Chapter+1

=Dr. Hiam Ginott (Milwaukee Public Schools, 1990, p.30) := //"I have come to a frightening conclusion that, // //I an the decisive element in the classroom. // //It is my personal approach that creates the climate. // //It is my daily mood that makes the weather. // //As a teacher I possess tremendous power to make a child's life miserable or joyous. // //I can be a tool of torture or an instrument of inspiration. // //I can humiliate or humor, hurt or heal. // //In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized." // = = = **__CHARACTERISTICS OF STUDENTS AT RISK FOR SCHOOL FAILURE __** =
 * ==Cognitive and metacognitive Deficits ==
 * ==Low academic achievement ==
 * ==Poor memory ==
 * ==Attention problems and hyperactivity ==
 * == __Poor social skills __ ==
 * ==Poor self concept ==
 * ==Poor motivation ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Debilitating mood states ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Adaptive behavior deficits ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Disruptive behavior ==

= Categories of Disabilities that Qualify for Special Education =
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">specific learning disabilities ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">speech or language impairments ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">mental retardation ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">emotional disturbance ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">multiple disabilities ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">hearing impairments ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">orthopedic impairments ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">other health impairments ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">visual impairments ==
 * == __<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">autism __ ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">deaf-blindness ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">traumatic brain injury ==
 * == <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">ADHD <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">— <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">These students receive services under <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">“ <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">other health impairments <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">” <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;"> or Section 504 of the Rehabilitation Act of 1973. ==

=<span style="color: #333399; display: block; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt; text-align: center; text-indent: 0in;">COMPONENTS OF AN IEP =
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Levels of performance ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 58.5pt; text-indent: -22.5pt;">Curriculum-based measurement ==
 * == __<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Annual goals __ ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Short term objectives ==
 * ==<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 27pt; text-indent: -27pt;">Description of services ==

=<span style="color: #333399; display: block; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt; text-align: center; text-indent: 0in;">PARTICIPANTS IN IEP MEETINGS = ==<span style="color: black; display: block; font-family: 'Tahoma','sans-serif'; font-size: 12pt; margin: 0in 0in 0pt 48pt; text-align: center; text-indent: -48pt;">The law specifies who must participate in IEP meetings: == == <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 14.5pt;">• <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">A representative of the school who is qualified to provide or supervise special education (other than child <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">’ <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">s teacher) == == <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 14.5pt;">• <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">The student <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">’ <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">s teachers (special education and general education) ==

<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 14.5pt;">• <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">The student, when appropriate
== <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 14.5pt;">• <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">An individual who can interpret the instructional implications of evaluation results == == <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 14.5pt;">• <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Others at the discretion of the parent or school personnel ==

Continuum of Alternative Placements
*0100 General Classroom with Modifications 80-100% *0110 Resource Room 40-79% *0120 Self-Contained Classroom 0-39% *0130 Separate Day School *0140 Residental Facility *150 Home/Hospital

Student Competencies

 * 1) follow directions in class
 * 2) comes to class prepared with materials
 * 3) uses class time wisely
 * 4) makes up assignments and tests
 * 5) treats teachers and peers with courtesy
 * 6) completes and turns in homework on time
 * 7) works cooperatively in student groups
 * 8) completes tests with a passing grade
 * 9) appears interested in content
 * 10) takes notes in class
 * 11) scans a textbook for answers and information
 * 12) volunteers to answer questions in class
 * 13) writes neatly
 * 14) is able to give oral reports and speeches

Reference: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)