Assistive Technology WebQuest
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1) Teachers should provide accommodations for students with special needs such as reducing distractions, giving shorter assignments and tests, and providing positive reinforcement. 2) Students with auditory disabilities benefit from being closer to the teacher when speaking and removing noise distractions while visual aids are displayed. 3) Students with learning disabilities can be helped through extra directions, shorter assignments, sharing notes, and oral testing. 4) Teachers should be familiar with each student's IEP and accommodations, communicate with other staff, and create a structured classroom environment that promotes success for all students.
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This presentation has some wonderful information and resources to help with differentiating instruction!
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This document summarizes a study on the effects of recess on student behavior. The study observed 12 first grade students, including their attention, disruptions, and work production with and without additional recess time. The results showed that with more recess, 5 students increased their work production, 7 students decreased fidgeting, 6 students increased attentiveness, and 7 students increased participation. The conclusions were that unstructured recess benefits student behaviors and increasing positive recess time could lead to more positive behaviors and improved academic achievement.
Recess
This document summarizes a study on the effects of recess on student behavior. The study observed 12 first grade students, including their attention, disruptions, and work production with and without additional recess time. The results showed that with more recess, 5 students increased their work production, 7 students decreased fidgeting, 6 students increased attentiveness, and 7 students increased participation. The conclusions were that unstructured recess benefits student behaviors and increasing positive recess time could lead to more positive behaviors and improved academic achievement.
Slow learners presentation
This document discusses slow learners, who are defined as students whose mental abilities fall between 70-85 on tests but do not qualify for special education. Slow learners struggle academically and tend to have difficulties with interpersonal skills, goal-setting, and problem-solving. However, they often excel at hands-on and repetitive tasks. The document outlines challenges slow learners face and strategies to help them succeed, such as differentiating instruction, introducing content in small chunks, associating academics with physical activities, and using repetition and review techniques. It emphasizes adapting to slow learners' needs rather than focusing on testing or achievement standards.
Learning disability
This document discusses learning disabilities and what teachers can do to support students with various challenges. It defines specific learning disabilities as neurodevelopmental disorders involving discrepancies between ability and academic achievement. Early diagnosis typically occurs in grades 2-3. The document outlines characteristics and challenges for students with learning disabilities, speech/language disorders, other health impairments, and emotional disturbances. It provides strategies teachers can use to support students in each of these categories, such as breaking tasks into smaller steps, minimizing performance pressure, and providing structure and positive reinforcement.
Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
Assistive Technology Webquest
This document provides guidance for teachers on supporting students with special needs through Individualized Education Programs (IEPs) and accommodations. It discusses qualifying disabilities for IEPs, common IEP terminology like inclusion and accommodations, examples of typical accommodations in areas like presentation, response, timing, setting and testing, assistive technologies, and other strategies teachers can use to help students succeed.
How to handle weak students
Slow learners have normal physical abilities but struggle with schoolwork. They want to learn but have difficulties with the learning process. Teachers must be patient and use repetition, success-oriented activities, relating topics to real life, and varying instructional techniques. Assessments for slow learners should be step-by-step and focus on building confidence.
Assistive Technology Presentation
This document discusses resources for individual instruction for students with disabilities like ADHD, auditory disabilities, and reading/writing learning disabilities. It outlines the Individualized Education Plan process and guidelines for providing instruction in the Least Restrictive Environment. Support services like counseling and therapy are recommended before classroom accommodations. Classroom accommodations may include assistive technology support devices, specialized technology, modified assignments, and preferential seating. Special education paraprofessionals and co-teachers provide support within inclusion classrooms.
The IEP Process
The IEP process:
*Content of an IEP
*Things to do before, during and after the meeting
*Effective IEP TEAM
Professional learning at The Cherwell School
1. The document discusses principles for effective professional learning and development for teachers. It emphasizes focusing on a few high impact areas, ignoring initiatives that are not important, and respecting teachers' capacity and time.
2. It advocates for teacher learning communities that are subject-based, allow teachers to select their own development areas, and involve collaborative working on current teaching practice.
3. Effective feedback is discussed, including moving beyond grades to focusing on thought and quality. Coaching models of feedback that draw out reflection are recommended over directive models.
SLP\'s and RTI, Aye! Aye!
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
Team 9 final upload
This document provides an overview of a high school, including its demographics, academic achievement levels, special education services, and recommendations for supporting various disabilities. It notes that the school has high percentages of low-income students, homeless students, and students with disabilities. Academic achievement is below state averages. The document then outlines principles of inclusion and least restrictive environments from IDEA. It provides recommendations for supporting students with disabilities like ADHD, autism, and hearing loss through academic accommodations, behavioral support, and assistive technology.
Pbs In A Nutshell
This document provides guidance on developing positive behavior supports for students exhibiting challenging behaviors. It discusses examining attitudes towards challenging behaviors, building relationships, teaching social-emotional skills universally and more intensively for targeted students, and developing individualized interventions through a collaborative team using functional behavior assessments and positive behavior support plans. The goal is to understand the purpose of challenging behaviors and teach replacement skills to promote student success.
Assistive Technology WebQuest
This document provides information about resources for differentiating instruction to meet the needs of students with various disabilities. It discusses ADHD, characteristics of ADHD, technological and non-technological resources for ADHD. It also discusses auditory disabilities, characteristics of auditory disabilities, and technological and non-technological resources. Finally, it discusses mild learning disabilities, characteristics of mild learning disabilities, and technological and non-technological resources.
Nonverbal Learning Disability
Nonverbal Learning Disability (NLD) is a neurological disorder that causes difficulties in visual processing, motor skills, social skills, and adapting to change. It is often misdiagnosed as ADD/ADHD. NLD is caused by damage to the white matter in the right hemisphere of the brain. Children with NLD struggle in the areas of tactile/visual processing, psychomotor skills, social/emotional skills, and cognitive flexibility. They have trouble with coordination, spatial awareness, nonverbal communication, and organizational skills. Effective teaching strategies for NLD include structured lessons, clear expectations, direct instruction, cooperative learning, and alternative methods for participation. With the right academic support and understanding of their needs, children with
Differentiation #TLT15 @judeenright
Workshop on how to act your way into thinking like a Teaching Assistant for #TLT15 . #SENchat #SEN #SENReform
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