The Quick Guides contained in this book are meant to provide relevant information that can be read in a short amount of time. So many of the teachers we encounter are anxious to get relevant information but find that they don't have enough time to read long articles and books.

Each of the five Quick-Guides contained in this volume follows a similar format. Therefore, you may consider each of the Quick-Guides as an individual document that can stand alone, even though the Quick-Guides are interrelated. Each Quick-Guide has

• A letter to the teacher that introduces the content
  
  
• A list of 10 Guidelines-at-a-Glance
  
  
• A set of the guidelines, each on a separate page, suitable for duplication as overhead transparencies
  
  
• A page of text discussing each of the 10 guidelines
  
  
• A short list of Selected References

The Quick-Guides are written for general education teachers, although they can be helpful to a variety of team members. You have permission to photocopy the Quick-Guides from this book to share with your colleagues. We thought this might be expecially helpful for those of you who find yourself working with other general education teachers to facilitate the supported education of students with disabilities. As we shared these Quick-Guides prior to publication, we found they were frequently given to general educators by special education colleagues, were passed out to faculty members by their principals, and were used by staff development specialists and trainers as part of information packets. Some people used them to share information with parents, therapists, community members, school board members, student teachers, and college students.

We encourage you to share them with folks -- that's the whole idea! If you have ideas about future Quick-Guide topics, please feel free to contact me.

Good Luck!

Michael F. Giangreco

About the Editor
Contributors
What Are Quick-Guides and How Are They Used?

Quick-Guide #1: Including Students with Disabilities in the Classroom
Michael F. Giangreco

1. Get a Little Help from Your Friends
   
2. Welcome the Student in Your Classroom
   
3. Be the Teacher for All the Students in Your Classroom
   
4. Make Sure All the Students Are Part of the Classroom Community
   
5. Establish Shared Expectations About the Student's Educational Program
   
6. Have Options for Including Students in Class Activities When Their Needs Vary
   
7. Provide Learning Experiences that Are Active and Participatory
   
8. Adapt Classroom Arrangements, Materials, and Strategies to Facilitate Effective Instruction
   
9. Make Sure Support Services Are Really Helping You Teach All the Students in Your Class
   
10. Evaluate the Effectiveness of Your Teaching
    

Quick-Guide #2: Building Partnerships with Parents
Linda A. Davern

1. Send a Clear and Consistent Message Regarding the Value of the Child
   
2. Put Yourself in the Shoes of the Parents
   
3. Demonstrate an Authentic Interest in Parents' Goals for Their Children
   
4. Use Everyday Language
   
5. Talk with Parents About How They Want to Share Information
   
6. Expand Your Awareness of Cultural Diversity
   
7. See Individuals - Challenge Stereotypes
   
8. Create Effective Forums for Planning and Problem Solving
   
9. Support Full Membership for All Children
   
10. Perservere in Building Partnerships with Parents
    

Quick-Guide #3: Creating Partnerships with Paraprofessionals
Mary Beth Doyle and Patricia A. Lee

1. Welcome the Paraprofessional to Your Classroom
   
2. Establish the Importance of the Paraprofessional as a Team Member
   
3. Clarify the Paraprofessional's Roles and Responsibilities
   
4. Establish Shared Expectations for Student Learning and Classroom Management
   
5. Ensure that the Paraprofessional Is Guided by Certified Staff
   
6. Review Paraprofessional Activities Regularly
   
7. Establish Procedures for Unexpected Situations
   
8. Ensure that Paraprofessionals Promote Student Responsibility
   
9. Establish Times and Ways to Communicate
   
10. Evaluate the Effectiveness of the Paraprofessional
    

Quick-Guide #4: Getting the Most Out of Support Services
Michael F. Giangreco, Susan W. Edelman, Ruth E. Dennis, Patricia A. Prelock, and Chigee J. Cloninger

1. Become Aware of What Support Service Providers Have to Offer
   
2. Approach Support Service Staff as Collaborators Rather Than Experts
   
3. Make Sure Team Members Agree on Expectations and Goals for Students
   
4. Clarify Your Role as a Team Member and Your Relationship with Other Team Members
   
5. Be Clear About the Types of Supports You Need and Want
   
6. Distinguish Between Needing an "Extra Pair of Hands" and More Specialized Routines
   
7. Make Sure Support Service Providers Understand Your Classroom Routines
   
8. Participate in Scheduling Support Services
   
9. Have the Team Evaluate the Effectiveness of Support Services for the Student
   
10. Make Sure Support Services Are Helping You to Do a Better Job
    

Quick-Guide #5: Creating Positive Behavioral Supports
Barbara J. Ayres and Deborah L. Hedeen

1. Get a Little Help from Your Friends
   
2. Establish Shared Expectations About the Student's Educational Program
   
3. Understand Your Posture or Attitude Toward the Student Who Has Difficult Behaviors
   
4. Consider the Message Behind the Behavior
   
5. Help the Student Feel a Sense of Control over the Classroom Environment
   
6. Share Information with the Student's Classmates
   
7. Focus on the Prevention of Problems
   
8. Teach New, Positive Skills that Will Help the Student Interact and Communicate
   
9. Respond in Positive, Supportive Ways When the Student Is Having Difficulty
   
10. Evaluate Your Teaching and Your Interactions with the Student