{"product_id":"a-survival-guide-for-new-special-educators-isbn-9781118095683","title":"A Survival Guide for New Special Educators","description":"\u003cb\u003eWhat every special education teacher needs to know to survive and thrive\u003c\/b\u003e  \u003cp\u003e\u003ci\u003eA Survival Guide for New Special Educators\u003c\/i\u003e provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eOffers research-based, classroom-tested strategies for working with a variety of special needs students\u003c\/li\u003e \u003cli\u003eCovers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more\u003c\/li\u003e \u003cli\u003eBillingsley and Brownell are noted experts in special educator training and support\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThis highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.\u003c\/p\u003e \u003cp\u003eThe Authors v\u003c\/p\u003e \u003cp\u003eAcknowledgments vii\u003c\/p\u003e \u003cp\u003eTables, Figures, and Exhibits xvii\u003c\/p\u003e \u003cp\u003eIntroduction xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: The Basics\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter One: Getting the Right Job 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Initial Priority: Find a Good Job Match 3\u003c\/p\u003e \u003cp\u003eSteps in Your Job Search 4\u003c\/p\u003e \u003cp\u003eThe Interview Process 5\u003c\/p\u003e \u003cp\u003eConsider the Offer 10\u003c\/p\u003e \u003cp\u003eTo Sum Up 10\u003c\/p\u003e \u003cp\u003eWhat’s Next? 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Two: Great Beginnings 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReality 101: What to Expect in the First Years 11\u003c\/p\u003e \u003cp\u003eYour Challenge: Become an Accomplished and Committed Special Educator 13\u003c\/p\u003e \u003cp\u003eReflect on the Moral Purpose That Guides Your Work 13\u003c\/p\u003e \u003cp\u003eDevelop Knowledge about Professional Standards and Ethics 14\u003c\/p\u003e \u003cp\u003eLearn about the Community and Key Policies and Guidelines 15\u003c\/p\u003e \u003cp\u003eLearn More about the Content Standards for Subjects You Teach 16\u003c\/p\u003e \u003cp\u003eUse and Refine Your Knowledge about Evidence-Based Practices 17\u003c\/p\u003e \u003cp\u003eKnow Your Students and Systematically Monitor Their Learning 17\u003c\/p\u003e \u003cp\u003eCollaborate Effectively with Administrators, Colleagues, and Parents 18\u003c\/p\u003e \u003cp\u003eProtect Instructional Time and Balance Your Responsibilities 18\u003c\/p\u003e \u003cp\u003eDevelop Resilience and Manage Stress 18\u003c\/p\u003e \u003cp\u003eTake Initiative for Your Own Professional Learning 20\u003c\/p\u003e \u003cp\u003eMaking It Happen: Create a Network of Supports 20\u003c\/p\u003e \u003cp\u003eTo Sum Up 25\u003c\/p\u003e \u003cp\u003eWhat’s Next? 25\u003c\/p\u003e \u003cp\u003eAdditional Resources 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Three: Working with Others 26\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBe an Energizer 27\u003c\/p\u003e \u003cp\u003eBe an Effective Communicator 27\u003c\/p\u003e \u003cp\u003eWorking Through Conflicts 30\u003c\/p\u003e \u003cp\u003eA Great Start with Parents 31\u003c\/p\u003e \u003cp\u003eTen Actions to Develop Positive Relationships with Parents 32\u003c\/p\u003e \u003cp\u003eA Great Start with Administrators 35\u003c\/p\u003e \u003cp\u003eA Great Start with Your Mentor(s) 38\u003c\/p\u003e \u003cp\u003eA Great Start with Colleagues 42\u003c\/p\u003e \u003cp\u003eLeading Effective Professional Meetings 44\u003c\/p\u003e \u003cp\u003eTo Sum Up 46\u003c\/p\u003e \u003cp\u003eWhat’s Next? 46\u003c\/p\u003e \u003cp\u003eAdditional Resources 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Four: Special Education Law 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Laws Related to Students with Disabilities 47\u003c\/p\u003e \u003cp\u003eEducation for All Handicapped Children Act 48\u003c\/p\u003e \u003cp\u003eIndividuals with Disabilities Education Act 51\u003c\/p\u003e \u003cp\u003eSection 