author |
|
James Stanfield Company |
Publisher |
|
James Stanfield Company |
Copyright |
|
– |
Description |
|
Volume One – Personal Management – Black Line Masters for Student Handouts.Unit 1: Winning with Personal Power Skills – You will learn, apply, and practice skills to improve your personal power.
Unit 2: Using Effective Communication Skills – You will learn and practice effective communication skills.
Unit 3: Choosing the Right Career for You – You will learn about your interests and skills to better choose the right career for you.
Unit 4: Maximizing Your Options & Opportunities – You will explore the employment, training and education options available to you after completing high school. |
Reference Number |
|
SPTR117 |
Title
|
|
The Improvement of Employment Opportunities for Students with Disabilities Upon High School Graduation in Rural Settings |
Author |
|
The Center For Rural Pennsylvania-A Legislative Agency of the Pennsylvania General Assembly |
Publisher |
|
The Center For Rural Pennsylvania-A Legislative Agency of the Pennsylvania General Assembly |
Copyright |
|
1998 |
Description |
|
This In 1975 the federal government passed legislation (PL 94-142) mandating a “free and appropriate public education” be provided to students with disabilities. In 1990, the federal government reiterated their commitment to students with disabilities by passing the Individuals with Disabilities Education Act (PL 101-476: IDEA). The most recent piece of legislation requires schools to provide appropriate transition services for children with disabilities while they are in high school. Transition services should be individualized and address the specific needs of the individual with a disability.Funding was provided to Indiana University of Pennsylvania to conduct a one-year pilot project. Four entitles in a rural area of Pennsylvania formed a collaborative partnership to explore employment opportunities for students with mild disabilities. These agencies developed and implemented a program that a) taught students job preparation skills, b) provided students with job shadowing experiences, and c) provided on-the-job support for students at a paid internship site. The results of the pilot project were encouraging and recommendations have been made for different agencies in the Commonwealth to explore to enhance the post-high school outcomes for students with mild disabilities. |
Reference Number |
|
SPTR118 |
Title
|
|
Social Skills Activities for Secondary Students with Special Needs |
Author |
|
Darlene Mannix |
Publisher |
|
Prentice Hall – The Center for Applied Research Education |
Copyright |
|
1998 |
Description |
|
Here are over 180 ready-to-use- worksheets to help students learn basic social skills and how to apply them at home, school, work, among peers, and in the community. |
Reference Number |
|
SPTR119 |
Title
|
|
The Transitions Curriculum – From School to Career and Adulthood – Vol 1 – Personal Management |
Author |
|
Louis Fulton, ED.D & Rebecca Silva, M.A. |
Publisher |
|
James Stanfield Company |
Copyright |
|
1998 |
Description |
|
Unit 1 – Winning with Personal PowerUnit 2 – Using Effective Communication Skills
Unit 3 – Choosing the Best Career for You
Unit 4 – Maximizing Your Options & Opportunities |
Reference Number |
|
SPTR120 |
Title
|
|
Self-Directed Employment – A Handbook for Transition Teachers and Employment Specialists |
Author |
|
James E. Martin, Dennis E. Mithaug, John H. Oliphint, James V. Husch & Eva S. Frazier |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2002 |
Description |
|
This book is a product of the sweeping changes in disability services brought about by the third wave of the disability movement. It describes a revolution in the way we conceptualize services, moving away from programs designed by professional toward programs characterized by self-directed supports. These supports are designed on the basis of the interests, preferences, and abilities of the person receiving the support and in such a manner to ensure that the person remains in control of the process. This process builds on another revolution, the revolution of supported employment. |
Reference Number |
|
SPTR121 |
Title
|
|
The Transition Handbook – Strategies High School Teachers Use that Work! |
Author |
|
Carolyn Hughes & Erik W. Carter |
Publisher |
|
Paul H. Brookes Publishing Co. |
Copyright |
|
2000 |
Description |
|
Here are practical strategies, based on the latest research, that secondary school teachers could actually use with with students who have disabilities, who are at risk for failure, or who need additional support making the transition from high school to adult life. In this handbook are more than 500 research-based, teacher-tested, transition support strategies that have been proven to work. |
Reference Number |
|
SPTR122 |
Title
|
|
Vocational Rehabilitation Transition Services “Making A Positive Difference for Students with Disabilities” |
Author |
|
The Transition Team |
Publisher |
|
DESE |
Copyright |
|
– |
Description |
|
