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This text is for regular classroom teachers who work with special needs learners in their classrooms, and the specialists and administrators who support these populations. Students of poverty, English language learners, and the twice exceptional are often overlooked for services in gifted programs and frequently miss out on opportunities to hone their skills and learn the culture of success. Interventions provided in this book promote talent development in schools, at home, and in the community. This book focuses on both the social-emotional and cognitive needs of these students, and provides…mehr
This text is for regular classroom teachers who work with special needs learners in their classrooms, and the specialists and administrators who support these populations. Students of poverty, English language learners, and the twice exceptional are often overlooked for services in gifted programs and frequently miss out on opportunities to hone their skills and learn the culture of success. Interventions provided in this book promote talent development in schools, at home, and in the community. This book focuses on both the social-emotional and cognitive needs of these students, and provides templates for long-term planning and goal setting. The text also addresses challenges encountered in working with these students and effective strategies to overcome them.
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Autorenporträt
Ariel Baska teaches all levels of Latin, including Advanced Placement, in Fairfax County Public Schools, VA. She received her bachelor's degree in Classics from William & Mary and her master's degree in curriculum studies with an emphasis in gifted education from George Mason University.
Inhaltsangabe
Preface Introduction Part I: Who Are Gifted Learners With Special Needs? Defining Special Populations of Gifted Students Case Studies of Successful Students From Special Populations Max Laura Ryan Andrea Mitch Carla Barry Ralph Rachel Charles Commonalities Across the Profiles Talent Trajectories of Special Populations Issues and Problems for Special Populations in Schools and Gifted Programs Conclusion Part II: What Interventions Work With Special Populations? School-Based Interventions Acceleration in a Strength Area Personal Relationships With Teachers and Other Personnel Mentorships and Internships Career Exploration Classroom-Based Interventions Problem-Based Learning The Literature Web Higher Level Questioning/Thinking Creative Expression The Arts as a Cognitive Tool for Learning Affective Curriculum Needs Conclusion Part III: Support Structures for Intervention Services Developing Support Structures for Special Populations Characteristics and Practices of Successful Teachers Structures for Special Populations in Classrooms and Schools Parental Roles and Responsibilities Implications for Gifted Education, ELL Programs, and Special Education Conclusion Final Thoughts Resources References Appendix A: Literature Web Appendix B: Independent Learning Contract Appendix C: Quarterly Survey With Responses About the Authors.
Preface Introduction Part I: Who Are Gifted Learners With Special Needs? Defining Special Populations of Gifted Students Case Studies of Successful Students From Special Populations Max Laura Ryan Andrea Mitch Carla Barry Ralph Rachel Charles Commonalities Across the Profiles Talent Trajectories of Special Populations Issues and Problems for Special Populations in Schools and Gifted Programs Conclusion Part II: What Interventions Work With Special Populations? School-Based Interventions Acceleration in a Strength Area Personal Relationships With Teachers and Other Personnel Mentorships and Internships Career Exploration Classroom-Based Interventions Problem-Based Learning The Literature Web Higher Level Questioning/Thinking Creative Expression The Arts as a Cognitive Tool for Learning Affective Curriculum Needs Conclusion Part III: Support Structures for Intervention Services Developing Support Structures for Special Populations Characteristics and Practices of Successful Teachers Structures for Special Populations in Classrooms and Schools Parental Roles and Responsibilities Implications for Gifted Education, ELL Programs, and Special Education Conclusion Final Thoughts Resources References Appendix A: Literature Web Appendix B: Independent Learning Contract Appendix C: Quarterly Survey With Responses About the Authors.
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