504 56\u003c\/p\u003e \u003cp\u003eAmericans with Disabilities Act 57\u003c\/p\u003e \u003cp\u003eConfidentiality 58\u003c\/p\u003e \u003cp\u003eDealing with Legal Challenges 61\u003c\/p\u003e \u003cp\u003eTo Sum Up 63\u003c\/p\u003e \u003cp\u003eWhat’s Next? 63\u003c\/p\u003e \u003cp\u003eAdditional Resources 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Five: Developing Quality IEPs 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe IEP Document 66\u003c\/p\u003e \u003cp\u003eThe IEP Process 66\u003c\/p\u003e \u003cp\u003eTips for a Great Start with IEPs 66\u003c\/p\u003e \u003cp\u003eTips for Developing IEP Components 67\u003c\/p\u003e \u003cp\u003eThe IEP Meeting 74\u003c\/p\u003e \u003cp\u003eTransition Planning 81\u003c\/p\u003e \u003cp\u003eIEP Summary Forms 83\u003c\/p\u003e \u003cp\u003eTips for Organizing the IEP Process 83\u003c\/p\u003e \u003cp\u003ePractical Suggestions from Special Educators 85\u003c\/p\u003e \u003cp\u003eTo Sum Up 85\u003c\/p\u003e \u003cp\u003eWhat’s Next? 86\u003c\/p\u003e \u003cp\u003eAdditional Resources 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Becoming An Accomplished Educator\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Six: Organizing and Managing Your Work 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eYour Many Roles and Responsibilities 90\u003c\/p\u003e \u003cp\u003eGoals and Plans Equal Organizational Success! 92\u003c\/p\u003e \u003cp\u003eManage Your Time, Manage Your Tasks 96\u003c\/p\u003e \u003cp\u003eSetting Up Your Class for Success 97\u003c\/p\u003e \u003cp\u003eConsiderations for Middle and High School Classrooms 98\u003c\/p\u003e \u003cp\u003eThe Teacher’s Desk 102\u003c\/p\u003e \u003cp\u003eGet Ready for Your First Day of School 104\u003c\/p\u003e \u003cp\u003ePlan for Fun and Knowledge 105\u003c\/p\u003e \u003cp\u003eTo Sum Up 110\u003c\/p\u003e \u003cp\u003eWhat’s Next? 110\u003c\/p\u003e \u003cp\u003eAdditional Resources 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Seven: Classroom and Behavior Management 112\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eElizabeth Bettini\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTiered Approach to Providing Positive Behavioral Support 113\u003c\/p\u003e \u003cp\u003eEvaluating the Intervention 136\u003c\/p\u003e \u003cp\u003eTo Sum Up 137\u003c\/p\u003e \u003cp\u003eWhat’s Next? 137\u003c\/p\u003e \u003cp\u003eAdditional Resources 137\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Eight: Collaboration and Co-Teaching 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFundamentals of Collaboration 140\u003c\/p\u003e \u003cp\u003eDefining Characteristics for Collaboration 140\u003c\/p\u003e \u003cp\u003eUnderstanding Collaboration in Varied Service-Delivery Models 140\u003c\/p\u003e \u003cp\u003eTips for Special Education Teachers in Collaborating for RTI 142\u003c\/p\u003e \u003cp\u003eCollaboration in Inclusive Settings 142\u003c\/p\u003e \u003cp\u003eSmall Strategies to Make a Big Impact on Collaboration 146\u003c\/p\u003e \u003cp\u003eHelping General Educators 147\u003c\/p\u003e \u003cp\u003eCo-Teaching 149\u003c\/p\u003e \u003cp\u003eThe Co-Teacher Relationship 150\u003c\/p\u003e \u003cp\u003eCharacteristics Aiding in Successful Co-Teaching 154\u003c\/p\u003e \u003cp\u003eBarriers and How to Overcome Them 154\u003c\/p\u003e \u003cp\u003eKeeping Collaborative Records 155\u003c\/p\u003e \u003cp\u003eTo Sum Up 156\u003c\/p\u003e \u003cp\u003eWhat’s Next? 157\u003c\/p\u003e \u003cp\u003eAdditional Resources 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Nine: Supporting Your Students 158\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Student–Teacher Relationship 159\u003c\/p\u003e \u003cp\u003eTips for Fostering Positive Student–Teacher Relationships 159\u003c\/p\u003e \u003cp\u003eMotivating Your Students 161\u003c\/p\u003e \u003cp\u003eAdvocating for and with Your Students 164\u003c\/p\u003e \u003cp\u003eCulturally Responsive Teaching 166\u003c\/p\u003e \u003cp\u003eHelping Your Students Stay Organized and Learn Responsibility 169\u003c\/p\u003e \u003cp\u003eTo Sum Up 171\u003c\/p\u003e \u003cp\u003eWhat’s Next? 171\u003c\/p\u003e \u003cp\u003eAdditional Resources 171\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Ten: Assessment and Knowing Your Students 172\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eYour State Standards and the CCSS 173\u003c\/p\u003e \u003cp\u003eWhy Test in Relationship to the Standards? 