SPED420_ch1_lect

CHAPTER ONE CREATING RESPONSIVE LEARNING ENVIRONMENTS

Four Beliefs ,[object Object],[object Object],[object Object],[object Object]

Students at Risk for School Failure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

CHARACTERISTICS OF STUDENTS AT RISK FOR SCHOOL FAILURE ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

INDIVIDUALIZED EDUCATIONAL PROGRAMS (IEP) ,[object Object],[object Object],[object Object]

Categories of Disabilities that Qualify for Special Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

IDEA Individuals with Disabilities Education Act ,[object Object],[object Object],[object Object],[object Object],[object Object]

INDIVIDUALIZED EDUCATIONAL PROGRAMS ,[object Object],[object Object],[object Object],[object Object],[object Object]

2004 Reauthorization of IDEA IEP must state the following: ,[object Object],[object Object],[object Object],[object Object]

2004 Reauthorization of IDEA (continued) ,[object Object],[object Object],[object Object],[object Object]

Public Law 99-457 ,[object Object],[object Object]

COMPONENTS OF AN IEP ,[object Object],[object Object],[object Object],[object Object],[object Object]

PARTICIPANTS IN IEP MEETINGS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PARENTAL PARTICIPATION Specific Steps: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

COMPUTER GENERATED IEPS ,[object Object],[object Object],[object Object],[object Object],[object Object]

EDUCATIONAL SERVICES AND RELATED PRACTICES ,[object Object],[object Object]

LRE Continuum of Services ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

CONTINUUM OF EDUCATIONAL PLACEMENTS FOR STUDENTS WITH DISABILITIES

LEAST RESTRICTIVE ENVIRONMENT ,[object Object],[object Object],[object Object],[object Object],[object Object]

REINTEGRATION OF STUDENTS ,[object Object],[object Object],[object Object],[object Object],[object Object]

MOVEMENT FROM MAINSTREAMING TO INCLUSION ,[object Object],[object Object],[object Object],[object Object],[object Object]

SUCCESSFUL INCLUSION AND SUCCESSFUL ACADEMIC ACHIEVEMENT OF STUDENTS WITH MILD DISABILITIES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

SUCCESSFUL INCLUSION AND SUCCESSFUL ACADEMIC ACHIEVEMENT (continued) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Teacher-Parent Collaboration ,[object Object]

INSTRUCTIONAL VARIABLES RELATED TO STUDENT LEARNING ,[object Object],[object Object],[object Object],[object Object]

Dr. Hiam Ginott (Milwaukee Public Schools, 1990, p. 3 reminds teachers of the need to recreate caring environments: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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