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This digest discusses why special education teachers may become stressed by role overload and lack of autonomy, and presents strategies for successfully managing stresses related to teaching. Strategies include: (1) setting realistic expectations; (2) making distinctions between job and personal life; (3) finding ways to exercise professional discretion and increase autonomy by evaluating each aspect of the job and determining changes to improve the environment that can be reasonably made; (4) not expecting praise from the boss and looking for alternative sources of reinforcement, such as students, colleagues friends, or parents; (5) increasing efficacy by keeping records of student progress to receive direct feedback on efforts; and (6) developing personal coping strategies, particularly active coping strategies. The digest highlights direct active coping strategies, including changing the source of the stress, confronting the source of the stress, and adopting a positive attitude. Indirect strategies that rely on activities known to reduce stress are also discussed, including talking about the source of stress, changing the way the source of the stress is perceived, getting involved in activities that are unrelated to school issues, and altering diet to reduce stress. (Contains 14 references.) (CR)

The primary goal of this handbook is to provide relevant and practical information for mentors as they guide the development of beginning special education teachers. Even the best prepared of new entrants face steep learning curves as they work to apply in complex school settings what they have learned from their pre-service programs. At the same time that new special educators assume their teacher roles, they are still learning to teach; therefore, they need expert and responsive guidance in using effective instructional practices. In addition, they need assistance navigating other challenges during the initial years such as working with administrators, colleagues, and parents and learning about their school communities and local policies and procedures. Increasingly, state and district professionals are providing new special education teachers with mentors, and there is a growing knowledge base about what effective mentors do. This manual provides a detailed guide for mentors and district and school leaders as they design, implement, and assess mentor programs. This manual provides information about: (1) goals that typically guide mentoring programs; (2) what is known about new special educators (e.g., various types of preparation, new teachers' experiences); and (3) what effective mentors do to provide emotional support, create a climate of support that addresses varied needs, conduct both high-quality individual and group mentor sessions, and align mentoring with professional development (PD). The manual also provides numerous vignettes, examples, and planning forms to aid in the mentoring process.

This article first reviews the literature on the algebra performance of students with learning disabilities and provides reasons for their common difficulties. Some specific pedagogical practices are recommended, such as the use of the sequence concrete to representation to abstract. Suggestions for improving textbooks are also offered. (Contains nine references.) (DB)

This interview with an individual with Asperger Syndrome (AS) discusses the characteristics of autism, how AS differs from autism, and common characteristics of AS. His experiences in school are described and recommendations are made for teachers who work with students with AS and for parents of children with AS. (Contains references.) (CR)

Inspired by the Reggio Emilia approach to early learning, this CD-ROM and Teacher's Guide invite young children on a journey with Ani, a friendly alien from another planet, to collect and learn about natural objects in seven different "learning centers." The CD-ROM program is designed to encourage creativity in science, art, and dramatic play and to teach children about using the Internet in a developmentally appropriate manner. The Teacher's Guide is presented in 9 chapters. Chapter 1 discusses how to use the CD-ROM, provides a philosophical overview of the Reggio Emilia Approach, and details how the CD-ROM experiences fit into High/Scope preschool key experiences. Chapters 2 through 8 provide 21 lesson plans for integrating the CD-ROM into everyday classroom routines and leading to classroom projects matching student interest related to the following learning centers: (1) water table; (2) Internet browser table; (3) light table; (4) drama center; (5) art center; (6) balance scale; and (7) e-mail center. Each lesson plan lists the learning objectives corresponding to the High/Scope preschool key experiences, and delineates instructions and materials necessary for a teacher-guided activity, a learning center activity, and extended activities for further exploration. Chapter 9 provides additional resources. (KB)

Discusses the stress that special education teachers may feel by role overload and lack of autonomy. Stress relieving strategies are described, including setting realistic expectations, making distinctions between the job and personal life, increasing autonomy, looking for alternative sources of reinforcement, increasing efficacy, and developing personal coping strategies. (CR)

Examines the current system of providing and documenting special education by analyzing the Individualized Education Program through a number of its implicit and often unquestioned assumptions. Explores flaws in the current system and makes recommendations for major changes in policy implementation, teacher education, and school organizations. (PB)

Discusses performance appraisals in business. Describes a performance appraisal assignment that involves written assignments, role-playing an appraisal interview, and subsequent discussion of issues that arise. Includes several figures describing assignment activities. (SR)

Describes the evolution of a final examination for a writing course emphasizing the process approach, student conferences, and revision through successive drafts. Discusses student responses to the new exam format and includes one student's exam essay. (HTH)

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Angiosperms, http://name.umdl.umich.edu/IC-HERB00IC-X-1424492%5DMICH-V-1424492, https://quod.lib.umich.edu/cgi/i/image/api/thumb/herb00ic/1424492/MICH-V-1424492/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. Some materials may be protected by copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the Herbarium professional staff: herb-dlps-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library Information Technology: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy