The inclusion-classroom problem solver structures and supports to serve all learners
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| Format: | Buch |
| Sprache: | English |
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Portsmouth, NH
Heinemann
c2007
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| Online-Zugang: | Inhaltsverzeichnis |
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| 245 | 1 | 0 | |a The inclusion-classroom problem solver |b structures and supports to serve all learners |c Constance McGrath |
| 264 | 1 | |a Portsmouth, NH |b Heinemann |c c2007 | |
| 300 | |a XII, 132 S. | ||
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| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Inclusive education |v Handbooks, manuals, etc | |
| 650 | 4 | |a Children with disabilities |x Education |v Handbooks, manuals, etc | |
| 650 | 4 | |a Classroom environment |v Handbooks, manuals, etc | |
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Datensatz im Suchindex
| _version_ | 1819743794396921856 |
|---|---|
| adam_text | THE INCLUSION-CLASSROOM PROBLEM SOLVER / MCGRATH, CONSTANCE : C2007
TABLE OF CONTENTS / INHALTSVERZEICHNIS BEGINNINGS THE REALITY OF
TODAYS CLASSROOMS AND THE ARTIFICIAL DIVISION BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION ALL TEACHERS ARE INCLUSION TEACHERS GENERAL
EDUCATORS NEED TOOLS AND RESOURCES THAT WILL LET THEM THRIVE IN AN
INCLUSIVE CLASSROOM ACCOMMODATIONS TO BUILD INTO THE CLASSROOM STRUCTURE
THAT LAST YEAR TO YEAR THAT MAKES INCLUSION WORK AND BENEFITS ALL
CHILDREN THE PHYSICAL CLASSROOM ACCOMMODATIONS THAT ARE BUILT INTO THE
PHYSICAL SET UP OF THE ROOM MAKING THEM EFFORTLESSLY AVAILABLE TO ALL
WHO NEED THEM LOCATING ACCOMMODATIONS IN CURRICULUM AREAS, TO ALLOW
CHILDREN TO EASILY FIND WHAT THEY NEED INDEPENDENTLY LESSON PLANNING
WITH ALL STUDENTS IN MIND MULTI-MODAL WAYS FOR CHILDREN TO TAKE IN
INFORMATION AND EXPRESS THEIR UNDERSTANDING CURRICULAR SUPPORTS AND
ACCOMMODATIONS TEACHING PRACTICES THAT DEVELOP SKILLS AND A LOVE OF
LEARNING DAILY OPPORTUNITIES FOR CHILDREN TO BE SUCCESSFUL THE WORKSHOP
MODEL - AN EFFICIENT AND EFFECTIVE WAY OF PROVIDING MULTILEVEL LEARNING
EXPERIENCES UNDERSTANDING LEARNING CHALLENGES AND HOW TO ACCOMMODATE
THEM IS ONE KEY TO TEACHING IN AN INCLUSIVE ENVIRONMENT CLASSROOM
CLIMATE ROUTINES THAT PROVIDE ADDITIONAL STRUCTURE AND SUPPORT FOR
DIVERSE LEARNERS AND HELP ALL CHILDREN SELF ASSESSMENT FOR TEACHERS OF
DIVERSE LEARNERS PROMOTING A POSITIVE CLASSROOM CULTURE FOSTERING
FRIENDLY RELATIONSHIPS : HOW TO HELP CHILDREN MAKE AND KEEP FRIENDS
BEHAVIOR PROBLEMS : WHAT OUR STUDENTS ARE TRYING TO TELL US TAPPING
CHILDRENS INTERNAL MOTIVATION TO DO WELL IN SCHOOL AND AN INTRINSIC
DESIRE TO FEEL SUCCESSFUL UNDESIRABLE BEHAVIOR RESULTS WHEN CHILDREN ARE
ASKED TO DO THINGS (ACADEMIC, SOCIAL, OR PROCEDURAL) THEY ARE INCAPABLE
OF DOING OR OF DOING WELL UNDESIRABLE BEHAVIOR IS COMMUNICATIVE;
TEACHERS CAN DECIPHER THIS COMMUNICATION AND PROVIDE SUPPORTS TO
EXTINGUISH IT IMPROVING INTERPERSONAL SKILLS TO MAKE US BETTER TEACHERS
INCLUSIVE CLASSROOM ASSESSMENT CONFERENCES, OBSERVATIONS, PROJECTS,
PORFOLIOS,PRESENTATIONS PERFORMANCES AND CHILDRENS SELF ASSESSMENTS ARE
THE BACKBONE OF ASSESSING CHILDRENS PROGRESS USING WHOLE CLASS
ASSESSMENTS AT THE START OF THE YEAR TO PROVIDE INFORMATION ABOUT THE
CLASS AS A WHOLE AND THE RANGE OF STRENGTHS AND WEAKNESSES WITHIN IT
TESTING ACCOMMODATIONS THAT ALLOW STUDENTS TO SHOW WHAT THEY KNOW
DEVISING TESTS THAT ARE FAIR TO ALL COMMUNICATING AND COLLABORATING WITH
PARENTS MAKING PARENTS A PART OF THE TEAM COMMUNICATING WITH PARENTS
ABOUT A CHILDS PROGRESS OR LACK OF PROGRESS SUPPORTING PARENTS HANDLING
DIFFICULT SITUATIONS BUILDING SPECIAL EDUCATION TEAMS BECOME A LEADER IN
