| Description |
1 online resource (x, 320 pages) |
| Contents |
Basic Consultant Teacher Services -- A Service and Not a Place -- "The Continuum" -- Ten Essential Consultant Teacher Skills -- Hudson v. Rowley 458 U.S. 176 (1982)[superscript 6] -- Direct and Indirect Consultant Teacher Services -- Prior Written Notice Checklist -- Supports for School Personnel -- How the Consultant Teacher Can Promote Regular Classroom and Curriculum Participation -- Laws, Courts, and Mainstreaming -- The Vermont Consulting Teacher -- Procedural Safeguards -- The Consultant Teacher and Procedural Compliance -- Certification and the Consultant Teacher -- Who is a Consultant Teacher? -- Itinerant Teachers -- Eligibility for Consultant Teacher Services -- The General Curriculum -- The Future and the Consultant Teacher (IDEA Revisions) -- Planning and the Consultant Teacher -- The Five Minute Consultant Teacher -- Essential IEP Facts for the Consultant Teacher -- "Nonparticipation" -- Daniel v. State Board of Education -- Planning Schedules -- IEP Team Meeting Responsibilities for the Consultant Teacher -- The "Good IEP" Checklist -- Accountability and the Consultant Teacher -- The IEP and Placement -- The Michigan Consultant Teacher -- IEP: Direct and Indirect Services -- Identifying IEP Consultant Teacher Services -- Time to Plan -- IEP Planning -- Planning Guidelines for the Consultant Teacher -- Strategic Planning and Collaboration -- Reluctant Planners -- Measurable Annual Goals -- Planning: AT Devices and Services -- Indirect Services and the Consultant Teacher -- The People Business |
| Summary |
In order to achieve successful regular classroom participation for children with disabilities with supplementary aids and services, consultant teacher services are essential. This book is intended for special education teachers and other professionals providing special education services with information, guidelines and suggestions relating to the role and responsibilities of the special education consultant teacher. Every state must provide a continuum of alternative placements (e.g. regular classroom, resource room, self-contained setting), but the focus of this guide is participation in the regular classroom and/or regular curriculum "to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate." The many suggestions provided should prove useful concerning what the special education consultant teacher can and should do to enable children with disabilities to be educated with nondisabled children |
| Bibliography |
Includes bibliographical references (page 311) and index |
| Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
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English |
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Print version record |
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digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
| Subject |
Children with disabilities -- Education -- United States
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Inclusive education -- United States
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Special education teachers -- United States
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EDUCATION -- Inclusive Education.
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Children with disabilities -- Education
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Inclusive education
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Special education teachers
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Beratungslehrer
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Integrativer Unterricht
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Enfant handicapé
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Intégration scolaire.
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Éducateur spécialisé
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United States
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USA
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États-Unis.
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| Form |
Electronic book
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| LC no. |
2004047879 |
| ISBN |
9780398080235 |
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0398080232 |
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