173\u003c\/p\u003e \u003cp\u003eEducational Laws and Assessment 173\u003c\/p\u003e \u003cp\u003eRelationship Between the Laws and Your Assessment Practices 174\u003c\/p\u003e \u003cp\u003eProgress Monitoring and Curriculum-Based Measures 175\u003c\/p\u003e \u003cp\u003eFormal or Standardized Tests 178\u003c\/p\u003e \u003cp\u003eAssessment Accommodations and Adapting Classroom Tests 179\u003c\/p\u003e \u003cp\u003eAlternative Assessments 181\u003c\/p\u003e \u003cp\u003eFeedback and Grading 183\u003c\/p\u003e \u003cp\u003eAssessment Considerations at the High School Level 186\u003c\/p\u003e \u003cp\u003eTo Sum Up 188\u003c\/p\u003e \u003cp\u003eWhat’s Next? 189\u003c\/p\u003e \u003cp\u003eAdditional Resources 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Eleven: Universal Design for Learning and Technology 190\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlan Engaging and Accessible Instruction through UDL 192\u003c\/p\u003e \u003cp\u003eThe Basics of UDL: Reach and Engage Your Students in Multiple Ways 192\u003c\/p\u003e \u003cp\u003eThree Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement 193\u003c\/p\u003e \u003cp\u003eGeneral Hints for Implementing UDL 196\u003c\/p\u003e \u003cp\u003eUsing Instructional Technologies to Support Students with Disabilities 203\u003c\/p\u003e \u003cp\u003eATs to Support Students with Disabilities 207\u003c\/p\u003e \u003cp\u003eTo Sum Up 210\u003c\/p\u003e \u003cp\u003eWhat’s Next? 210\u003c\/p\u003e \u003cp\u003eAdditional Resources 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: Mastering Effective Practices\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Twelve: Effective Instructional Practices and Lesson Planning 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning for Effective Instruction 216\u003c\/p\u003e \u003cp\u003eUsing Effective Instruction 223\u003c\/p\u003e \u003cp\u003eTo Sum Up 232\u003c\/p\u003e \u003cp\u003eWhat’s Next? 233\u003c\/p\u003e \u003cp\u003eAdditional Resources 233\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Thirteen: Teaching Reading 234\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Framework for Teaching Reading 235\u003c\/p\u003e \u003cp\u003ePhonological Awareness and Phonics (Basic Decoding) 235\u003c\/p\u003e \u003cp\u003eDecoding Multisyllabic Words and Promoting Morphological Awareness 239\u003c\/p\u003e \u003cp\u003eVocabulary Instruction 241\u003c\/p\u003e \u003cp\u003ePromoting Fluency at the Rime, Word, and Connected-Text Levels 243\u003c\/p\u003e \u003cp\u003ePromoting Reading Comprehension 245\u003c\/p\u003e \u003cp\u003eSpecial Considerations for ELLs with Learning Disabilities 248\u003c\/p\u003e \u003cp\u003eIncorporating Technology into Reading Instruction 248\u003c\/p\u003e \u003cp\u003eTo Sum Up 250\u003c\/p\u003e \u003cp\u003eWhat’s Next? 251\u003c\/p\u003e \u003cp\u003eAdditional Resources 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Fourteen: Teaching Writing 252\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBasic Skills Underlying Proficient Writing Performance 252\u003c\/p\u003e \u003cp\u003eBecoming an Independent Writer 255\u003c\/p\u003e \u003cp\u003eSpecial Considerations for ELLs 261\u003c\/p\u003e \u003cp\u003eUsing Technology to Support Writing 262\u003c\/p\u003e \u003cp\u003eTo Sum Up 263\u003c\/p\u003e \u003cp\u003eWhat’s Next? 263\u003c\/p\u003e \u003cp\u003eAdditional Resources 263\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Fifteen: Teaching Mathematics 264\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Makes Math So Difficult for So Many Students? 