Get documents about "Tips in Managing the Special Ed Classroom
Document Sample
Tips in Managing the
Special Ed. Classroom
Presenter: Melanie Bailey-Bird
Program Specialist- Livermore
1 2
Identifying Build
Roles Communication
Learner
5
Basic Tips Outcomes: 3
Classroom Goals Organize
Management Caseload
4
Write
Effective
Reports/IEP’s
Who Supervises Paraeducators?
Administrator Shared JOINTLY:
Hires, terminates & Gives Orientation
evaluates Provides Job
Classroom Teacher Description
New Role: Executive Clarifies Roles
Directs the day-to-day Evaluates Performance
work or paraeducators Informs Paraeducators
& provides instructional of Training
supervision Opportunities
Provides Ongoing
Supervision & Direction
5 Teacher Responsibilities
1. Planning
2. Assessment
3. Instruction
4. Collaboration
5. Paraeducator
Supervision
http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap/specconn/main.php?cat=collaborati
on§ion=main&subsection=work/main
What are the Keys to Successful
Paraeducator Supervision?
The seven keys to success as a school professional who supervises paraeducators are the
same kinds of executive functions performed by team leaders in business. In businesses,
team leaders or executives perform seven vital executive functions to keep the team
working.
Team leaders orient new paraeducators to the program, creating personalized job
descriptions for each paraeducator.
They set a schedule so all members know where they need to be, and when the work needs
to be done.
They provide plans and direction for the work that needs to be done.
They delegate the right kinds of tasks to people who are best able to handle them.
Executives make sure that their workgroup members have the right training to do the job,
and help them get more training for new skills or they provide additional job-specific training
themselves.
They monitor the performance of group members to assure that the work gets done in the
right way and they give feedback and coaching to the team members to help them do their
work well.
Finally, a team leader or executive makes sure that the workplace functions smoothly by
creating communication pathways and systems, implementing problem-solving sequences,
and either mediating conflicts or assisting with conflict management approaches among
team members.
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=collaboration§ion=main&subsection=work/main
Teacher’s Role in
Supervising Paraeducators
Set expectations of paraeducator performance
Offer challenging plans and ideas
Help build self-confidence of the paraeducator
Encourage ethical and professional behavior
Offer support
Actively listen
Lead and teach by example
Provide growth experiences
Ask questions and give explanations
Coach the paraeducator
Encourage the paraeducator
Inspire the paraeducator
Share critical knowledge
Assist, observe, and demonstrate effective instructional practice
Direct and delegate effectively
Give clear, concise directions
Gerlach (2002)
Paraeducator Roles Based on Research
Engage individual and small groups of learners in instructional activities
in classrooms and community-based settings
Carry out behavior management and disciplinary plans developed by
teachers
Assist teachers with functional and other assessment activities
Document and provide objective information about learner performance
that enables teachers to plan lessons and modify curriculum content
and instructional activities to meet needs of individual learners
Assist teachers with organizing and maintaining supportive, safe
learning environments
Assist teachers with involving parents or other caregivers in their child’s
education
Assist nurses, physical and occupational therapist, and speech
language pathologists with providing services required by learners with
physical, speech, language, and sensory disabilities and chronic health
care needs
Participate as required in meetings to develop Individual Education
Plans, Individual Family Service Plans, and Individual Transition Plans.
Pickett, 2002
Paraprofessional Training
Paraeducators: Teachers:
Need more than a one shot Provide orientation & COACH
workshop on-the-job training
Need ongoing education & INFORM:
training in areas such as; age Upcoming workshops
groups & various disabilities Use journal articles, videos,
Need orientation & in-service self-directed training guides,
training internet websites
Model expected job outcomes:
Demonstrates caring &
respect toward students
Portrays behavior that is
trustworthy, cooperative,
positive, respectful,
patience, and persistence in
carrying out educational
objectives
Create a needs assessment to
identify training needs
Relationship between Impact of Training
Efforts and Training Components
Training Para Para Para Applies
Components Understands the Demonstrates Concept or Skill
Concept or Skill the Skill When On the Job at
Asked Appropriate
times
Presentation of 85% 15% 10%
Theory
Demonstration 85% 18% 10%
or Modeling
Practice and 85% 85% 15%
Feedback
Coaching 90% 90% 90%
Monitor and Give Positive Support
Monitoring is a vital activity for an effective supervisor of
paraeducators
Treat your Para as an adult learner
Assume that they want to learn and improve
Joint Monitoring
Para observes you teaching small group
Teach Lesson together
Let Para know that you have observed them and compliment
them on their skills
Allow guided supervisory roles
Ask them to monitor student’s work/behavior and tell teacher
of their concerns
Let’s them know continuous informal assessment helps guide
instruction- allows them a small part in the planning process
Create a Training Plan Form to Monitor Needed Training &
Determine who will be the Designated Trainer
Task for which Name the skill or Who could When might the
skills are needed competency possibly provide training occur
training
1.