The purpose is to facilitate the integration and coordination of transition services from school to post-secondary training and/or employment, for students with disabilities who participate in special education programs and are eligible to receive vocational rehabilitation services. The intent is to integrate the activities of special education and vocational rehabilitation through a continuum of services. |
Reference Number |
|
SPTR123 |
Title
|
|
Disability Employment 1010 – Learn to Tap Your “HIRE” Potential |
Author |
|
U.S. Depts of Education & Chamber of Commerce |
Publisher |
|
U.S. Depts of Education & Chamber of Commerce |
Copyright |
|
2003 |
Description |
|
This guide’s purpose is to acquaint business and industry with the programs and resources we have to help you diversify your workforce by hiring people with disabilities. |
Reference Number |
|
SPTR124 |
Title
|
|
Transition Education & Services for Adolescents with Disabilities – Third Edition |
Author |
|
Patricia L. Sitlington & Gary M Clark & Oliver P. Kolstoe |
Publisher |
|
Allyn & Bacon |
Copyright |
|
2000 |
Description |
|
The changes in secondary special education and transition education and services have been dramatic since the second edition of this book was prepared in 1993-94. One of the major changes in this edition is the introduction of a new model of comprehensive transition education and services.The content of each chapter and appendix has been modified extensively with updated information and references as well as more emphasis on working with general education and on involving individuals with disabilities in their own education. Other changes include the addition of a chapter on postsecondary education and an extensive listing of commercially available assessment instruments. |
Reference Number |
|
SPTR125 |
Title
|
|
Career Counseling for People with Disabilities – a practical guide to finding employment |
Author |
|
Karen E. Wolffe |
Publisher |
|
pro-ed |
Copyright |
|
1997 |
Description |
|
This book is intended to be used as a text in rehabilitation counseling, educational psychology, and special education courses. The book is divided into four major sections: Introductory Materials, Career counseling Content Areas, Career Counseling for Clients with Differing Abilities, and Future Issues and Resources. |
Reference Number |
|
SPTR126 |
Title
|
|
Life Centered Career Education – Modified Curriculum for Individuals with Moderate Disabilities |
Author |
|
Robert J. Loyd and Donn E Brolin |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1997 |
Description |
|
This book is a modified version of the popular and widely implemented functional Life Centered Career Education (LCCE) curriculum for individuals with mild disabilities. This similar curriculum and assessment version utilizes the same competency-based framework and formatting as the original LCCE curriculum. This one is for individuals at a lower level of functioning.The major differences between the original and this modified curriculum program is that the latter focuses on the critical skills and outcomes that individuals with moderate disabilities need to assist the in making the successful transition from school to work and community life. |
Reference Number |
|
SPTR127 |
Title
|
|
Life Centered Career Education Trainer’s Manual – Third Edition |
Author |
|
Donn E Brolin |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1997 |
Description |
|
This trainer’s manual is to assist school to use the Life Centered Career Education (LCCE) curriculum. |
Reference Number |
|
SPTR128 Goes w/SPTR127 & SPTR129 |
Title
|
|
Life Centered Career Education Professional Development Activity Book |
Author |
|
Donn E Brolin |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
1997 |
Description |
|
This trainer’s manual is to assist school to use the Life Centered Career Education (LCCE) curriculum. |
Reference Number |
|
SPTR129 Goes w/SPTR127 & SPTR128 |
Title
|
|
Transitions To High School (SET) |
Author |
|
Eaton Coull Learning Group, Ltd. |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder.Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook. |
Reference Number |
|
SPTR130 Goes w/SPTR131 – SPTR132 – SPTR133 – SPTR134 – SPTR135 |
Title
|
|
Transitions To High School – My Transition Booklet – Success at High School & Beyond |
Author |
|
Eaton Coull Learning Group, Ltd. |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder. Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook.This booklet is where you answer the Transition Booklet Exercises from the Student Work Guide. These exercises correspond to each of the four sections of the video and Student Work Guide:
Section One – Learning Disabilities & Attention Deficit Hyperactivity Disorder contains the following worksheets: What Success Means to Me, The Self-Evaluation Checklist, My Strengths & Interests, and Information About My New School.
Section Two – Elementary/Middle and High School: The Differences: Charts 1 and 2 help you to summarize the differences between elementary/middle and high school.
Section Three – Transition Planning contains five main worksheets: Transition Planning, Elementary/Middle and High School Checklists, Goal Planning, IEP, Assessment Checklist.