265\u003c\/p\u003e \u003cp\u003eGoing Beyond Arithmetic to Algebra 266\u003c\/p\u003e \u003cp\u003eCharacteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students 267\u003c\/p\u003e \u003cp\u003eInstructional Math Standards 269\u003c\/p\u003e \u003cp\u003eHow Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum? 271\u003c\/p\u003e \u003cp\u003eInstruction That Supports Students with Disabilities in Mathematics 271\u003c\/p\u003e \u003cp\u003eWhat Is the Best Way to Integrate CRA into Math Instruction? 274\u003c\/p\u003e \u003cp\u003eMetacognitive Math Strategies 277\u003c\/p\u003e \u003cp\u003eAssessment and Feedback to Inform Mathematics Practice 278\u003c\/p\u003e \u003cp\u003eFormal Assessment and Mathematics 281\u003c\/p\u003e \u003cp\u003eTechnology-Enhanced Mathematics Instruction 282\u003c\/p\u003e \u003cp\u003eTo Sum Up 284\u003c\/p\u003e \u003cp\u003eWhat’s Next? 284\u003c\/p\u003e \u003cp\u003eAdditional Resources 284\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Sixteen: Teaching Content 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Can You Do to Support Students with Disabilities in Learning Content? 285\u003c\/p\u003e \u003cp\u003eWhat Specific Things Can You Do to Help Students with Disabilities in the Content Areas? 286\u003c\/p\u003e \u003cp\u003eUDL and Instructional Technologies in Content Learning 292\u003c\/p\u003e \u003cp\u003eTeaching Concepts with Content Enhancements 293\u003c\/p\u003e \u003cp\u003eTeaching Simple Concepts 293\u003c\/p\u003e \u003cp\u003eComplex Concepts 294\u003c\/p\u003e \u003cp\u003eInquiry-Based Approaches to Teaching and Learning Content 295\u003c\/p\u003e \u003cp\u003eWhat Is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learning? 299\u003c\/p\u003e \u003cp\u003eTo Sum Up 301\u003c\/p\u003e \u003cp\u003eWhat’s Next? 301\u003c\/p\u003e \u003cp\u003eAdditional Resources 301\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability 303\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBree A. Jimenez and Pamela J. Mims\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWho Are Your Students? 304\u003c\/p\u003e \u003cp\u003eWhat to Teach 304\u003c\/p\u003e \u003cp\u003eWhy Teach Beyond Functional Skills to Students with Intellectual Disabilities 304\u003c\/p\u003e \u003cp\u003eAssessments to Guide Curricular Planning 306\u003c\/p\u003e \u003cp\u003eHow to Teach 308\u003c\/p\u003e \u003cp\u003eTo Sum Up 321\u003c\/p\u003e \u003cp\u003eWhat’s Next? 321\u003c\/p\u003e \u003cp\u003eAdditional Resources 321\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: Additional Considerations\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Eighteen: Managing Student Health Needs 325\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePamela W. Carter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndividual Health-Care Plans and Emergency Care Plans 326\u003c\/p\u003e \u003cp\u003eHealth Conditions and Teacher Tips 326\u003c\/p\u003e \u003cp\u003eTourette Syndrome (TS) 341\u003c\/p\u003e \u003cp\u003eTo Sum Up 343\u003c\/p\u003e \u003cp\u003eAdditional Resources 343\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five: Appendixes \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAppendix A: Definitions and Resources about Disability 345\u003c\/p\u003e \u003cp\u003eAttention Deficit Hyperactivity Disorder (ADHD) 347\u003c\/p\u003e \u003cp\u003eAutism Spectrum Disorders 350\u003c\/p\u003e \u003cp\u003eDeafness and Hearing Loss 353\u003c\/p\u003e \u003cp\u003eDevelopmental Delay 355\u003c\/p\u003e \u003cp\u003eEmotional Disturbance 356\u003c\/p\u003e \u003cp\u003eIntellectual Disability 361\u003c\/p\u003e \u003cp\u003eOther Health Impairment 362\u003c\/p\u003e \u003cp\u003eSpecific Learning Disability 365\u003c\/p\u003e \u003cp\u003eSpeech and Language Disorders 367\u003c\/p\u003e \u003cp\u003eTraumatic Brain Injury 369\u003c\/p\u003e \u003cp\u003eVisual Impairment Including Blindness 371\u003c\/p\u003e \u003cp\u003eAppendix B: Key Special Education Cases 373\u003c\/p\u003e \u003cp\u003eAppendix C: Assessment Vocabulary and Concepts 374\u003c\/p\u003e \u003cp\u003eValidity and Reliability 375\u003c\/p\u003e \u003cp\u003eAppendix D: Tips for Preparing for Observations and Evaluations 377\u003c\/p\u003e \u003cp\u003eAppendix E: Bonus Web Content 380\u003c\/p\u003e \u003cp\u003eNotes 383\u003c\/p\u003e \u003cp\u003eIndex 400\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eBONNIE S. BILLINGSLEY, Ed.D.