2.
3.
Describe the duty e.g., mediating Name or title of Your timeline
to be performed conflicts on specialist who
(e.g., playground playground could provide
supervision) training
Implement Training: 4 Components
1. Theory
Para’s need basic concepts so they will have context to understand
why/when they will use certain instructional, behavioral, literacy, social
and language learning techniques
2. Demonstration
The skill/strategy/concept is modeled or shown in way so the Para
sees, hears, or touches an example or see how it works in real
situations
3. Practice & Feedback
• Practice:Para tries out the skill/strategy/concept in a controlled or safe
place
• Feedback: Teacher provides info. About how they perform the concept
4. Coaching
Teacher watches the Para perform the skill and give on the spot
feedback
Lookup: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/
main.php?cat=collaboration§ion=main&subsection=work/training
Para Training Resources
* National Resource Center for Paraprofessionals. Web site: www.nrcpara.org. Contacts:
Marilyn Likins, Co-Director, 801/599-9708 and Teri Wallace, Co-Director, 612/626-7220.
PAR2A Center, University of Colorado. Web site:
http://www.paracenter.org/PARACenter/. Contact: Nancy French, Director, 303/556-6464.
Project Para Website, University of Nebraska. Web site: http://para.unl.edu. Contact:
Stan Vasa, Co-Director, 402/472-5495.
Project Impact, TRI-SPED Projects, Utah State University. Web site:
http://sped.usu.edu/. Contact: Dave Forbush, Project Director, 435/797-0697.
Minnesota Paraprofessional Consortium. Web site: http://ici2.umn.edu/para/default.html.
Contact: Teri Wallace, 612/626-7220.
Paraprofessional Academy, City University of New York (CUNY). Web site:
http://web.gc.cuny.edu/dept/case/paracad/index.htm. Contact: Thalia Moshoyannis, Project
Director, 212/817-1829.
Paraeducator Support, Paraeducator and Supervisor Training, University of Vermont.
Web site: www.uvm.edu/~cdci/paraprep/. Contact: Stephen Doll, 802/656-1140.
Paraeducator Issues - Washington Education Association. Contact: Jane Robb-Linse,
Puget Sound ESD, 206/439-3636.
Rhode Island Teaching Assistant Resources. Web site: www.ric.edu/ritap. Contact:
Judith Saccardo, Director, 401/456-4600.
Utah Paraprofessional Website. Web site: www.utahparas.org. Contact: Marilyn Likins,
801/599-8708.
* Teacher Vision Website: http://www.teachervision.fen.com/- used for quick handouts
1 2
Identifying Build
Roles Communication
Learner
5
Basic Tips Outcomes: 3
Classroom Goals Organize
Management Caseload
4
Write
Effective
Reports/IEP’s
Effective Leadership:
Improves Communication
Teamwork Skills: The ability to Feedback Skills: Ability to
interface w/the para in a manner monitor performance of the para
that promotes teamwork & through appropriate observation
develops commitment & feedback to ensure team
effectiveness
Communication Skills: Ability
to provide & receive information Technical and Management
in an effective manner Skills: Ability to understand the
mission of the team & program.
Problem-solving Skills: Ability The supervising professional
to identify problems & propose, must schedule, plan & manage
evaluate, and analyze time & handle the unexpected
alternative solutions in order to
develop ways of implementing Delegating Skills: Ability to
the plan communicate responsibilities
effectively to the para
Interpersonal Skills: Ability to
recognize & demonstrate Coordinating and Planning
appropriate social behaviors, Skills: Ability to see that roles &
work with different interpersonal responsibilities are scheduled
styles, appreciate the appropriately, resources are
uniqueness of others, & available when needed, &
manage conflict conferences & meetings are
used to their fullest advantage
Problem Solving
Teacher and Para(s) write down how each of you see
the situation and generate solutions on paper before
making actions (brainstorm)
Decide if the situation concerns a matter of principle or
preference
List suggestions for what could be done to improve the
situation
Next to each suggestion write the name of the person
responsible for implementing the action
Realistically think, how much of a problem is it?
