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Webquest activity

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  • 1. Webquest Activity
    By Angela Barnes Anglin
  • 2. Are students in my 3rd grade class with ADHD
    Resources used in my class to assist them in their education would consist of:
    IEP
    • Contains strengths and weakness
    • 3. Behavioral intervention plan if applicable
    • 4. Goals that are measurable for youth with rewards and incentives if met
    • 5. Contains information as to if they will need occupational therapy, or additional tutoring
    • 6. Also if they are on medication which can explain behaviors if they are missed
    B. Instruction
    • Students will need to be kept engaged in the class more to keep their interest, so the when instructing, they would be asked questions such as “what do you think about that?” Isn’t that amazing?” Also in doing that, it will be known if they are understanding what is being taught.
    • 7. Seating near the front of the classroom where teacher is located so that they will be able to be supervised more closely and the ability to keep them on track will be more manageable and not near a window where distractions are more likely when they are looking out the window.
    • 8. Organization skills will be implemented by making sure they are checking off on the checklist that has been made for them and kept by their name when they walk in the door. (This of course will be done for all students so that they will not feel as if they are being singled out). They will know that there is a routine for the beginning of day and they will be responsible for making sure they have completed it in order to receive incentives at the end of the week such as pizza coupons or something from the treasure box.
    Kelvin, Dominick and Shiranta
  • 9. Is a student with an auditory disability
    Resources that would be needed to assist in the classroom:
    • IEP that may list her strengths such as if she can read lips. If she is able to read lips, view of the teacher should always be constant when teaching.
    • 10. If she as an auditory device, we can ensure that it is working properly before class begins.
    • 11. Use of the smart board so that she can see what is being written down when speaking.
    Sarah
  • 12. A. Reading
    • IEP that informs me of the capabilities of student with strengths and weaknesses and if additional tutoring may be needed.
    • 13. Resources used for students that have reading disabilities: reading software with use on the computers, small reading groups with students that having the difficulties while others are working on individual assignments.
    • 14. It can also be considered to not grade the students on the same level as the students without disabilities.
    B. Writing
    • IEP that will inform me of student’s ability and weaknesses; if additional tutoring is needed, practice sheets can be sent home with youth, small groups in the classroom while others are working on individual assignments.
    • 15. Resources used for students with writing disabilities: use of computers for certain with programs that have spell check and grammar correction
    • 16. It can also be considered to not grade the students on the same level as the students without disabilities.
    Other learning Disabilities
  • 17. When we become a teacher, we will need to consider the many diverse student that we will be responsible for. Under the IDEA, students with disabilities are entitled to a Free and Appropriate Public Education which means that they have the right to receive education just like students that do not have disabilities.
    It is our responsibility as teachers to provide that education to them in a least restrictive environment. With that being said, we know that students with disabilities will not learn as quickly and as easily as students that do not have disabilities so we need to make accommodations for them so that they can have just as much an equal chance of gaining the same education.
    Teaching students with different needs:
  • 18. We need to make sure our students see themselves as an asset just like the other students. They are to be considered as valued members as well. One way we do this is by focusing on the student’s weaknesses and their strengths which is apart of their IEP. When we know what the strengths are in that student we can focus on that an bring it out which builds up the student’s self esteem. This process called inclusion allows the student to not feel he is being singled
  • 19. We also need to remember that each student needs to be treated as an individual. Although two students in the classroom may have the same diagnosis, they may not need the same accommodations. Again this is where the IEP is a resource for teachers. The IEP will contain everything that you will need to know in order to make education an obtainable goal for the student.
  • 20.  http://www.spannj.org/BasicRights/least_restrictive_environment.htm
    http://kidshealth.org/parent/positive/learning/iep.html
    http://en.wiki.org/wiki/Assistive_technology
    http://www.ericdigests.org/2003-1/assistive.htm
    Website references