Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

Jill A. Lindberg retired from Milwaukee Public Schools in June 2003 and is currently a supervising teacher for the University of Wisconsin-Milwaukee. Her teaching experience includes six years as a mentor teacher, assisting both general and special education teachers in Milwaukee Public Schools. She has taught students with specific learning disabilities, students with emotional/behavior disabilities, and students with hearing impairment.  She has coauthored five books in the Common-Sense Classroom Management series with educators from the Milwaukee area. She has a degree in exceptional education from the University of Wisconsin-Milwaukee. Michele Flasch Ziegler has 19 years of experience in teaching, administration, and teacher training. Her teaching experiences included working as a high school classroom teacher for students with intellectual disabilities and as a transition teacher for the Madison, Wisconsin Metropolitan School District. She also assisted in coordinating services and offering technical support to teachers working in the K-12 intellectual disabilities program in Indianapolis Public Schools. Currently, she is an assistant professor at Cardinal Stritch University in Milwaukee, Wisconsin. In an effort to continually expand opportunities and the quality of life for individuals with intellectual disabilities, she continues to support schools and families that include individuals with diverse needs. She has a PhD in special education from the University of Wisconsin–Madison, as well as a master’s degree in education administration from Indiana University. Lisa Barczyk is a physical therapist with 22 years of professional experience in school-based pediatric practice. After graduating from Marquette University, she took a position with Milwaukee Public Schools as a staff physical therapist, and for the past 12 years has served as the supervisor of occupational and physical therapy. In that role, she has developed and provided specialized training and support to teachers, therapists, and teaching assistants of students with significant and multiple challenges.

• Foreword by Lou BrownPrefaceAbout the AuthorsIntroduction and Overview1. Getting ReadyTime OrganizationStudent InformationFinding Appropriate Materials and Adaptive EquipmentPhysical and Visual Arrangements Within the RoomHelping Administrators, General Education Teachers, and Support Staff Understand the Needs and Abilities of StudentsKnowing Your Community2. Organizing the Students and Their Learning EnvironmentThe IEP and PlanningGrouping StudentsDeveloping Daily and Weekly SchedulesIndividual Student Planning in a Variety of Learning EnvironmentsDeveloping Lesson PlansDocumenting Student ProgressWorking With Classroom Support StaffCommunity Experiences and InstructionAdvocating for Your Students and Exploring Inclusive Learning Environments3. General Planning: Curriculum and Methods of InstructionConsistency, Structure, and RoutineStudent Full and Partial Participation in the General Education ClassroomSystematic Instruction and FadingCurriculumBlending Academic and Functional Curriculum Models4. Academic PlanningInclusion, Least Restrictive Environment (LRE), and IDEIAAcademic and Content Standards and Writing Individual Education Plans (IEPs)Curriculum, Instructional, and Assessment PlanningInclusive Instructional Strategies and AdaptationsActive Participation Versus Presence Only in the ClassroomCollaboration and Team Planning5. Functional PlanningPlanning for Community and Functional Skills InstructionFunctional Learning OutcomesFunctional InstructionInclusive ExamplesSocial Skills and Peer RelationshipsSelf-Advocacy and Self-DeterminationTransition and Outcomes6. Assistive Technology as a Learning SupportDefinition of Assistive Technology (AT)The SETT FrameworkUse of Assistive Technology for CommunicationUse of Assistive Technology to Access LiteracyUse of Assistive Technology to Control the EnvironmentUse of Assistive Technology to Hold ThingsUse of Assistive Technology to See BetterUse of Assistive Technology to Hear BetterUse of Assistive Technology for Computer AccessUse of Assistive Technology for Eating or DressingUse of Assistive Technology for Access to Recreation and LeisureDocumenting Assistive Technology in the IEP7. Understanding BehaviorCommunicationDetermining Cause and Supporting the StudentDeveloping a Support Plan for Difficult Behaviors in Different SettingsShaping Behavior and Rewards8. Working With Related Service Providers and Other Support StaffDefining Related ServicesModels of Service DeliveryTeacher Tips for Working With Related Service ProvidersFinding Time for CollaborationRole of the Occupational TherapistRole of the Physical TherapistRole of the Speech and Language PathologistWorking With Other Support Personnel9. Communication With Parents and GuardiansDeveloping a Positive Relationship With Parents or GuardiansCoordinating School and Home ExpectationsOngoing Communication StrategiesIEP Team MeetingsParent-Teacher Conferences10. TransitionParent and Student InvolvementTransition in Early DevelopmentSchool-Age TransitionsIdentifying Adaptive Equipment NeedsDeveloping Postsecondary GoalsPlanning a Coordinated Set of Activities to Help Meet Postsecondary GoalsDetermining Community ResourcesReferencesIndex

“A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas.”