Special Kids Problem Solver Ready-to-Use Interventions - Softcover

Shore, Kenneth

Softcover

ISBN 10: 013632522X ISBN 13: 9780136325222

Publisher: Jossey-Bass, 2002

Synopsis

Written by an experienced school psychologist, this unique resource gives classroom teachers and specialists at all levels the key information and practical strategies they need to recognize and respond effectively to 30 of the most common problems encountered in today's classrooms.

About this title

About the Author

Jerry Newton, M.D., Medical Director of the San Antonio Public Schools for over 20 years and former Clinical Professor of Pediatrics at the University of Texas Medical School in San Antonio, is the author of the first two editions of The Handbook (1984, 1989).

 

Richard Adams, M.D., Director of Health Services for the Dallas Public Schools and Clinical Associate Professor of Pediatrics at Southwestern Medical School in Dallas, is the author of School Nurse’s Survival Guide.

 

Marilyn Marcontel, R.N., is currently Coordinator of Nursing for the Dallas Public Schools and Assistant Clinical Professor of the College of Nursing at Texas Woman’s University in Dallas.

From the Back Cover

Written by an experienced school psychologist, this unique resource gives classroom teachers and specialists at all levels the key information and practical strategies they need to recognize and respond effectively to 30 of the most common problem encountered in today’s classrooms, including:

ACADEMIC PROBLEMS:  Auditory Processing Problem ... The ESL Student ... The Gifted Student ... Handwriting Problem ... Math Anxiety ... Mild Mental Retardation ... Reading Disability ... Speech & Language Problems ... Spelling Problems ... The Unmotivated Student

BEHAVIORAL PROBLEMS:  The Aggressive Student ... Attention Deficit Disorder ... Autism ... The Disorganized Student ... The Disruptive Student ... Low Self-Esteem ... The Perfectionist Student ... The School Phobic Student ... The Shy Student ... Stuttering

PHYSICAL PROBLEMS:  AIDS and HIV ... Asthma ... Cerebral Palsy ... Cystic Fibrosis ... Diabetes ... Epilepsy ... Hearing Impairment ... Spina Bifida ... Tourette’s Syndrome ... Visual Impairment

For easy use, each of the 30 problems is covered in a different chapter and the chapters are uniformly formatted.  Each provides essential background information for understanding the nature and causes of the problem followed by a menu of strategies for dealing with the problem that can be practically implemented in the classroom given the constraint of time and the demands of other students.  Each also includes specific references for further information and addresses for relevant organizations.

For example, in the chapter on “Speech and Language Problems” you’ll find:

• Key information on TYPES OF COMMUNICATION PROBLEMS, CAUSES, SCHOOL IMPACT, and SPEECH AND LANGUAGE THERAPY
• HOW TEACHERS CAN HELP, including 18 specific strategies for helping the individual student (e.g., “Develop Nonverbal Signals to Alert the Student About Her Speech”) as well as preventing the problem from occurring (e.g., “Talk with Your Class About How to Respond to the Student”)
• Additional sources of help in FOR FURTHER INFORMATION (other publications), ORGANIZATIONS, and SEE ALSO (other related chapters)

And the chapter on “The Aggressive Student” explains THE PSYCHOLOGY OF THE BULLY, provides background for UNDERSTANDING THE VICTIM, and offers 24 specific intervention strategies, such as “Coach Students in How to Respond to Teasing or Taunting” and “Respond Calmly but Firmly to the Student [Bully].”

In short, the SPECIAL KIDS PROBLEM SOLVER gives teachers a store of proven strategies for dealing promptly and effectively with 30 of the most common problems encountered in today’s regular and special classrooms.  It allows teachers to choose the one or more strategies that seem to best suit their own and the student’s particular needs.

 

Excerpt. © Reprinted by permission. All rights reserved.

INTRODUCTION A teacher affects eternity; he never knows where his influence stops. -Henry Adams Teaching in today's classroom can be a daunting experience. The responsibilities of teachers seem to be increasing at the same time that resources for education are diminishing. In recent years, teachers have been expected more than ever to deal with a wide range of problems-from students with severe academic deficiencies to students whose first language is other than English to students suffering the effects of parental substance abuse. With the current trend toward inclusion, namely placing special education students in regular classes, teachers may find they are instructing students with problems for which they have little training or preparation. This book is intended to fill that gap by giving teachers the tools to cope with common yet challenging classroom problems in the form of key information and practical strategies. While this book aims to help teachers resolve the problems of students with special needs, it is not a book about special education as much as it is about effective education. Indeed, many of the problems discussed are commonly found in regular education classrooms. This book is also not just for regular and special education teachers although that is the primary audience. It should also prove useful to others working with children in an educational context: principals, guidance counselors, school psychologists, learning specialists, school nurses, speech-language pathologists, classroom aides, and even camp personnel. In addition, parents of children with special needs may find the information and strategies helpful in making sure their children receive appropriate classroom instruction and support. In determining what information to include, I used a need-to-know standard: What do teachers need to know to help the student perform or adjust better in class? Each chapter tackles a different problem, providing key information about the problem as well as a menu of classroom strategies. I have tried to select strategies that have proven useful to teachers and can be practically implemented in the classroom given the constraint of time and the demands of other students. Not every strategy will apply to every student with the problem. Some are appropriate for elementary students while others are better suited to secondary students. Some are to be used with students presenting the problem while others are intended to prevent the problem from occurring. Some can be implemented in regular classrooms while others are more feasible in special education classrooms. Use the strategies that suit your and the student's particular needs, and are compatible with your teaching values. A few words about the organization of this book. It is divided into three sections: academic problems, behavioral problems, and physical problems. Because problems are multi-dimensional, the assignment of a problem to a section was to some extent arbitrary; some of the problems could have been placed in more than one section. Each chapter includes a list of references on the specific problem area and, if applicable, a list of relevant organizations. In addition, a See Also listing refers the reader to other chapters on related topics. In terms of writing style, I have tried to write with a maximum of clarity and a minimum of jargon. I have chosen to alternate the use of he and she when referring to students. I want to acknowledge some people who have made important contributions to this book. First, I am indebted to the many educators with whom I have worked over the years and who have provided me with special education in ways of working with students with special needs. The staff at Prentice Hall has been first-rate. I cannot imagine a better editor to work with than Susan Kolwicz, who has been involved with this book from the very be-ginning. She has been a model of professionalism, moving the book through the various stages of production with efficiency and always with consideration for my views. Her judgment has been impeccable and her insight invaluable. I am also grateful to Evan Holstrom for the clarity and precision that she brought to the editing of this book. In addition, my children, Melissa and Rebecca, deserve my thanks for their understanding during the times I was unavailable. Finally, I wish to express my appreciation to my wife Maxine, who provided unceasing encouragement and support during the writing of this book.

Kenneth Shore

Edition details

• Publisher: Jossey-Bass
• Publication date: 2002
• Language: English
• ISBN 10: 013632522X
• ISBN 13: 9780136325222
• Binding: Paperback
• Edition number: 1
• Number of pages: 366