TEACHING STRATEGIES
FOR EXCEPTIONAL LEARNERS
Approach for students with Learning Disabilities and
Genius Students
PREPARED...
STRATEGIES FOR GENIUS
• 1. HOMESCHOOLING ACTIVITIES
• 2. TEST FIRST IF SHE/HE CAN DO IT ALONE
• 3. MORE ABSTRACT AND CONCE...
OBJECTIVES:
To be able to differentiate exceptional learners to students with learning
disabilities.
 shows and lecture ...
EXCEPTIONAL AND STUDENTS WITH
LEARNING DISABILITIES
Exceptional children and youthsare those who require special
education...
LEARNING STRATEGIES TO AID AN
EXCEPTIONAL CHILDRENS
GUIDE QUESTIONS:
What is learning strategies?
Why is it we need to dev...
EDUCATION IS USELESS WITHOUT LEARNING. AND
EDUCATION IS A CONTINOUS PROCESS
• Learning is the central goal of the total sc...
WAYS O HOW TO HELP A STUDENT
MAKES A RESEARCH PAPER WITH
EXCEPTIONAL ATTITUDES
• SCORE A
• S- select a subject
• C- create...
EXAMPLE OF STRATEGIES FOR
STUDENTS WITH EXCEPTIONALITIES
TEACHERS RESPONSIBILITY
The responsibilities of teachers and trainers are also detailed, along with the
individual educati...
TEACHERS RESPONSIBILTY FOR SPED
THE VALUE OF INCLUSIVE EDUCATIONS
INDIVIDUAL EDUCATIONAL PLAN
TEACHING BEHAVIOURAL DISORDER
TEACHING WITH IMPAIRMENTS
TEACHING VISUAL IMPAIRMENT
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
EDUCATIONAL PSYCHOLOGY  TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA
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EDUCATIONAL PSYCHOLOGY TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA

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This is my Report for Educational Psychology for Dr. Imperial at PARTIDO STATE UNIVERSITY


EDUCATIONAL PSYCHOLOGY IS VERY IMPORTANT IN TEACHING EXCEPTIONAL STUDENTS.

If you teach you should know some methods and strategies that will advance your leanings in teaching styles aside from advance educational technology, we needs approach and personal touch to students.

Don't treat students with impairments as absolutely indifference, some exceptional or impaired students were better than normal students or physically fit learners, it is because they are motivated, and supported by their families.

Published in: Education, Health & Medicine
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Transcript of "EDUCATIONAL PSYCHOLOGY TEACHING EXCEPTIONAL LEARNERS - BY MARIE LORABELLE REBOYA"

  1. 1. TEACHING STRATEGIES FOR EXCEPTIONAL LEARNERS Approach for students with Learning Disabilities and Genius Students PREPARED BY:MARIE LORABELLE F.REBOYA TO PARTIDO STATE UNIVERSITY REPORT: INM-EDU.PSYCHOLOGY SUBMITTED TO: DR.IMPERIAL REFERENCES:ALISON FREE ONLINE CLASS CERTIFICATE #:556-850386
  2. 2. STRATEGIES FOR GENIUS • 1. HOMESCHOOLING ACTIVITIES • 2. TEST FIRST IF SHE/HE CAN DO IT ALONE • 3. MORE ABSTRACT AND CONCEPTUAL APPROACHES • 4. RESEARCH ACTIVITIES, ESSAYS, AND REFLECTION PAPERS • 5. MORE ACTIVITIES
  3. 3. OBJECTIVES: To be able to differentiate exceptional learners to students with learning disabilities.  shows and lecture about how to become an effective teacher for students with impairments or learning disabilities.  approach and samples of effective teachings by telling a case study. Role of the teachers as well as parents to students with learning disabilities or exceptional learners.
  4. 4. EXCEPTIONAL AND STUDENTS WITH LEARNING DISABILITIES Exceptional children and youthsare those who require special education and related services if they are to realize their full human potential. They require special education because they are markedly different from most children in one or more of the following ways: They may have mental retardation, learning disabilities, emotional or behavioral disorders, physical disabilities, disorders of communication, autism, traumatic brain injury, impaired hearing, impaired sight, or special gifts or talents. • LEARNING DISABILITIESare those students also special attentions ion which focus on mental and behaviour they might probably disturb mentally or emotionally. Examples: Dyslexia- students who can’t focus due to traumatic experiences or can’t grasp what the teachers telling. Dysgraphia – are those students with disability in writings. Dyscalcuta – are those students with difficulty in mathematical problems.
  5. 5. LEARNING STRATEGIES TO AID AN EXCEPTIONAL CHILDRENS GUIDE QUESTIONS: What is learning strategies? Why is it we need to develop such strategies? Is it beneficial, if so then how can I implement it? Does a parents of exceptional learners have a big role for their cognitive and social development ? What are the latest approach nowadays for these exceptional learners? Does an innovative educations will help it so?
  6. 6. EDUCATION IS USELESS WITHOUT LEARNING. AND EDUCATION IS A CONTINOUS PROCESS • Learning is the central goal of the total school operations, and teaching is the school’s basic production technique. • Strategies has something to do with the learning approach, and it is the factors that influence learning. • LEARNING- is the process by which an activity originates or is changed through reacting to an encountered situation. • STRATEGIES-is a device used to help students remember the lessons, or an approach used to persuade , instruct a students. • It might be a step by step procedures to complete the order. • It might be the audio visual device used.
  7. 7. WAYS O HOW TO HELP A STUDENT MAKES A RESEARCH PAPER WITH EXCEPTIONAL ATTITUDES • SCORE A • S- select a subject • C- create categories • O- obtain resources • R- read and take notes • E- evenly organized notes • A- apply the writing strategies
  8. 8. EXAMPLE OF STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES
  9. 9. TEACHERS RESPONSIBILITY The responsibilities of teachers and trainers are also detailed, along with the individual educational plan (IEP). The course describes the most frequent disabilities encountered in the mainstream classroom: learning disabilities, attention deficit hyperactivity disorder (ADHD), intellectual disabilities, behavioural disorders, and physical disabilities and sensory impairments. The course provides key information about each of these disabilities and describes practical strategies on how to assist and teach students with these disabilities. This free online education course will be of great interest to professionals in the education sector who would like a greater knowledge and understanding of working with students with special educational needs, and to all students who are interested in special education.
  10. 10. TEACHERS RESPONSIBILTY FOR SPED
  11. 11. THE VALUE OF INCLUSIVE EDUCATIONS
  12. 12. INDIVIDUAL EDUCATIONAL PLAN
  13. 13. TEACHING BEHAVIOURAL DISORDER
  14. 14. TEACHING WITH IMPAIRMENTS
  15. 15. TEACHING VISUAL IMPAIRMENT

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