Best Practices in Mental Disabilities. Volume One.

Sonst. Personen	Robinson, Greg A. (Hrsg.); Polloway, Edward A. (Hrsg.)
Institution	Iowa State Dept. of Education, Des Moines. Bureau of Special Education.
Titel	Best Practices in Mental Disabilities. Volume One.
Quelle	(1987), (344 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavior Change; Career Education; Class Organization; Classroom Environment; Community Involvement; Curriculum Development; Delivery Systems; Educational Practices; Elementary Secondary Education; Individualized Education Programs; Instructional Design; Mainstreaming; Mental Retardation; Motivation Techniques; Paraprofessional School Personnel; Parent School Relationship; Program Design; Student Characteristics; Teacher Certification; Teacher Responsibility + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Arbeitslehre; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Bildungspraxis; Individualized education program; Individualisierendes Lernen; Lessonplan; Geistige Behinderung; Motivationsförderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme design; Programmaufbau; Programmplanung; Lehrverpflichtung
Abstract	The volume focuses on best practices in specific areas of programming for mentally retarded students which teachers and support service personnel must address before considering curriculum content. The first of three sections consists of four chapters focusing on the following philosophical considerations: characteristics of students with mental disabilities and the programs which serve them; infusing career education into the special education curriculum; including the community as part of the classroom; and least restrictive environment. Seven chapters in Section 2, "Instructional Strategies," discuss keys to effective teaching strategies, environments for learning, curriculum planning and scheduling, record-keeping, changing student behavior, incentives for learning, and measuring student performance through the Individualized Education Program (IEP). The final section, entitled "Support Personnel," explains the role and function of support service staff, discusses parent involvement, and reviews the use of paraprofessionals in the classroom. The first of two apppendices provides an example of an intermediate agency/local district plan for least restrictive education, and the second describes Iowa certification requirements for support service personnel. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC