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Produktbild: Resource Teachers

Resource Teachers A Changing Role in the Three-Block Model of Universal Design for Learning

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Beschreibung

Produktdetails

Einband

Taschenbuch

Altersempfehlung

1 - 12 Jahr(e)

Erscheinungsdatum

10.12.2013

Verlag

Portage & Main Press

Seitenzahl

187

Maße (L/B/H)

26,6/19,9/1,3 cm

Gewicht

486 g

Sprache

Englisch

ISBN

978-1-55379-501-8

Beschreibung

Produktdetails

Einband

Taschenbuch

Altersempfehlung

1 - 12 Jahr(e)

Erscheinungsdatum

10.12.2013

Verlag

Portage & Main Press

Seitenzahl

187

Maße (L/B/H)

26,6/19,9/1,3 cm

Gewicht

486 g

Sprache

Englisch

ISBN

978-1-55379-501-8

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Resource Teachers

  • Table of Contents

    • Acknowledgments ix
    • Section One: Introduction xi
    • Chapter 1: The Three-Block Model of Universal Design for Learning 1
    • Chapter 2: What We Mean by "Inclusive" 9
      • Social Inclusion and Social Exclusion 11
        • Social Inclusion of Students with Exceptionalities 11
        • Social Inclusion of FNMI Students 12
      • Academic Inclusion and Academic Exclusion 15
      • Canada and UNESCO's Goal of Education for All 16
        • Interactive Inclusion 17
      • Section Two: Resource Teacher as Educational Leader and Collaborator 19
      • Chapter 3: Response to Intervention in Universal Design for Learning 21
        • A Tiered System of Interventions 22
          • RTI Tier 1 22
          • RTI Tier 2 23
          • RTI Tier 3 24
        • Role of the Resource Teacher in RTI24
        • Chapter 4: Tier 1 - Supporting Inclusive Instructional Practice 27
          • Disability and Disabling Environments 28
          • Collaborative Practice29
            • Co-Teaching 31
            • Working with Educational Assistants 33
          • Chapter 5: Ecobehavioural Assessment in Tier 1 and Tier 2 35
            • Universal Design for Learning 36
            • Mental Models: Assessment Frameworks 39
              • Multiple Intelligences 40
              • Neurodevelopmental Constructs 40
            • Ecobehavioural Assessment in a UDL Context 48
            • Section Three: Individualized Assessment for Tier 2 and Tier 3 Supports 55
            • Chapter 6: Types of Individual Assessment in Tier 2 and Tier 3 57
              • Categories of Funding Models 57
                • Types of Assessment 58
                • Three Levels of Assessment 58
              • Assessments for Education Grouped into Four Subtypes 60
                • How Test Scores Are Measured and Reported 61
              • Blending the Traditional and RTI Models 62
              • Chapter 7: Gathering Information and Building Learning Profiles 65
                • File Reviews and Work Samples: The Process 67
                  • Step 1: File Summaries 67
                  • Step 2: Portfolio Analysis 67
                • Developing Assessment Plans 70
                • Assessments Based on Curriculum 74
                • Chapter 8: Gathering Information for Levels A and B Assessments 79
                  • Conducting Assessments 79
                    • Beginning an Assessment 80
                    • During the Administration 84
                    • After Completing the Assessments 84
                    • Scoring Level B Tests 84
                  • Analyzing and Interpreting Results 86
                    • Debriefing Assessments 93
                  • Chapter 9: Functional Behaviour Assessment and Building Behaviour Profiles 95
                    • Types of Behaviour 98
                      • Neurological Underpinnings of Behaviour 99
                      • Human Needs and Behaviour 102
                    • Tier 1 and Tier 2 Supports 103
                    • Functional Behaviour Assessment 104
                      • Conducting a Functional Behaviour Assessment 105
                    • Section Four: Individualized Programming for Tier 2 and Tier 3 Supports 109
                    • Chapter 10: From Assessment to Programming a Universally Designed IEP 111
                      • IEP Planning Teams 111
                      • Individual Education Plans 112
                    • Chapter 11: Diagnosis and Funding Categories 121
                      • Applying Scores to Assessment of Learning Disabilities 122
                      • Interpreting Assessments 123
                        • Diagnosis and Family Acceptance 124
                        • Debriefing Families about Diagnostic Testing 125
                      • Funding Based on Diagnostic Labels126
                      • Chapter 12: Including Students with Mild to Moderate Disabilities 129
                        • Intensive Skill Interventions 130
                        • Reading Interventions 132
                        • Writing Interventions 139
                        • Numeracy Interventions 139
                        • Emotional and Behavioural Interventions 140
                        • Conclusion 141
                      • Chapter 13: Including Students with Significant Disabilities 143
                        • Modified Programs and UDL 143
                        • Supporting Academic Inclusion147
                        • Cognitive Skills 149
                        • Self-Help and Life Skills 151
                        • Literacy and Numeracy 151
                        • Creating Visual Scripts and Social Stories 153
                        • Challenging Behaviour 155
                        • Conclusion 156
                      • Chapter 14: Including Students Who Are Gifted 157
                        • Gifted Education - A Field Divided157
                          • Identification and Educational Outcomes 160
                        • Emerging Conception of Giftedness 160
                        • Tier 1 and the Student Who Is Gifted 161
                        • Tier 2 and the Student Who Is Gifted 162
                        • Analyzing Gifted Portfolios 164
                          • Demystifying Students Who Are Gifted 164
                        • UDL and Students Who Are Gifted 165
                        • Conclusion 167
                        • References 169
                          • Provincial Documents 173
                          • Test Instruments 174
                        • Appendix A 177
                          • A.1 Guess the Covered Word 178
                          • A.2 Click and Clunk Card 179
                          • A.3 VAKT 180
                        • Appendix B 181
                          • B.1 Student Survey 182
                          • B.2 Teacher Survey 184
                          • B.3 Parent Survey 186