Overview

Special education across education programs nationwide is an incredibly high-need teacher shortage area, and mentoring can make a profound difference in teacher retention and effectiveness. Within this handbook, mentoring partnerships will be guided through the first year of a new special education teacher from start to finish. A month-to-month resource for both mentors and mentees, this resource focuses on self-reflection cycles of growth and goal-setting, including self-care strategies. Additionally, the handbook focuses on evidence-based practices in special education tying resources to the High Leverage Teaching Practices (Council for Exceptional Children) providing templates to be adapted to local school districts for K-12 special education program use. The framework of this handbook is to provide evidence-based practices to promote inclusive special education programs where all K-12 students have equity, access, and achievement. New and experienced special education teachers will learn how to effectively promote and integrate inclusive special education programs, emphasizing that special education is not a “place” but instead a “service” comprised of intensive support, collaboration, and accessibility.

Full Product Details

Author:   Tara Mason
Publisher:   Bloomsbury Publishing Plc
Imprint:   Rowman & Littlefield Publishers
Dimensions:   Width: 17.80cm , Height: 1.90cm , Length: 25.40cm
Weight:   0.540kg
ISBN:  

9781538177334

ISBN 10:   1538177331
Pages:   264
Publication Date:   06 August 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Acknowledgments Introduction SECTION I: LAYING A FOUNDATION August Key Learning Goals Part I: Getting Started in Your Mentoring Partnership? Part II: The First-Year Special Education Teacher Suggested Resources September Key Learning Goals Part I: Evidence-Based Practices—Why Align with Evidence Based Instruction? Part II: Evidence-Based Practices—How Can I Implement Evidence-Based Practices in My Program? Part III: Evidence-Based Practices–Part II Suggested Resources October Key Learning Goals Part I: A Brief History of Special Education Part II: The Individualized Education Program (IEP) Suggested Resources SECTION II: GETTING INTO IT November Key Learning Goals Part I: Universal Design for Learning (UDL) Part II: Assistive Technology (AT) and Curriculum Planning Suggested Resources December Key Learning Goals Part I: Understanding Special Education Systems Part II: Bias, Disproportionality, and Evaluation Suggested Resources January Key Learning Goals Part I: Working With Your Related Service Special Education Teams Part II: Working With Your General Education Teams and Co-Teaching Configurations. Suggested Resources SECTION III: DIGGING OUT OF DISILLUSIONMENT February Key Learning Goals Part I: Person-First Language and Disability Frameworks Part II: What Are Disability Studies? (Medical, Social, and Cultural Models) Suggested Resources March Key Learning Goals Part I: Understanding Least Restrictive Environment (LRE) and Special Education Program Models Part II: Creating a Strength-Based Special Education Program Suggested Resources April Key Learning Goals Part I: We Work as Collaborative Professionals Part II: Build Up Your Team! How Can Special Education Teams Amplify the Support Paraprofessionals Can Provide? Suggested Resources SECTION IV: REFLECTION, REVITALIZATION, REGROWTH May Key Learning Goals Part I: Transition Planning Part II: Transition Planning Systems versus Person Planning Suggested Resources June Key Learning Goals Part I: Early Intervention in Special Education Part II: Map Out a Curriculum Goal for Next Year Suggested Resources July Key Learning Goals Part I: Making a Plan for Year Two, Leadership, and Professional Organizations Part II: Learning Leaders Suggested Resources SECTION V: RESOURCES Resource 1: Who Is Who Resource 2: Intensive Lesson Plan Template Resource 3: Annual IEP Calendar Resource 4: IEP Sections Template Resource 5: Case Law Review Template Resource 6: Student One-Pager Template Resource 7: AT Evaluation and Template Resource 8: Bias Self-Reflection Guide Resource 9: Coming Down the Ladder Resource 10: Co-Teaching Modalities and Guide Resource 11: Evaluation Template Resource 12: Intensify Intervention Taxonomy Resource 13: Paraprofessional Schedule Resource14: Transition Plan Template Resource 15: Curriculum Planning Template Index About the Author

Reviews

This book is a great resource for any level special educator but especially for those just entering the field. It provides detailed descriptions and strategies for collaboration and creating environments where all students are supported. Tara’s knowledge on what works in the classroom is extensive and it shows in this great resource. I would highly recommend teaching teams to use this and help guide discussions and the creation of routines and instruction! It will provide a great foundation for ALL students. -- Jill Choate * associate professor, Fort Lewis College * I was thrilled to hear of Dr. Mason's release of the Mentoring Partnerships Guidebook. I worked closely with Tara for years in Colorado and her passion for special education is unparalleled. Engaging and dedicated, Dr. Mason brings a wealth of knowledge and experience to the field. Beginning her career as a paraprofessional and eventually earning her PhD, Dr. Mason has walked the walk and has an in depth, practical knowledge of students with exceptionalities and public education. Dr. Mason piloted an innovative grant where mentors and mentees worked side by side to implement technology in the special education classroom. Tara has dedicated her life to advocacy, innovation, policy and theory in the field of special services. Her expertise is an asset to everything she is a part of. This guidebook will undoubtedly be an accessible text filled with researched, actionable steps that can lead to better outcomes for students and teachers! -- Sherri Anderson, M.A.

Author Information

Dr. Tara Mason is a Universal Design for Learning (UDL) Consultant for the Center for Teaching and Learning at the University of California, Berkeley. She is passionate about working on teams focused on equitable and inclusive learning environments that uplift student voice, identity, and access to educational opportunities. She holds a Ph.D. in Special Education from Texas Tech University, specializing in assistive technology, serving students with multiple disabilities and visual impairments. Her Master of Education (M.Ed.) focused on Curriculum and Instruction from the University of Nebraska-Lincoln. Before joining UC Berkeley, she served as a faculty member directing a graduate and undergraduate special education teacher preparation program at a university in Colorado. While working in CO, Dr. Mason held leadership roles within the Teacher Education Division of the Council for Exceptional Children (CO-TED), and secured funding for teacher preparation grants to support paraprofessional and alternative special education teacher pipelines. Dr. Mason has an extensive background working within K-12 special education, spanning more than two decades. Her special education teaching background encompasses working in K-12 special education settings from elementary through teaching in 18+ transition programs. She has also led coaching teams to support new special education teachers at the school district level. In addition, Dr. Mason has taught as a self-contained special education teacher and worked as a teacher of students with visual impairments (TSVI) at the Texas School for the Blind and Visually Impaired. Dr. Mason’s research interests primarily relate to UDL, special education, promoting equity and inclusion, disrupting bias and disproportionality in special education, mentoring, and teacher preparation. She lives in California with her family.

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