| Record Number |
16189 |
| ISBN |
9781598571875 (pbk.) : |
| 1598571877 (pbk.) : |
| Location |
371.9 GIA |
| Author |
Giangreco, Michael F., 1956- |
| Title |
COACH 3 : choosing outcomes & accommodations for children : a guide to educational planning for students with disabilities / by Michael F. Giangreco, Chigee J. Cloninger, and Virginia S. Iverson. [Book] |
| Other title |
Choosing outcomes and accommodations for children |
| Edition |
3rd ed. |
| Published |
Baltimore, Md. : London : Brookes ; Eurospan [distributor], c2011. |
| Collation |
xiv, 209 p. : ill. ; 28 cm. + 1 CD-ROM (4 3/4 in.) |
| Bibliography Note |
Includes bibliographical references and index. |
| Contents Note |
Machine generated contents note: Section I Introduction to COACH -- What Is COACH? -- Principles Forming the Basis of COACH -- Principle 1 All Students Are Capable of Learning and Deserve a Meaningful Curriculum -- Principle 2 Quality Instruction Requires Ongoing Access to Inclusive Environments -- Principle 3 Pursuing Valued Life Outcomes Informs the Selection of Curricular Content -- Principle 4 Family Involvement Is a Cornerstone of Educational Planning -- Principle 5 Collaborative Teamwork Is Essential to Quality Education -- Principle 6 Coordination of Services Ensures that Necessary Supports Are Appropriately Provided -- Description of COACH Part A (Steps 1-3) Determining a Student's Educational Program -- How and Why COACH Works -- Description of COACH Part B (Steps 4-6) Translating the Family-Identified Priorities into Goals and Objectives -- Section II Answering Common Questions About COACH -- How Does COACH Fit into IEP Development? -- For Whom Should COACH Be Used? -- |
| Contents note continued: How Long Does It Take to Complete COACH? -- Who Can Facilitate COACH? -- Who Participates in COACH? -- Where Should COACH Be Completed? -- When Should COACH Be Completed? -- Should COACH Be Completed Every Year? -- What Are Key COACH "Don'ts"? -- Section III Directions for Completing COACH Steps -- pt. A Determining a Student's Educational Program -- Preparation Checklist -- Step 1 Family Interview -- Introducing the Family Interview -- Step 1.1 Valued Life Outcomes -- Step 1.2 Selecting Curriculum Areas to Explore During the Family Interview -- Step 1.3 Rating Learning Outcomes in Selected Curriculum Areas -- Step 1.4 Prioritizing Learning Outcomes in Selected Curriculum Areas -- Step 1.5 Cross-Prioritization -- Step 2 Additional Learning Outcomes -- Step 2.1 Additional Learning Outcomes from COACH -- Step 2.2 Additional Learning Outcomes from General Education -- Step 3 General Supports -- |
| Contents note continued: pt. B Translating the Family-Identified Priorities into Goals and Objectives -- Step 4 Annual Goals -- Step 5 Short-Term Objectives -- Step 6 Program-at-a-Glance -- Section IV Implementing COACH-Generated Plans -- Conclusion -- References -- Appendix A Questions and Answers for Team Members About COACH -- Appendix B Blank COACH Student Record Forms for Part A: Steps 1-3 -- Appendix C Blank COACH Student Record Forms for Part B: Steps 4-6 -- Appendix D Additional Blank Forms for Section IV -- Scheduling Matrix Information -- Scheduling Matrix Form -- Planning and Adapting Instruction -- Learning Style Inventory for Students with Complex and Challenging Disabilities / Virginia S. Iverson -- Activity Analysis / Timothy J. Fox -- Evaluating Impact for Learning Outcomes -- Evaluating Impact for General Supports -- Appendix E COACH and Alternate Assessment: How Are They Related? / Jacqui Farmer Kearns -- |
| Contents note continued: Appendix F Roles of Team Members Supporting Students with Disabilities in Inclusive Classrooms / Victoria Graf. |
| Subject |
Children with disabilities -- Education -- United States |
| Mainstreaming in education -- United States |
| Home and school -- United States |
| Quality of life -- United States |
| Inclusive education -- United States |
| Added Name |
Cloninger, Chigee J., 1946- |
| Iverson, Virginia Salce, 1951- |
