MARC record from Internet Archive

LEADER: 03515cam 2200505 a 4500
001 ocm47142159
003 OCoLC
005 20200616040349.0
008 010611s2002 mdua b 001 0 eng
010 $a 2001037584
040 $aDLC$beng$cDLC$dBTCTA$dLVB$dBAKER$dYDXCP$dEXW$dBDX$dOCLCF$dOCLCO$dOCLCQ$dWBT$dOCLCQ$dOCLCO$dHUELT$dOCLCQ$dMNE
020 $a1557665389
020 $a9781557665386
035 $a(OCoLC)47142159
043 $an-us---
050 00 $aLC1201$b.D69 2002
082 00 $a371.9/046$221
100 1 $aDoyle, Mary Beth,$eauthor.
245 14 $aThe paraprofessional's guide to the inclusive classroom :$bworking as a team /$cby Mary Beth Doyle.
250 $a2nd ed.
260 $aBaltimore, Md. :$bP.H. Brookes Pub. Co.,$c©2002.
300 $axiii, 137 pages :$billustrations ;$c29 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 00 $tThe Paraprofessional: Changing Roles and Responsibilities --$tA Paraprofessional's Reflection --$tWhat Are the Paraprofessional's Responsibilities in the Inclusive Classroom? --$tWhat Training and Support Do Paraprofessionals Require? --$tBasic Role Differentiation --$tActivity Debriefing --$tRole Clarification with a Twist! --$tThe Inclusive Classroom: Being a Member --$tWhat Is a Team? --$tWho Am I Working With? --$tA Special Educator's Reflection --$tWhat Is My Daily Schedule? --$tDeveloping the Paraprofessional's Daily Schedule --$tDiscussion About the Paraprofessional's Daily Schedule --$tUp-Front Issues to Reach Consensus On --$tEffects of Paraprofessional Proximity --$tSupporting Individual Students --$tWho Is the Student? --$tI'm Not Special Ed Anymore: My Name Is Peter --$tThe Importance of Participation and Friendship --$tWhat Is an Individualized Education Program? --$tHow Does the Paraprofessional Use an Individualized Education Program? --$tWhy Are Student Schedules Important? --$tProviding Curricular and Individualized Instructional Support --$tWhat Are Multilevel Curriculum and Instruction and Curriculum Overlapping? --$tWhat Are Learning Outcomes and General Supports, and How Are They Different? --$tHow Can We Rearrange the Class Format to Support Diverse Learners? --$tUnit Planning to Support Diverse Learners --$tWhat Are Common Components of Daily Routines? --$tHow Are Instructional Prompts Provided? --$tHow Are Curricular Adaptations Used? --$tEncouraging Positive Behaviors --$tFour Tenets of Positive Behavioral Support --$tFive Purposes of Behaviors.
650 0 $aInclusive education$zUnited States.
650 0 $aTeachers' assistants$zUnited States.
650 0 $aTeaching teams$zUnited States.
650 6 $aIntégration scolaire$zÉtats-Unis.
650 6 $aAides-éducateurs$zÉtats-Unis.
650 6 $aEnseignement$xTravail en équipe$zÉtats-Unis.
650 7 $aInclusive education.$2fast$0(OCoLC)fst00968624
650 7 $aTeachers' assistants.$2fast$0(OCoLC)fst01144522
650 7 $aTeaching teams.$2fast$0(OCoLC)fst01144645
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
938 $aBaker & Taylor$bBKTY$c29.95$d29.95$i1557665389$n0003761108$sactive
938 $aBrodart$bBROD$n57917604$c$29.95
938 $aBaker and Taylor$bBTCP$n2001037584
938 $aYBP Library Services$bYANK$n1832958
029 1 $aAU@$b000022785742
029 1 $aNZ1$b6341714
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 190 OTHER HOLDINGS