\u003c\/b\u003e, is a professor in Teaching and Learning at Virginia Tech. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eMARY T. BROWNELL, Ph.D.\u003c\/b\u003e, is a professor of Special Education and director of the CEEDAR Center at the University of Florida. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eMAYA ISRAEL, Ph.D.\u003c\/b\u003e, is assistant professor of Special Education at the University of Illinois, Urbana-Champaign. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eMARGARET L. KAMMAN, Ph.D.\u003c\/b\u003e, is assistant scholar and project coordinator for the CEEDAR Center at the University of Florida.     \u003c\/p\u003e\u003cp\u003eA Survival Guide for \u003cb\u003eNew Special Educators\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThis comprehensive resource is filled with the most relevant and practical information that can help those new to the teaching profession establish a productive and satisfying career. This \u003ci\u003eSurvival Guide\u003c\/i\u003e contains the most current research-based and classroom-tested strategies for working with a variety of special-needs students. It also offers a wealth of helpful checklists, forms, and tools that educators can use every day in the classroom. The book covers a wide array of must-know topics for new teachers, including how to:  \u003c\/p\u003e\u003cul\u003e \u003cli\u003ePrepare for the first day of school\u003c\/li\u003e \u003cli\u003eOrganize and manage time\u003c\/li\u003e \u003cli\u003eManage paperwork and IEPs\u003c\/li\u003e \u003cli\u003eGet a handle on referrals, placement, and evaluations\u003c\/li\u003e \u003cli\u003eWork in inclusive settings\u003c\/li\u003e \u003cli\u003eBecome acclimated to the school\u003c\/li\u003e \u003cli\u003eManage student behavior\u003c\/li\u003e \u003cli\u003eUnderstand instructional strategies\u003c\/li\u003e \u003cli\u003ePerform assessments\u003c\/li\u003e \u003cli\u003eCollaborate with general educators\u003c\/li\u003e \u003cli\u003eConduct parent-teacher conferences\u003c\/li\u003e \u003cli\u003eLearn and use the curriculum\u003c\/li\u003e \u003cli\u003eAccommodate students from culturally and linguistically diverse (CLD) backgrounds\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003eThis practical guide gives special educators the information and tools they need to help ensure that all their students get the rich, rewarding education they deserve.  \u003c\/p\u003e\u003cp\u003e\"This excellent resource provides an in-depth review of the essential aspects of special education grounded in current research and evidence-based practice. It also includes practical tips, charts, checklists, and resources that will be very useful for beginning special educators.\"\u003cbr\u003e \u003cb\u003e—Mary Dingle, Ph.D.\u003c\/b\u003e, professor of Special Education, Sonoma State University  \u003c\/p\u003e\u003cp\u003e\"Beginning special educators face a variety of challenges, not the least of which is a shortage of resources, from mentors to manuals. This thorough and timely exploration of the issues facing special educators is a welcome addition!\"\u003cbr\u003e \u003cb\u003e—Laura Burns\u003c\/b\u003e, Special Education teacher, Responsive Education Solutions, Austin, Texas\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47988645920997,"sku":"NP9781118095683","price":32.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118095683.jpg?v=1761781101","url":"https:\/\/k12savings.com\/products\/a-survival-guide-for-new-special-educators-isbn-9781118095683","provider":"K12savings","version":"1.0","type":"link"}