Survival Guide for New Special Educators

BONNIE S. BILLINGSLEY, Ed.D., is a professor in Teaching and Learning at Virginia Tech. MARY T. BROWNELL, Ph.D., is a professor of Special Education and director of the CEEDAR Center at the University of Florida. MAYA ISRAEL, Ph.D., is assistant professor of Special Education at the University of Illinois, Urbana-Champaign. MARGARET L. KAMMAN, Ph.D., is assistant scholar and project coordinator for the CEEDAR Center at the University of Florida.

• The Authors vAcknowledgments viiTables, Figures, and Exhibits xviiIntroduction xxiPart One: The BasicsChapter One: Getting the Right Job 3An Initial Priority: Find a Good Job Match 3Steps in Your Job Search 4The Interview Process 5Consider the Offer 10To Sum Up 10What’s Next? 10Chapter Two: Great Beginnings 11Reality 101: What to Expect in the First Years 11Your Challenge: Become an Accomplished and Committed Special Educator 13Reflect on the Moral Purpose That Guides Your Work 13Develop Knowledge about Professional Standards and Ethics 14Learn about the Community and Key Policies and Guidelines 15Learn More about the Content Standards for Subjects You Teach 16Use and Refine Your Knowledge about Evidence-Based Practices 17Know Your Students and Systematically Monitor Their Learning 17Collaborate Effectively with Administrators, Colleagues, and Parents 18Protect Instructional Time and Balance Your Responsibilities 18Develop Resilience and Manage Stress 18Take Initiative for Your Own Professional Learning 20Making It Happen: Create a Network of Supports 20To Sum Up 25What’s Next? 25Additional Resources 25Chapter Three: Working with Others 26Be an Energizer 27Be an Effective Communicator 27Working Through Conflicts 30A Great Start with Parents 31Ten Actions to Develop Positive Relationships with Parents 32A Great Start with Administrators 35A Great Start with Your Mentor(s) 38A Great Start with Colleagues 42Leading Effective Professional Meetings 44To Sum Up 46What’s Next? 46Additional Resources 46Chapter Four: Special Education Law 47Key Laws Related to Students with Disabilities 47Education for All Handicapped Children Act 48Individuals with Disabilities Education Act 51Section 504 56Americans with Disabilities Act 57Confidentiality 58Dealing with Legal Challenges 61To Sum Up 63What’s Next? 63Additional Resources 63Chapter Five: Developing Quality IEPs 65The IEP Document 66The IEP Process 66Tips for a Great Start with IEPs 66Tips for Developing IEP Components 67The IEP Meeting 74Transition Planning 81IEP Summary Forms 83Tips for Organizing the IEP Process 83Practical Suggestions from Special Educators 85To Sum Up 85What’s Next? 86Additional Resources 86Part Two: Becoming An Accomplished EducatorChapter Six: Organizing and Managing Your Work 89Your Many Roles and Responsibilities 90Goals and Plans Equal Organizational Success! 92Manage Your Time, Manage Your Tasks 96Setting Up Your Class for Success 97Considerations for Middle and High School Classrooms 98The Teacher’s Desk 102Get Ready for Your First Day of School 104Plan for Fun and Knowledge 105To Sum Up 110What’s Next? 110Additional Resources 111Chapter Seven: Classroom and Behavior Management 112Elizabeth BettiniTiered Approach to Providing Positive Behavioral Support 113Evaluating the Intervention 136To Sum Up 137What’s Next? 137Additional Resources 137Chapter Eight: Collaboration and Co-Teaching 139Fundamentals of Collaboration 140Defining Characteristics for Collaboration 140Understanding Collaboration in Varied Service-Delivery Models 140Tips for Special Education Teachers in Collaborating for RTI 142Collaboration in Inclusive Settings 142Small Strategies to Make a Big Impact on Collaboration 146Helping General Educators 147Co-Teaching 149The Co-Teacher Relationship 150Characteristics Aiding in Successful Co-Teaching 154Barriers and How to Overcome Them 154Keeping Collaborative Records 155To Sum Up 156What’s Next? 157Additional Resources 157Chapter Nine: Supporting Your Students 158The Student–Teacher Relationship 159Tips for Fostering Positive Student–Teacher Relationships 159Motivating Your Students 161Advocating for and with Your Students 164Culturally Responsive Teaching 166Helping Your Students Stay Organized and Learn Responsibility 169To Sum Up 171What’s Next? 171Additional Resources 171Chapter Ten: Assessment and Knowing Your Students 172Your State Standards and the CCSS 173Why Test in Relationship to the Standards? 