Section Four – Being a Self-Advocate: Being a self-advocate means that you take the knowledge and skills you have learned and apply them in an action plan. |
Reference Number |
|
SPTR131 Goes w/SPTR130 – SPTR132 – SPTR133 – SPTR134 – SPTR135 |
Title
|
|
Transitions To High School– Student work guide |
Author |
|
Howard Eaton & Leslie Coull |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder. Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook.This booklet has four sections:
Section One – About LD and AD/HD
Section Two – The Differences Between Elementary/Middle School and High School
Section Three – Transition Planning
Section Four – Being a Self-Advocate |
Reference Number |
|
SPTR132 Goes w/SPTR130 – SPTR131 – SPTR133 – SPTR134 – SPTR135 |
Title
|
|
Transitions To High School – video |
Author |
|
Eaton Coull Learning Group, Ltd. |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder. Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook.In an unscripted interview format, five high school students with specific learning disabilities and/or attention deficit disorder speak about their school and transition experiences. Juxtaposed with their comments two years earlier, the students outline the steps to a successful transition from elementary or middle school to high school. Self-advocacy, transition planning, learning strategies, and the differences between elementary, middle & high schools are featured topics. |
Reference Number |
|
SPTR133 Goes w/SPTR130 – SPTR131 – SPTR132 – SPTR134 – SPTR135 |
Title
|
|
Transitions To High School – discussion guide |
Author |
|
Howard Eaton & Leslie Coull |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder. Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook.This booklet has four sections:
Section One – About LD and AD/HD
Section Two – The Differences Between Elementary/Middle School and High School
Section Three – Transition Planning
Section Four – Being a Self-Advocate |
Reference Number |
|
SPTR134 Goes w/SPTR130 – SPTR131 – SPTR132 – SPTR133 – SPTR135 |
Title
|
|
Transitions To High School – self-advocacy handbook |
Author |
|
Howard Eaton & Leslie Coull |
Publisher |
|
Eaton Coull Learning Group, Ltd. |
Copyright |
|
2000 |
Description |
|
This set is for students with learning disabilities and/or attention deficit disorder. Set consists of My Transition Booklet – Success at High School & Beyond; Student Work Guide; Video; discussion guide; self-advocacy handbook.This booklet has three sections:
Part One – The Top Ten Difficulties Going From Elementary or Middle School to High School
Part Two – The Top 10 Steps For Success at High School
Part Three – Checklists, Resources, Information |
Reference Number |
|
SPTR135 Goes w/SPTR130 – SPTR131 – SPTR132 – SPTR133 – SPTR134 |
Title
|
|
NEXT S.T.E.P. Student Transition and Educational Planning – Second Edition (SET) |
Author |
|
pro-ed |
Publisher |
|
pro-ed |
Copyright |
|
2000, 1997 |
Description |
|
The overall purpose of this curriculum is to teach high school students how to begin planning for their lives after they leave school.Set includes a Teachers Manual, Student Workbook, video, Teachers Talking to Teachers, |
Reference Number |
|
SPTR136 Goes w/SPTR137 – SPTR138 – SPTR139 – SPTR140 |
Title
|
|
A+ Guide to Transitions: From High School to College for Special Education |
Author |
|
Program Development Associates |
Publisher |
|
Edvantage Media, Inc. |
Copyright |
|
2000 |
Description |
|
– |
Reference Number |
|
SPTR001 |
Title
|
|
Money Management |
Author |
|
Iowa Transition Initiative |
Publisher |
|
Mountain Plaines Regional Resource Center |
Copyright |
|
1994 |
Description |
|
This video covers academic and functional competencies such as budgeting, balancing a checkbook, and doing insurance planning. |
Reference Number |
|
SPTR002 |
Title
|
|
Exploring Career Paths: A Guide for Students and Their Families |
Author |
|
University of Missouri-Columbia |
Publisher |
|
The Curators of the University of Missouri |
Copyright |
|
1994 |
Description |
|
This booklet will help students learn more about themselves and about career paths, make plans to investigate the paths that are interesting and explore the choices. |
Reference Number |
|
SPTR003 |
Title
|
|
LCCE Training Videotapes for Sessions VII and VIII |
Author |
|
Life Centered Career Education |
Publisher |
|
The Council for Exceptional Children |
Copyright |
|
– |
Description |
|
This set explores career paths:(SPTR004A) TAPE 1: SESSION 7:
- Part 1: Selection, Modification, and Development of Instructional Materials; and
- Part 2: Involving Parents in Functional Curriculum.