What will you do to start resolving it?
Create an Action Plan
Action Plan
For
________________________
Staff Responsible: __________________
Supervising Teacher: ___________________
Paraeducator: ____________ Date of Meeting: __________________
Other: ________________
___________________________________________________________
Action Person Responsible Deadline
Know How to Negotiate
Steps to Negotiation:
1. Agree to Negotiate
2. Gather Points of View
3. Focus on Interests
4. Create Win-Win Options
5. Evaluate Options
6. Create an Agreement
Personality Traits
The MOST critical lesson you must learn is to
know who you are!
Hartman Personality/Character Profile
Identify your driving core motive and others
Understand the 4 personality types
Know the strengths and limitations of those 4
personality types
Learn how to effectively communicate &
interact with others
Core Motive & Natural Talents
Red Blue White Yellow
Core
Power Intimacy Peace Fun
Motive
Natural Leadership Quality Clarity Enthusiasm
Talents Vision Service Tolerance Optimism
RED- Strengths/Weaknesses
Strengths Weaknesses
Logical Selfish
Assertive action-Oriented Insensitive
Task Dominant Inconsiderate
Determined Harsh & Judgmental
Competitive Arrogant
Highly Verbal Always right
Unquestioned Impatient
Leader in Home Poor Listener
Responsible Bossy
Disciplined Aggressive
Confident Argumentative
Leadership Demanding
Proactive Difficult to please
Decisive Obsessive
Goal Oriented Prioritizes Work Over Personal
Excellent Provider Relationships
Creative in Crisis
Red- Do’s and Don’ts
The Do’s The Don’ts
Present Facts & Figures Embarrass them in Front of
Be Direct, Brief, & Specific Others
Present Issues Logically Argue from an Emotional
Emphasize Productivity &
Perspective
Efficiency Be Slow & Indecisive
Articulate Your Feelings Always use an Authoritarian
Clearly Approach
Support their Leadership Wait for them to Ask your
Instincts Opinion
Support their Correct Take their Arguments
Decisions Personally
Demand Constant Social
Interactions
Famous RED Personalities
Madonna Hilary Clinton
BLUE- Strengths/Weaknesses
Strengths: Weaknesses:
Compassionate Worry Prone
Sincere Overly Sensitive
Loyal Self-Righteous
Thoughtful Unforgiving
Appreciates Beauty & Detail Judgmental
Organized Lacks Ability to Relax
Excellent Trainer Non\t Spontaneous
Self-Sacrificing Suspicious
Committed Perfectionist
Dedicated Easily Frustrated
Emotionally Deep Hard to Please
Dependable Moody
Deliberate Jealous
Intimate Clingy
Relationships are a Priority Lecture and Overkill
Issues
BLUE: Do and Don’ts
Do’s: Don’ts:
Show appreciation Make Them Feel Guilty
Take a Sensitive Approach Be Rude or Abrupt
Demonstrate Sincerity Expect Spontaneity
Limit their Perceived Promote too much Change
Exposure to Risk Expect them to Bounce Back
Help them Feel Secure Easily from Depression
Promote their Creative Expect them to Forgive
Efforts Quickly
Be Loyal Abandon Them
Famous BLUE Personalities
Oprah Winfrey Walt Disney
WHITE- Strengths/ Weaknesses
Strengths: Weaknesses:
Kind Timid
Patient Indecisive
Adaptable Unmotivated
Satisfied Silently Stubborn
Calm/Easygoing Resents Pressure
Agreeable Boring & Detached
Trusts Self Lazy
Likes Most People Poor Disciplinarian
Agreeable w/difficult Children Avoids Conflict
Good Listener Fearful of Confrontation
Accommodating Verbal Response
Inventive Indifferent
Entertains Self Resists Commitments
Considerate Uninvolved
Diplomatic Wait and See
WHITE: Do and Don’ts
Do’s: Don’ts:
Accept their Individuality Be Cruel or Insensitive
Create an Informal, Relaxed Expect them to Need Much
Setting Social Interaction
Combine Firmness with Force Immediate Verbal
Kindness Expression
Always React Gently Be Domineering or too
Show Patience, Try Not to Intensive
Rush Them Overwhelm Them with too
Look for Nonverbal Clues Much at Once
Hear them Out; Listen Force Confrontation
Quietly, and Carefully Take Away all of their
Daydreams
Famous WHITE Personalities
Gandi Albert Einstein
YELLOW: Strengths/Weaknesses
Strengths: Weaknesses:
Fun-Loving Uncommitted
Charismatic Disloyal
Carefree Self-centered
Enthusiastic Superficial
Optimistic Poor Listener
Strong Visual Learner Disorganized
