Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

Jill A. Lindberg retired from Milwaukee Public Schools in June 2003 and is currently a supervising teacher for the University of Wisconsin-Milwaukee. Her teaching experience includes six years as a mentor teacher, assisting both general and special education teachers in Milwaukee Public Schools. She has taught students with specific learning disabilities, students with emotional/behavior disabilities, and students with hearing impairment. She has coauthored five books in the Common-Sense Classroom Management series with educators from the Milwaukee area. She has a degree in exceptional education from the University of Wisconsin-Milwaukee. Michele Flasch Ziegler has 19 years of experience in teaching, administration, and teacher training. Her teaching experiences included working as a high school classroom teacher for students with intellectual disabilities and as a transition teacher for the Madison, Wisconsin Metropolitan School District. She also assisted in coordinating services and offering technical support to teachers working in the K-12 intellectual disabilities program in Indianapolis Public Schools. Currently, she is an assistant professor at Cardinal Stritch University in Milwaukee, Wisconsin. In an effort to continually expand opportunities and the quality of life for individuals with intellectual disabilities, she continues to support schools and families that include individuals with diverse needs. She has a PhD in special education from the University of Wisconsin-Madison, as well as a master's degree in education administration from Indiana University. Lisa Barczyk is a physical therapist with 22 years of professional experience in school-based pediatric practice. After graduating from Marquette University, she took a position with Milwaukee Public Schools as a staff physical therapist, and for the past 12 years has served as the supervisor of occupational and physical therapy. In that role, she has developed and provided specialized training and support to teachers, therapists, and teaching assistants of students with significant and multiple challenges.

Foreword by Lou Brown Preface About the Authors Introduction and Overview 1. Getting Ready Time Organization Student Information Finding Appropriate Materials and Adaptive Equipment Physical and Visual Arrangements Within the Room Helping Administrators, General Education Teachers, and Support Staff Understand the Needs and Abilities of Students Knowing Your Community 2. Organizing the Students and Their Learning Environment The IEP and Planning Grouping Students Developing Daily and Weekly Schedules Individual Student Planning in a Variety of Learning Environments Developing Lesson Plans Documenting Student Progress Working With Classroom Support Staff Community Experiences and Instruction Advocating for Your Students and Exploring Inclusive Learning Environments 3. General Planning: Curriculum and Methods of Instruction Consistency, Structure, and Routine Student Full and Partial Participation in the General Education Classroom Systematic Instruction and Fading Curriculum Blending Academic and Functional Curriculum Models 4. Academic Planning Inclusion, Least Restrictive Environment (LRE), and IDEIA Academic and Content Standards and Writing Individual Education Plans (IEPs) Curriculum, Instructional, and Assessment Planning Inclusive Instructional Strategies and Adaptations Active Participation Versus Presence Only in the Classroom Collaboration and Team Planning 5. Functional Planning Planning for Community and Functional Skills Instruction Functional Learning Outcomes Functional Instruction Inclusive Examples Social Skills and Peer Relationships Self-Advocacy and Self-Determination Transition and Outcomes 6. Assistive Technology as a Learning Support Definition of Assistive Technology (AT) The SETT Framework Use of Assistive Technology for Communication Use of Assistive Technology to Access Literacy Use of Assistive Technology to Control the Environment Use of Assistive Technology to Hold Things Use of Assistive Technology to See Better Use of Assistive Technology to Hear Better Use of Assistive Technology for Computer Access Use of Assistive Technology for Eating or Dressing Use of Assistive Technology for Access to Recreation and Leisure Documenting Assistive Technology in the IEP 7. Understanding Behavior Communication Determining Cause and Supporting the Student Developing a Support Plan for Difficult Behaviors in Different Settings Shaping Behavior and Rewards 8. Working With Related Service Providers and Other Support Staff Defining Related Services Models of Service Delivery Teacher Tips for Working With Related Service Providers Finding Time for Collaboration Role of the Occupational Therapist Role of the Physical Therapist Role of the Speech and Language Pathologist Working With Other Support Personnel 9. Communication With Parents and Guardians Developing a Positive Relationship With Parents or Guardians Coordinating School and Home Expectations Ongoing Communication Strategies IEP Team Meetings Parent-Teacher Conferences 10. Transition Parent and Student Involvement Transition in Early Development School-Age Transitions Identifying Adaptive Equipment Needs Developing Postsecondary Goals Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals Determining Community Resources References Index

"A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas." -- Paula Kluth, Educational Consultant "This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides clearly stated expectations." -- Mary Reeve, SPED Director