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Teaching Strategies for Inclusion of Special EducationStudents <br />By: Sarah Sperazza<br />Special Education Teacher<br />
IDEA (Individuals with disabilities education act)<br />According to IDEA, all special education students are to be placed...
1. Difficulty of Instruction<br />Adapt the expected skill level, type of problem/task, or rules for completing the task<b...
2. Time <br />Adapt time given or allowed for learning or completing a  task<br />Example: <br />Increase time for assignm...
3. Size <br />Adaptthe expected number of items to learn or complete  <br />Examples:<br />Reduce the number of terms the ...
4. Level of Support<br />Adapt or increase amount of individual assistance with a specific learner.<br />Examples:<br />Te...
5. Alternate<br />While using the same materials, adapt the expectations, goals, or outcomes.<br />Example: <br />In langu...
6.  Input<br />Adaptthe manner in which the instruction is delivered<br />Examples: <br />Auditory and visual aids<br />Ha...
7. Output<br />Adapt the ways students can respond to instruction<br />Examples:<br />Verbal responses<br />Use of hands o...
8. Participation <br />Adapt the extent to which the student is actively involved or participating in a lesson or task <br...
9. Substitute Curriculum<br />Adaptinstruction and materials to meet the individual goals of the student’s IEP (Individual...
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Power Point Teaching Strategies.Ppt

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Transcript of "Power Point Teaching Strategies.Ppt"

  1. 1. Teaching Strategies for Inclusion of Special EducationStudents <br />By: Sarah Sperazza<br />Special Education Teacher<br />
  2. 2. IDEA (Individuals with disabilities education act)<br />According to IDEA, all special education students are to be placed in the Least Restrictive Environment (LRE) to meet their needs.<br />Individual Education Program (IEP) team must first consider regular education as the starting point for placement. <br />
  3. 3. 1. Difficulty of Instruction<br />Adapt the expected skill level, type of problem/task, or rules for completing the task<br />Examples:<br />Use of calculator for math problems<br />Simplify directions<br />Reduce number of choices for answers<br />
  4. 4. 2. Time <br />Adapt time given or allowed for learning or completing a task<br />Example: <br />Increase time for assignments and tests<br />
  5. 5. 3. Size <br />Adaptthe expected number of items to learn or complete <br />Examples:<br />Reduce the number of terms the student must learn<br />Reduce number of math problems to compute<br />
  6. 6. 4. Level of Support<br />Adapt or increase amount of individual assistance with a specific learner.<br />Examples:<br />Teaching assistant<br />Peer buddy<br />Peer tutor<br />One on one instruction<br />
  7. 7. 5. Alternate<br />While using the same materials, adapt the expectations, goals, or outcomes.<br />Example: <br />In language Arts, expect a student to identify the meaning of new terms while others must also use them in a sentence.<br />
  8. 8. 6. Input<br />Adaptthe manner in which the instruction is delivered<br />Examples: <br />Auditory and visual aids<br />Hands on lessons <br />Small group instruction<br />Concrete examples<br />Supply notes<br />
  9. 9. 7. Output<br />Adapt the ways students can respond to instruction<br />Examples:<br />Verbal responses<br />Use of hands on materials to show understanding<br />Assistive technology (switches, communication board, etc.)<br />
  10. 10. 8. Participation <br />Adapt the extent to which the student is actively involved or participating in a lesson or task <br />Examples: <br />A student can…<br />Operate the DVD player<br />Hold up a map during history class<br />Collect assignments<br />
  11. 11. 9. Substitute Curriculum<br />Adaptinstruction and materials to meet the individual goals of the student’s IEP (Individual Education Program) <br />Example:<br />Practicing computer skills while others students are taking a written test<br />
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