Loves Physical Contact Impulsive
Sociable Undisciplined
Never Dull or Boring Vain
Trusting Afraid to Face Facts
Forgives Easily Inconsistent
Accepts Others Unfocused
Spontaneous Interrupts
Adventurous Sassy/ Demanding
Happy with Life Loud and Obnoxious
YELLOW: Do and Don’ts
Do’s: Don’ts:
Take a Positive, Upbeat Be too Serous Criticism
Approach Ignore Them
Offer Praise and Forget that they have “down”
Appreciation times, too
Accept Some Playful Expect Them to Dwell on
Teasing Problems
Encourage them to Enjoy Attack their Sensitivity or be
their Work Unforgiving
Encourage their Verbal Self- Totally Control their
Expression Schedules/Times
Reinforce Trust with Give Them too Much Rope,
Appropriate Physical or They May Hang
Gestures Themselves
Value their Social Interaction
Skills
Famous YELLOW Personalities
Bill Clinton Robin Williams
1 2
Identifying Build
Roles Communication
Learner
5
Basic Tips Outcomes: 3
Classroom Goals Organize
Management Caseload
4
Write
Effective
Reports/IEP’s
Organizing Caseload
Create Triennial/Annual Organize Class List
Checklist Fit students into
Create a brief checklist academic grade level
that highlights students groups (Later used for
needs (can be given to group instruction)
general ed. teachers on Match students with
caseload) same goals/objs.
(Helpful in creating
individual work folders
or determining group
instruction)
Create a data
collection system
1 2
Identifying Build
Roles Communication
Learner
5
Basic Tips Outcomes: 3
Classroom Goals Organize
Management Caseload
4
Write
Effective
Reports/IEP’s
Why Assessment?
Assessment is
What Drives
Instruction!
Can be Formal or
Informal
Helps you Write
Triennial Reports
Helps you
Determine
NEEDED
goals/objs.
Guide to Writing Reports
Reports Should be Written in This Format
1. Identifying Information
a. student’s name and date of birth
b. Student’s age and grade
c. Examination date(s)
d. Examiner’s name
e. School, parents’ names, teacher’s name (optional)
2. Reason for Referral
a. Person who referred the student
b. Reason for referral
c. Specific concerns of the referral source
Guide to Writing Reports
-continued-
3. Background Information
a. Relevant family history
b. Current family situation
c. Health/developmental history
d. Relevant educational history
4. Previous Evaluations and Results
a. Relevant medical or psychological
b. Relevant cognitive or achievement
c. Recent vision and hearing
Guide to Writing Reports
-continued-
5. Tests Administered
a. Names of Tests Administered
b. Other Assessments Used
6. Behavioral Observations
a. Reactions to Assessment
b. General Response Style
c. Activity Level
d. Attentional Level and Consistency
e. Language Style
f. Response to Success or Failure
Guide to Writing Reports
-continued-
7. Cognitive Abilities and/or Achievement
a. Report Scores in Text or Attach at End
b. Interpret and Integrate Data
c. Consider Findings from a Variety of
Sources
d. Separate Paragraphs for Each Cognitive
and Academic Area Such as; Reading and
Mathematics
e. Give Specific Examples to Document Clinical
Interpretation
Guide to Writing Reports
-continued-
8. Summary and Conclusions
a. Briefly Summarize Results
b. State Implication of Results
c. Do Not Include New Information
d. Include statement of Diagnosis or Refer to
Multidisciplinary Team for Consideration of
Next Step
9. Recommendations
a. Base on Both Strengths and Weaknesses
Provide Realistic and Practical Intervention Objectives and
Strategies
b. Suggest any Further Evaluation Needed
c. Involve Student, parents and teachers
Present Level of Performance
Under IDEA 2004, the IEP State what they can do, can’t
must include “a statement of do, and why work on this
the child’s present levels of skill
academic achievement and Example:
functional performance “Kyle understands the
phonemic short vowel
Present levels of academic patterns of CVC words. He
achievement and functional has difficulty reading CCVC
performance require or CVCC blends (i.e., flock,
objective data from tent) and consonant
assessments digraphs (i.e., th, sh, wh, ch,
ph) in words. Working on
these skills will help Kyle
understand the basic
features of reading and
achieve fluent decoding
skills.”