173Educational Laws and Assessment 173Relationship Between the Laws and Your Assessment Practices 174Progress Monitoring and Curriculum-Based Measures 175Formal or Standardized Tests 178Assessment Accommodations and Adapting Classroom Tests 179Alternative Assessments 181Feedback and Grading 183Assessment Considerations at the High School Level 186To Sum Up 188What’s Next? 189Additional Resources 189Chapter Eleven: Universal Design for Learning and Technology 190Plan Engaging and Accessible Instruction through UDL 192The Basics of UDL: Reach and Engage Your Students in Multiple Ways 192Three Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement 193General Hints for Implementing UDL 196Using Instructional Technologies to Support Students with Disabilities 203ATs to Support Students with Disabilities 207To Sum Up 210What’s Next? 210Additional Resources 210Part Three: Mastering Effective PracticesChapter Twelve: Effective Instructional Practices and Lesson Planning 215Planning for Effective Instruction 216Using Effective Instruction 223To Sum Up 232What’s Next? 233Additional Resources 233Chapter Thirteen: Teaching Reading 234A Framework for Teaching Reading 235Phonological Awareness and Phonics (Basic Decoding) 235Decoding Multisyllabic Words and Promoting Morphological Awareness 239Vocabulary Instruction 241Promoting Fluency at the Rime, Word, and Connected-Text Levels 243Promoting Reading Comprehension 245Special Considerations for ELLs with Learning Disabilities 248Incorporating Technology into Reading Instruction 248To Sum Up 250What’s Next? 251Additional Resources 251Chapter Fourteen: Teaching Writing 252Basic Skills Underlying Proficient Writing Performance 252Becoming an Independent Writer 255Special Considerations for ELLs 261Using Technology to Support Writing 262To Sum Up 263What’s Next? 263Additional Resources 263Chapter Fifteen: Teaching Mathematics 264What Makes Math So Difficult for So Many Students? 265Going Beyond Arithmetic to Algebra 266Characteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students 267Instructional Math Standards 269How Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum? 271Instruction That Supports Students with Disabilities in Mathematics 271What Is the Best Way to Integrate CRA into Math Instruction? 274Metacognitive Math Strategies 277Assessment and Feedback to Inform Mathematics Practice 278Formal Assessment and Mathematics 281Technology-Enhanced Mathematics Instruction 282To Sum Up 284What’s Next? 284Additional Resources 284Chapter Sixteen: Teaching Content 285What Can You Do to Support Students with Disabilities in Learning Content? 285What Specific Things Can You Do to Help Students with Disabilities in the Content Areas? 286UDL and Instructional Technologies in Content Learning 292Teaching Concepts with Content Enhancements 293Teaching Simple Concepts 293Complex Concepts 294Inquiry-Based Approaches to Teaching and Learning Content 295What Is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learning? 299To Sum Up 301What’s Next? 301Additional Resources 301Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability 303Bree A. Jimenez and Pamela J. MimsWho Are Your Students? 304What to Teach 304Why Teach Beyond Functional Skills to Students with Intellectual Disabilities 304Assessments to Guide Curricular Planning 306How to Teach 308To Sum Up 321What’s Next? 321Additional Resources 321Part Four: Additional ConsiderationsChapter Eighteen: Managing Student Health Needs 325Pamela W. CarterIndividual Health-Care Plans and Emergency Care Plans 326Health Conditions and Teacher Tips 326Tourette Syndrome (TS) 341To Sum Up 343Additional Resources 343Part Five: Appendixes Appendix A: Definitions and Resources about Disability 345Attention Deficit Hyperactivity Disorder (ADHD) 347Autism Spectrum Disorders 350Deafness and Hearing Loss 353Developmental Delay 355Emotional Disturbance 356Intellectual Disability 361Other Health Impairment 362Specific Learning Disability 365Speech and Language Disorders 367Traumatic Brain Injury 369Visual Impairment Including Blindness 371Appendix B: Key Special Education Cases 373Appendix C: Assessment Vocabulary and Concepts 374Validity and Reliability 375Appendix D: Tips for Preparing for Observations and Evaluations 377Appendix E: Bonus Web Content 380Notes 383Index 400