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Choosing Outcomes and Accommodations for Children (Coach): A Guide to Educational Planning for Students with Disabilities, Third Editionby Michael F. Giangreco
Synopses & Reviews
COACH is better than ever! Now with practical updates based on user feedback and a new streamlined format for easier use, the third edition of this bestselling guide can be the key to effective educational planning for students with intensive special education needs in inclusion-oriented schools.
Based on 25 years of field-testing and widely used by thousands of education teams, COACH is the educational planning choice for students ages 3–21 in supported general education settings. Retaining the core elements of the popular previous editions, this revised edition organizes planning into a clear step-by-step process that has never been easier to implement. Professionals and families will have an effective process to help them collaborate on individualized educational plans that promote inclusive opportunities for students with a range of developmental disabilities. Education teams will discover how to
With this streamlined planning process, educators and families will ensure that each student's education plan has real substance, addresses individual goals, and leads directly to positive, meaningful outcomes.
Book News Annotation:
Choosing Outcomes and Accommodations for Children (COACH) is an educational planning process for use when teaching ages 3-21. The planning framework helps teams determine the components of individual education programs (IEPs) for students with intensive educational needs, with a focus on students with disabilities in inclusive classrooms. The third edition offers a streamlined COACH process (steps are reduced from 10 to 6). It explains key principles of COACH, answers common practical questions about how it fits into IEP development and how long it takes to complete COACH, and presents step-by-step directions for completing COACH and implementing COACH-generated plans. The book contains about 85 pages of appendices, including team member Q&As, blank COACH forms, and discussion of the relationship between COACH and alternate assessment. This third edition offers a greater focus on access to the general education curriculum. The CD-ROM, new for this edition, contains COACH forms, plus complete examples of the COACH planning process for a kindergarten student and a high school student. Giangreco is affiliated with the Center on Disability and Community Inclusion at the University of Vermont. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
Now with practical updates based on user feedback, a new streamlined format, and forms on CD-ROM, the third edition of this popular guide is the key to better education plans for students with intensive special education needs.
About the Author
Chigee J. Cloninger, Ph.D., has been a teacher of children and adults with and without disabilities for many years. Even in leadership or research positions, teaching, in the sense of bringing about change, has been a key component to Dr. Cloninger's work. She is Coordinator of the Vermont State I-Team, a statewide training and technical assistance team providing intensive special education supports to children and youth with disabilities, educational personnel, and families. She is also Director of the Vermont State Project for Children and Youth with Deafblindness and a teacher in the Intensive Special Education Master's Program. A national presenter on issues pertaining to students with intensive educational needs, Dr. Cloninger is interested in creative problem-solving approaches, communication, and learning processes for individualized education and leadership.
Michael F. Giangreco, Ph.D., has spent more than 25 years working with children and adults in a variety of capacities including special education teacher, community residence counselor, camp counselor, school administrator, educational consultant, university teacher, and researcher. Dr. Giangreco received a bachelor's degree from the State University of New York-College at Buffalo and graduate degrees from the University of Vermont and the University of Virginia. He received his doctoral degree from Syracuse University and has been a faculty member at the University of Vermont since 1988. His work and educational experiences have led Dr. Giangreco to focus his research, training, and other work activities on three interrelated aspects of educating students with and without disabilities in their local general education schools: 1) individualized curriculum planning, 2) adapting curriculum and instruction, and 3) coordinating support services in schools. Dr. Giangreco is the author of numerous professional publications, including Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities, Second Edition, with Chigee J. Cloninger and Virginia Salce Iverson (Paul H. Brookes Publishing Co., 1998); the first two sets of Quick-Guides to Inclusion: Ideas for Educating Students with Disabilities (Paul H. Brookes Publishing Co., 1997, 1998); and Vermont Interdependent Services Team Approach (VISTA): A Guide to Coordinating Educational Support Services (Paul H. Brookes Publishing Co., 1996). Beginning in 1998, he collaborated with artist Kevin Ruelle to complete an unusual project consisting of three sets of educational cartoons: Ants in His Pants (Peytral Publications, 1998); Flying by the Seat of His Pants (Peytral Publications, 1999); Teaching Old Logs New Tricks (Peytral Publications, 2000). Dr. Giangreco's work has been advanced by the feedback and input of innumerable students (with or without disabilities), parents, teachers, administrators, related services providers, and other colleagues.
Virginia Salce Iverson, M.Ed., has worked in the field of education for more than 25 years as a teaching assistant, an educator, an administrator, and a consultant. In addition to teaching fifth grade, she has taught special education across the continuum of placements, including institutions, special schools and classes, and inclusive classrooms from preschool through high school. Ms. Iverson also teaches courses at the university level and presents nationally on issues related to inclusive education. She is an educational consultant for the Vermont State I-Team for Intensive Special Education for which she provides consultation, training, and technical assistance to teams of educators, parents, and related services providers on behalf of students with intensive special education needs. Ms. Iverson is primarily interested in blending systematic instruction with inclusive practices for students with severe disabilities.
Jacqui Farmer Kearns, Ed.D., is Associate Director of the Inclusi
Table of Contents
Table of Contents (Book)
Section I. Introduction to COACHWhat is COACH?
Section II. Answering Common Questions About COACHHow Does COACH Fit into IEP Development?
Section III. Directions for Completing COACH StepsPart A: Determining a Student's Educational ProgramPreparation ChecklistStep 1: Family Interview
Section IV. Implementing COACH-Generated Plans
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 InformationScheduling Matrix FormPlanning and Adapting InstructionLearning Style Inventory for Students with Complex and Challenging Disbilities
Evaluating Impact for Learning Outcomes
Evaluating Impact for General Supports
Appendix E: COACH and Alternate Assessment: How Are They Related?
Appendix F: Roles of Team Members Supporting Students with Disabilities in Inclusive Classr
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