Measurable Goals
IDEA 2004 also requires IEP’s to include “a
statement of measurable annual goals, including
academic and functional goals.”
Basic Format of Goals/Objectives in Writing:
Conditions:
“By 11/08, when given a randomly selected 2nd grade
passage”
Behavior:
“John will read aloud”
Criterion:
“at (accuracy rate) at a number of trials (__/5)”
Example: Goal and Objectives
Goal: Std. 1.1.2: By 2/09, when given two random numbers between 0 to 100, John
will write the correct symbol (less than, equal to, or greater than) with 90%
accuracy as measured by student work samples, teacher observations and/or
charts.
Objectives:
1. By 6/08, when given two random numbers between 0 to 30, John will write the
correct symbol (less than, equal to, or greater than) with 50% accuracy as
measured by student work samples, teacher observations and/or charts.
2. By 11/08, when given two random numbers between 0 to 70, John will write
the correct symbol (less than, equal to, or greater than) with 70% accuracy
as measured by student work samples, teacher observations and/or charts.
3. By 2/09, when given two random numbers between 0 to 100, John will write
the correct symbol (less than, equal to, or greater than) with 90% accuracy
as measured by student work samples, teacher observations and/or charts.
Note:
Progress reporting times should be 3x’s a year. Remember these reporting
dates March, June and November.
The last progress reporting time should match the goal annual date.
1 2
Identifying Build
Roles Communication
Learner
5
Basic Tips Outcomes: 3
Classroom Goals Organize
Management Caseload
4
Write
Effective
Reports/IEP’s
Rules & Procedures
Guidelines for Creating Rules Procedures (concern how
(expected norm regarding things get done in the
behavior) classroom)
Limit 5-6 Classroom Behavior Plan
Specific is better Warning System
Consistent with School Consequences
Rules Steps in Teaching
Understandable
Manageable “Procedures are the railroad
Always Applicable tracks- content is the train.”
Positive - Rick Smith
Consistent with Teacher’s
Philosophy
Classroom Rules Sample
1. Be in your assigned seat Phrase rules in the positive
and ready to work when Make sure rules reflect your
the bell rings. philosophy
2. Bring required books and Check each rule for clarity.
materials to every class, Delete any unnecessary
unless told otherwise by words.
the teacher. Communicate rules to
3. Listen and stay seated families.
when someone is
speaking.
4. Follow directions the first
time they are given.
5. Turn assignments in on
time.
6. Treat everyone and their
property respectfully.
Steps to Building a Positive School Climate
Build Relationships and Communicate Caring
Create a Climate of Cooperation
Provide a Safe and Secure Environment
Model and Teach how to be Responsible
Communicate High Expectations to students and
Staff
Teach and Show Respect
Be Ready with a Positive Attitude Each Day
Teach and Encourage Expected Behaviors
Support Frequent Communication with Parents
Behavior Guidelines
Tell them What to do Rather Use as Few Words as Possible
than What not to do Use Least Intrusive Prompt
Get Student’s Attention Prior to Allow Process Time before
Giving Directive Redirecting
Give Clear and Concise Be Consistent
Directions, and Check for Avoid Using “No” and “Don’t”
Comprehension
Use Transition Warnings
Give Direction Once, then Help
with Compliance. Give Reminders/Prompts Prior
Give Choices if Possible to a Difficulty Activity/Situation
Reinforcement and/or
Allows Follow Through Consequence Should be
Determine Antecedents to Immediate
Behavior Have a Filler Activity Available
Comment On and/or Reward
Appropriate Behaviors Don’t Talk About Students in
front of them, another Student
Be Models for the Students or a Parent
Don’t be Afraid to ask for Help Catch Them Being Good!!!!