(SPTR004B) TAPE 2: SESSION 8:
- Part 1: Involving Business and Industry; and
- Part 2: Interagency Collaboration.
|
Reference Number |
|
SPTR004 SET (Includes SPTR004A & SPTR004B) |
Title
|
|
First Job Survival Skills – Surviving the First 90 Days-Module 1 – The Foundation: A Positive Work Ethic |
Author |
|
James Stanfield, ED.D. |
Publisher |
|
Stanfield Publishing Company |
Copyright |
|
2001 |
Description |
|
First Job Survival Skills addresses the many ways entry-level workers can go wrong in the traditional 90-day probationary period. Employees will never be scrutinized more closely or judged more quickly than in the first three months on the job, and it is crucial to show your students how important it is that they convey to their first employers an enthusiasm for the job and a dedicated work ethic.Module 4: “Customers are a real pain.” Being customer-friendly:
(SPTR005A) TAPE 1: Part 1: Giving 100%
(SPTR005B) TAPE 2: Part 2: Personal Habits That Mean a Lot
(SPTR005C) TAPE 3: Part 3: You Are Not in School Anymore- |
Reference Number |
|
SPTR005 SET (Includes SPTR005A & SPTR005B & SPTR005C) |
Title
|
|
First Job Survival Skills 2 – Character, Attitude & Moving Up -Module 4- Customers Are a Real Pain – Being Customer-Friendly |
Author |
|
James Stanfield, ED.D. |
Publisher |
|
Stanfield Publishing Company |
Copyright |
|
2001 |
Description |
|
This Series illustrates the interpersonal skills and personal qualities employees must have to survive and grow in the workplace.Module 4: “Customers are a real pain.” Being customer-friendly:
(SPTR006A) TAPE 1: Part 1: Meeting customer needs is the only reason for a company to be in business. The initial contact with a customer is the single most important contact for any business.
(SPTR006B) TAPE 2: Part 2: Any business that wants to keep its customer needs to have employees who want to solve a customer problem. Two things can result from handling a customer complaint: you have a customer that will either come back or never come back.
(SPTR006C) TAPE 3: Part 3: Listening to Clients/Customers and satisfying their needs with a positive attitude. |
Reference Number |
|
SPTR006 SET (Includes SPTR006A & SPTR006B & SPTR006C) |
SPED Traumatic Brain Injury:
Traumatic Brain Injury Books:
|
|
TRAUMATIC BRAIN INJURY BOOKS: |
Title
|
|
The Lighter Side of IEPs – University of New Hampshire |
Author |
|
Susan Shapiro-Barnard & Carol Tashie & Ann Donoghue Dillon & Mary Schuh & Cheryl Jorgensen & Beth Dixon & Jan Nisbet |
Publisher |
|
University of New Hampshire |
Copyright |
|
1993 |
Description |
|
The face of education is changing. Students with disabilities are moving out of segregated schools and classrooms, and into regular classrooms in their neighborhood schools. Professionals are moving out of their isolated roles as experts and into new roles marked by teamwork and collaboration. The changes are born of a concerted rethinking about equity, about excellence, and about the value of including all students in regular education. |
Reference Number |
|
SPTBI100 |
Title
|
|
Acquired Brain Injury in Childhood and Adolescence – A Team and Family Guide to Educational Program Development and Implementation |
Author |
|
Alan L. Goldberg, Editor |
Publisher |
|
Charles C. Thomas Publisher |
Copyright |
|
1996 |
Description |
|
This book’s goals are to help readers understand the often tricky realities of acquired brain injury in children, but more importantly to help them work effectively with these children and their families. Each chapter rewards it careful reader with approaches, techniques, and procedures that are useful for some students within this very diverse disability category. Furthermore, the book sheds needed light on the often confusing and fragmented systems within which children with brain injury are served. |
Reference Number |
|
SPTBI101 |
Title
|
|
An Educational Challenge: Meeting the Needs of Students with Brain Injury |
Author |
|
Dana S. DeBoskey, Ph.D |
Publisher |
|
HDI Publishers |
Copyright |
|
1996 |
Description |
|
The readers of this manual are provided with methods of identification, knowledge pertinent to the specific area, an strategies for intervention. The underlying basis is that damage to the brain during a child’s life can lad to the presentation of issues that interfere with learning. Although the symptoms may be similar to those presented by children with developmental problems, it is necessary to understand the origin in order to properly address the needs of students who are brain injured.Sections of this manual cover the cognitive, academic, and behavioral issues following brain injury and provide practical techniques for remediation within the educational setting. Helpful hints for teachers is offered, and last, but not least, is a section on preparing these students for a vocation – functioning in the outside world. |
Reference Number |
|
SPTBI102 |
Title
|
|
Childhood Traumatic Brain Injury – Diagnosis, Assessment, and Intervention |
Author |
|
Erin D. Bigler & Elaine Clark & Janet E. Farmer. Editors |
Publisher |
|
Pro Ed |
Copyright |
|
1997 |
Description |
|
This book includes:PART I – Introduction:
- Traumatic Brain Injury: 1990’s Update;
- Brain Imaging and Behavioral Outcome in Traumatic Brain Injury.
