Mentorship of Special Educators
Corwin Press Inc (Verlag)
978-1-4522-0288-4 (ISBN)
The national shortage and exceptionally high attrition rate of special education teachers are impediments to serving students with special needs. Given that only 64 percent of special education teachers have access to a mentor compared with 86 percent of general education teachers, this book meets an essential need for attracting, retaining, and supporting special educators. The authors provide a wealth of research-based tools for professional developers to use in multiple settings, including schools with culturally and linguistically diverse students. Topics covered include:
RTI and positive behavior support
Planning and conducting IEP meetings
Assuming emerging responsibilities in today′s inclusive schools
Mentoring strategies specific to special educators′ needs
Differentiation of instruction and classroom organization
Working with paraprofessionals
Collaboration with parents and professionals
Centered on a toolkit of planners, templates, checklists, and case studies, Mentorship of Special Educators is a step-by-step guide for mentoring teachers of students with special needs. Each chapter provides specific activities designed to facilitate understanding of a key topic in special education. This resource is full of helpful devices that teachers and mentors can use to advance learning for all students.
Jennifer Madigan Ed.D.— is an Associate Professor in the College of Education, Department of Special Education at San Jose State University. Prior to her position in the College of Education, Dr. Madigan taught for thirteen years throughout the greater San Francisco Bay Area Bay Area, in a range of Kindergarten through 12th grade special and general education settings. As an educator, she had the opportunity to serve students and families from culturally and linguistically diverse backgrounds in a variety of urban and suburban schools. Dr. Madigan’s work in schools includes the inclusion of children with special needs in general education settings, and more recently, research on the effects of single-gender special education for female students identified as learning disabled. She has presented this research at state, national, and international conferences. Additionally, Dr. Madigan has received federal and private funding for her work related to gender issues in special education. She has published articles in the journals Multiple Voices, Advances in Gender and Education, The National Journal of Urban Education and Practice, and E-Journal for Teaching and Learning in Diverse Settings. Georganne Schroth-Cavataio is currently teaching in the position of Special Education Teacher (Resource Specialist) at an elementary school in Santa Cruz County, CA and is an instructor for Project IMPACT with Santa Cruz County Office of Education, Teacher Development. She mentored both special education and general education beginning teachers in grades K-12 for two years throughout Santa Cruz County while working as a full time released advisor/support provider for the Santa Cruz/Silicon Valley New Teacher Project. A veteran teacher of 25 years, Ms. Cavataio’s educational background includes a Masters degree in Education from San Jose State University (SJSU) with an emphasis on cross-cultural literacy for an equitable society. Additionally, her educational credentials include: Education Specialist, Reading Specialist, and Multiple Subjects. Ms. Cavataio also has a BS degree from SJSU in Therapeutic Recreation with a concentration on serving individuals with physical and behavioral disabilities. Within these many educational capacities, Ms. Cavataio has had opportunities to work with diverse populations ranging in ages from preschool through adult. She has published with the education journal Academic Exchange Quarterly.
Preface
Acknowledgments
About the Authors
1. Mentorship of Today′s Special Educators
2. Mentor and Teacher Relationship
3. Beginning of School, Scheduling, and Planning Individualized Education Programs: Developing Systems
4. Supporting Student Learning
5. Response to Intervention and Positive Behavior Support
6. Culturally Competent Assessment
7. Transition
8. Collaboration With Paraprofessionals by Joy Kutaka Kennedy
9. Collaboration With Professionals
10. Communication With Parents by Terry Halterman Jr. and Jennifer Madigan
Conclusion
Resource A. Professional Development Case Studies for Mentors by Christine Hagie
Resource B. Teacher Retention and Peer Mentoring: A Model for Success by Christine Hagie
Resource C. Chapter Tool Kits
Index
| Verlagsort | Thousand Oaks |
|---|---|
| Sprache | englisch |
| Maße | 177 x 254 mm |
| Gewicht | 400 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| ISBN-10 | 1-4522-0288-5 / 1452202885 |
| ISBN-13 | 978-1-4522-0288-4 / 9781452202884 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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