Procedural Tips
Colored walls that Determine Behavior
correlate with color charts that works best
table groups for each individual
student
Create Data Collection
Color Folders for
System for assessment,
specific academic work- group work, individual
independent work at work and/or student self
student’s desk charting
References
Broer, S., Doyle, M. & Giangreco, M. (2002). Perspectives of
students with intellectual disabilities about their experiences with
paraprofessional support. Exceptional Children, 71.4, 415 (16).
Retrieved June 30, 2008, from http:find.galegroup.com.
libproxy.chapman.edu:2048/itx/start.do?prodId=ITOF>
Forster, E. & Holbrook, M. (2005). Implications of
paraprofessional supports for students with visual impairments.
Review, 36.4, 155 (9). Retrieved June 30, 2008, from http://find.
Galegroup.com.libproxy.chapman.edu:2048/itx/start.doprodId=I
TOF>
Frank, A., Keith, T. & Steil, D. (1988). Training needs of special
education paraprofessionals. Exceptional Children, 55.n3, 253
(6). Retrieved June 30, 2008, from
http://find.galegroup.com.libproxy.chapman.edu:2048/itx/start.do
?prodId=ITOF>
French, N. (2001). Supervising paraprofessionals: A survey of
teacher practices. The Journal of Special Education, 35, 41-53.
References
-continued-
French, N. (2005). An introduction to working effectively with
paraeducators. Special Connections, 1-5. Retrieved on July 20,
2008, from http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap /specconn/main.php?cat=collaboration.html
Gerlach, K. (2002). Teamwork: Key to success for teachers and
paraeducators. Impact15, 1-4. Retrieved July 19, 2008, from
http://www.ici.umn.edu/products/impact/152/over6.html
Harkness, C. (2002). The paraeducator’s role on education
teams: Lessons from experience. Impact, 15, 1-3. Retrieved July
19, 2008, from http://www.ici.umn.edu/products
/impact/152/over1.html
Harkness, C. (2002). The paraeducator’s role on education
teams: Lessons from experience. Impact, 15, 1-3. Retrieved July
19, 2008, from http://www.ici.umn.edu/products
/impact/152/over1.html
References
-continued-
Hequet, M. (1995). Quality goes to school: Total quality
management in school administration. Training, 32.n9, 47 (7).
Retrieved July 21, 2008, from
http://frind.galegroup.com.libproxy.chapman.edu:2048/itx/start.d
oprodId=ITOF>
Leavy, P. (2000). Do they still do that? The business journal,
20.34, 37. Retrieved July 21, 2008, from
http://find.galegroup.com.
libproxy.chapman.edu:2048/itx/start.do?prodid=ITOF>
Likins, M. (2002). Effective training for paraprofessionals. Impact
15, 1-4. Retrieved July 19, 2008, from
http://www.ici.umn.edu/products/impact/152/over4.html
Morgan, J. & Ashbaker, B. (2001). A teacher’s guide to working
with paraeducators and other classroom aides. Virginia: ASCD
References
-continued-
Pickett, A. (1999). What are the guidelines for paraeducator
roles and responsibilities. NWREL, 1-15. Retrieved July 19,
2008, from http://www.nwrel.org/request/may2002/whatare.html
Pickett, A. (2002). Paraeducators: The evolution in their roles,
responsibilities, training, and supervision. Impact, 15, 1-5.
Retrieved July 19, 2008, from http://www.ici.umn.edu/
products/impact/152/over2.html
Wallace, T. (2002). The role of teachers and administrators in
supervising paraeducators. Impact 15, 1-6. Retrieved July 19,
2008, from http://www.ici.umn.edu/products/impact/
152/over5.html
Wallace, T., Shin, J., Bartholomay, T. & Stahl, B. (2001).
Knowledge and skills for teachers supervising the work of
paraprofessionals. Exceptional Children, 67.4, 520. Retrieved
June 30, 2008, from http://find.galegroup.com.libproxy.
chapman.edu:2048/itx/start.do?prodId=ITOF>