PART II – Assessment and Outcome Issues:
- Assess Children with Traumatic Brain Injury During Rehabilitation: Promoting School and Community Reentry;
- Alcohol and Drug Use Among Young Persons with Traumatic Brain Injury;
- Long-Term Outcome After Moderate to Severe Pediatric Traumatic Brain Injury;
- Neuropsychological Consequences of Traumatic Brain Injury in Children and Adolescents;
- Childhood Traumatic Brain Injury: Initial Impact on the Family.
PART III – Intervention:
- Interventions for Students with Traumatic Brain Injury;
- Management of Attention and Memory Disorders Following Traumatic Brain Injury;
- Pediatric Traumatic Brain Injury: Challenges and Interventions for Families;
- Children and Adolescents with Traumatic Brain Injury: Reintegration Challenges in Educational Settings;
- How Education Should Respond to Students with Traumatic Brain Injury;
- Helping Students with Mild Traumatic Brain Injury: Collaborative Roles Within Schools.
|
Reference Number |
|
SPTBI103 |
Title
|
|
Recommendations for Meeting the Needs of Children and Youth with Traumatic Brain Injury |
Author |
|
Missouri Head Injury Advisory Council |
Publisher |
|
Missouri Head Injury Advisory Council |
Copyright |
|
1998 |
Description |
|
Concerned about recent trends in health care to reduce hospital stays and reports to the council of nursing home placements for children, the Missouri Head Injury Advisory Council chair, Don Claycomb, Ph.D., appointed a Task Force on Children and Youth with TBI in December 1996. This is a report on the findings of this task force. |
Reference Number |
|
SPTBI104 |
Title
|
|
Physical Therapy in Public Schools – a related service – volume 1 |
Author |
|
Blossom, Bonnie P.T. & Ford, Fran P.T., C.O. |
Publisher |
|
Rehabilitations Publications & Therapies, Inc. |
Copyright |
|
1991 |
Description |
|
You will find this book a practical and useful approach to the management of physically-challenged children in public schools through:
- Identification of differences and similarities between school-based and hospital-based practice;
- Presentation of a format for physical therapy reports, including sample reports;
- Suggestions for improving communication between school therapists and parents, teachers, and health
care professionals;
- Risk management considerations unique to school practice settings;
- Emphasis on functional relevance of gross motor skills and reflexes;
- Examination of the long-term effects of abnormal muscle tone upon bony growth patterns in children with cerebral palsy;
- A creative new grading system for assigning students to functional classes through profile analysis.
Included are forms which can be copied from this book for immediate use:
- School Environmental Profile;
- Teacher’s Functional Performance Assessment;
- Physical Therapist’s Functional Performance Assessment;
- Screening Evaluation;
- Walking/Wheeling Evaluation;
- Posture Evaluation;
- Joint Mobility Evaluation.
|
Reference Number |
|
SPTBI105 |
Title
|
|
Curriculum Based Activities in Occupational Therapy – An Inclusive Resource |
Author |
|
Lisa Loiselle, OTR/L & Susan Shea, MA, OTR/L |
Publisher |
|
Therapro |
Copyright |
|
1995 |
Description |
|
The practice of occupational therapy in public schools has changed dramatically. The demand for classroom-based occupational therapy has required the occupational therapist to shift their method of service delivery to one of therapy integration into the educational environment. This sometimes causes confusion over service delivery responsibilities, role boundaries, and ways to achieve occupational therapy goals within the curriculum.The activities offered in this book are geared towards mildly to moderately impaired students, especially those in second, third and fourth grades. Many of them can be modified to use in the lower grades or with a more involved population.
A valuable feature of this book is that the activities are organized according to curriculum areas (math, language arts, etc.) instead of by occupational therapy goals (fine motor, balance, etc.). This format permits the therapist to carry out her activities totally within the educational environment. Each activity is described step-by-step so that both therapist and teacher can use them easily and successfully. |
Reference Number |
|
SPTBI106 |
Title
|
|
Traumatic Brain Injury Mechanisms of Damage, Assessment, Intervention, and Outcome |
Author |
|
Erin D. Bigler, Editor |
Publisher |
|
proed |
Copyright |
|
1990 |
Description |
|
This book deals with:
- Mechanisms of Injury: Pathologic Consequences;
- Assessment Issues;
- Intervention Issues;
- Outcome Issues.
|
Reference Number |
|
SPTBI107 |