Building on the formative work of High Leverage Practices for Inclusive Classrooms, this critical companion explores how high leverage practices can be applied to the education of students with extensive support needs (ESN).
Building on the formative work of High Leverage Practices for Inclusive Classrooms, this critical companion explores how high leverage practices can be applied to the education of students with extensive support needs (ESN).Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Robert Pennington is the Lake & Edward J. Snyder, Jr. Distinguished Professor in Special Education at University of North Carolina-Charlotte, USA. Melinda Jones Ault is a Professor at University of Kentucky, USA. Ginevra Courtade is a Professor at University of Louisville, USA. J. Matt Jameson is a Professor at University of Utah, USA. Andrea Ruppar is an Associate Professor at University of Wisconsin-Madison, USA.
Inhaltsangabe
1. Collaborate with Colleagues to Increase Student Success 2. Leading Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Needed Services 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student's Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Packages, and Making Necessary Adjustments that Improve Student Outcomes 7. Consistent, Organized, and Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessment to Develop Individualized Behavior Support Plans 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction toward a Specific Learning Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14. Teaching Cognitive and Meta Cognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Providing Intensive Instruction and Using Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Engagement 19. Use Assistive and Instructional Technologies 20. Teach Students to Maintain and Generalize New Learning Across Time and Settings 21. Providing Positive and Corrective Feedback
1. Collaborate with Colleagues to Increase Student Success 2. Leading Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Needed Services 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student's Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Packages, and Making Necessary Adjustments that Improve Student Outcomes 7. Consistent, Organized, and Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessment to Develop Individualized Behavior Support Plans 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction toward a Specific Learning Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14. Teaching Cognitive and Meta Cognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Providing Intensive Instruction and Using Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Engagement 19. Use Assistive and Instructional Technologies 20. Teach Students to Maintain and Generalize New Learning Across Time and Settings 21. Providing Positive and Corrective Feedback
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