YOUR SPECIAL EDUCATION TEAM BY INSTITUTING INCLUSIVE PRACTICES WORK
TOWARD UNDERSTANDING EACH TEAM MEMBERS PERSPECTIVE AND DEVISING PLANS
THAT SATIFY ALL NEEDS AT WEEKLY MEETINGS, HARE INFORMATION ABOUT
INDIVIDUAL CHILDRENS ACADEMICS, SOCIAL,AND BEHAVIORAL ACCOMPLISHMENTS
AND NEEDS ALSO, SHARE AND PLAN FOR UPCOMING CURRICULAR UNITS AND LONG
TERM PROJECTS SUMMARIES OF COMMON DISABILITIES CONCISE, NON-CLINICAL
SUMMARIES OF DISABILITIES THAT INCLUDE A DESCRIPTION, USEFUL
ACCOMMODATIONS, AND OTHER PERTINENT CONSIDERATIONS USING THIS
UNDERSTANDING AS A STARTING POINT FOR DISCUSSION AND COLLABORATION
PERSPECTIVES OF TEACHERS, PARENTS AND FRIENDS HELPFUL ACCOMMODATIONS,
LESSON AND CLASSROOM SUGGESTIONS WORKS CITED. DIESES SCHRIFTSTUECK
WURDE MASCHINELL ERZEUGT.
|
| any_adam_object | 1 |
| author | McGrath, Constance |
| author_facet | McGrath, Constance |
| author_role | aut |
| author_sort | McGrath, Constance |
| author_variant | c m cm |
| building | Verbundindex |
| bvnumber | BV022968782 |
| callnumber-first | L - Education |
| callnumber-label | LC1200 |
| callnumber-raw | LC1200 |
| callnumber-search | LC1200 |
| callnumber-sort | LC 41200 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1420 |
| ctrlnum | (OCoLC)154677746 (DE-599)BVBBV022968782 |
| dewey-full | 371.9/046 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/046 |
| dewey-search | 371.9/046 |
| dewey-sort | 3371.9 246 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV022968782 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-23T20:43:14Z |
| institution | BVB |
| isbn | 0325012709 9780325012704 |
| language | English |
| lccn | 2007027321 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016173058 |
| oclc_num | 154677746 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XII, 132 S. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Heinemann |
| record_format | marc |
| spellingShingle | McGrath, Constance The inclusion-classroom problem solver structures and supports to serve all learners Erziehung Inclusive education Handbooks, manuals, etc Children with disabilities Education Handbooks, manuals, etc Classroom environment Handbooks, manuals, etc Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4112696-8 (DE-588)4138728-4 |
| title | The inclusion-classroom problem solver structures and supports to serve all learners |
| title_auth | The inclusion-classroom problem solver structures and supports to serve all learners |
| title_exact_search | The inclusion-classroom problem solver structures and supports to serve all learners |
| title_full | The inclusion-classroom problem solver structures and supports to serve all learners Constance McGrath |
| title_fullStr | The inclusion-classroom problem solver structures and supports to serve all learners Constance McGrath |
| title_full_unstemmed | The inclusion-classroom problem solver structures and supports to serve all learners Constance McGrath |
| title_short | The inclusion-classroom problem solver |
| title_sort | the inclusion classroom problem solver structures and supports to serve all learners |
| title_sub | structures and supports to serve all learners |
| topic | Erziehung Inclusive education Handbooks, manuals, etc Children with disabilities Education Handbooks, manuals, etc Classroom environment Handbooks, manuals, etc Schüler (DE-588)4053369-4 gnd Behinderung (DE-588)4112696-8 gnd Integrativer Unterricht (DE-588)4138728-4 gnd |
| topic_facet | Erziehung Inclusive education Handbooks, manuals, etc Children with disabilities Education Handbooks, manuals, etc Classroom environment Handbooks, manuals, etc Schüler Behinderung Integrativer Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016173058&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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