A slow learner is a child who learns at a pace a little behind others of their age and grade level.
Slow learners are not always learning disabled, and may have ordinary lives outside of the classroom. However, academic subjects are a challenge for them.
To help slow learners, take a variety of approaches to teaching important subject matter. Get support for the students inside and outside the classroom.
Most importantly, encourage slow learners by working with them patiently and by celebrating their successes
When dealing with slow learners, patience and grace are important virtues to remember. Instead of being ashamed, leaders, teachers and parents must help them reach their true potential. If we are to support students and faculty as connected learners and instructors, we must rethink our approach to academic technology architecture.
A slow learner is a child who learns at a pace a little behind others of their age and grade level.
Slow learners are not always learning disabled, and may have ordinary lives outside of the classroom. However, academic subjects are a challenge for them.
To help slow learners, take a variety of approaches to teaching important subject matter. Get support for the students inside and outside the classroom.
Most importantly, encourage slow learners by working with them patiently and by celebrating their successes
When dealing with slow learners, patience and grace are important virtues to remember. Instead of being ashamed, leaders, teachers and parents must help them reach their true potential. If we are to support students and faculty as connected learners and instructors, we must rethink our approach to academic technology architecture.
Handling children with Special needs is a struggle for every Parents and Teachers from regular classes; based from my expertise as a Special Education Specialist. Here are some tips that might be helpful.
- Sharifa Almeera Tuahan
How to Motivate Your Students and Get Them to Listen to You: Part 2Rachel Wise
Part 2 of a four part series - This presentation gives 39 effective strategies for classroom management. Created by Rachel Wise: Licensed Behavior Specialist, Certified School Psychologist, and founder of educationandbehavior.com.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
Visual Schedules and Other Supports in an Early Childhood Special Education C...ConsiderateClassroom
Techniques & Strategies to be used in an Early Childhood Special Education that improve student's behavior. Support examples include the usage of object schedules, one cue picture schedules, first/then picture schedules, picture wall schedule, icon wall schedule and clipboard schedules.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Augmentative and Alternative
Communication (AAC)
AAC is a term used to describe various methods of communication that can help people who
are unable to use verbal speech to communicate.
is a type of Assistive Technology Communication
difficulty with communication is a critical issue for students with ASD.
Communication Impairments can impact an Individual ability to either communication with
others (expressive communication) and or receive communication from others (receptive
communication)
3. Who uses AAC?
different AAC methods are used by people of all ages with various Physical or Learning
Difficulties.
UNAIDED COMMUNICATION:
Which means they do not require any props or accessories
Gestures (Body Language, Sign Language)
AIDED COMMUNICATION:
Low tech (pecks or just a pencil and a paper)
High tech (ipod, Speech Generating Development)
4. Goal of ACC users
-to produce SNUG
(S) Spontaneous
(N) Novel
(U) Utterance
(G) Generation
5. Sequencing
-sequencing or putting tasks or objects in order can be a challenge for CWA/ASD
This is an element of executive functioning that involves such unmaking's as following
directions, telling stories, making a schedule
6. Sequencing Activities for Students with
Autism
1. Making Daily Schedules
Each activity is represented by a small picture and placed in sequential order on a schedule.
The student takes the picture off the schedule and places it in the work area. When the task is
finished, the picture moves to the "Done" folder.
The next task on the schedule moves to the work area. This is a great tool for home, as well as
school.
7. 2. Focusing on Sequencing in Reading
One way to keep kids engaged in their work is to choose topics that interest them. Many
children with autism have special interests that are very intense and far-reaching.
Books about these interests can be a great springboard for storytelling, which is an important
form of sequencing.
A. Start with a book that corresponds to the student's special interest. It doesn't
have to have a narrative, but it should at least describe some type of process.
B. Read the book out loud to the student or have the student read the book to
himself.
C. When the book is finished, ask the child to describe what happened. Use
terms like "first" and "next."
D. Help the student make a numbered list of steps that happened in the book.
8. 3. Using Color for Priorities
◦ Although not everyone on the autism spectrum is a visual thinker, many students do learn
very well this way. Since assigning priorities to various tasks and items can be a challenge,
color-coding is a great visual way to help kids decide what's more important
This May Include:
◦ getting dressed, doing homework,
◦ playing, watching TV,
◦ eating dinner, and other daily activities.
◦ Then choose three colored bins to represent the level of importance and help the child sort
the activities into each bin.
9. 4. Sequencing with Video Modeling
◦ Video modeling is an important teaching strategy for kids on the autism spectrum. Generally,
it involves taking a video of the child or another person performing a task and then having
the child watch the video multiple times to learn how the activity is completed.
You can take this a step further and turn it into a sequencing activity too.
A. Choose a video of the child or someone else performing typical daily tasks or a special
project.
B. Help the student make a list of all the things the person is doing in the video.
C. Cut the list into strips, each of which contains an activity the video subject performed.
D. Have the student put the list in order.
10. 5. Crafting and Communicating with
Candy
◦ A craft is a great way to keep kids engaged and interested in learning, especially when it
involves something the child can eat.
◦ In this craft, the student will make an edible candy bracelet and then explain the process to
another adult. The reward for properly explaining the process is being able to eat the candy.
A. To get started, cut up several candy necklaces and sort the pieces according to color. Gather
up other supplies, such as a piece of thin elastic cord, a measuring tape, some scissors, and
a piece of paper.
B. Explain to the student that step one will be measuring for the bracelet. Take the student's
wrist measurement and write it down. Write down that measuring was step one.
11. C. Explain that the next step is cutting the elastic. Make the elastic a little longer than the
student's wrist. Help the student write down that step two was cutting the elastic.
D. Have the student select a color for the first five pieces of candy and explain that this is the
next step. Write down the step.
E. Repeat with various other colors of candy until the bracelet is complete. Write down each
step as you go.
F. Tie off the bracelet and write that down as the final step.
G. After the bracelet is complete, give the list of steps to another adult. Have the student
explain the process for completing the bracelet to the other adult. If she gets it correct, she can
eat the candy.
12. 6. Performing a Week-Long Task
◦ Sequencing isn't just about short tasks. Some activities can take much longer, and it's good to
include a few of these in your work as well. In this activity, the student with autism will create a
schedule for building a kite and then follow that schedule with a teacher or parent.
◦ Work with the student to break the task into five pieces. These might include making a list of
supplies needed, going to the store to buy the supplies, assembling the frame of the kite, stretching
the fabric on the kite, and giving the kite a test run.
◦ Help the student create a schedule in which each component of the kite project occurs on one day
of the week. Talk about why things need to happen in a certain order.
◦ Put the student in charge of the project. He or she must remind you when it's time to do that day's
part of the kite.
◦ At the end of the week, the student can keep the kite as a reward for finishing the project.
13. ◦ Sequencing can be a challenge for kids with autism, but with practice and patience they can
build their skills to the point where they don't need as much adult help. Great interactive
activities are the best way to keep kids engaged and help them make progress on their goals.
14. Adaptive behaviors
◦ -person's social responsibility and independent performance of daily activities
Adaptive skill
◦ -usually taught through a process that begins with a task analysis, broken down into
component parts.
◦ -small steps
◦ chaining the sequence of behavior together
◦ ACC-associated with PECS
16. 2. Pedestrian Crossing
◦ How to cross the road
◦ See left and right if there’s a car or a vehicle crossing the road
3. vending use machine
◦ Choose from menu,
◦ Click what you want
◦ Money concept
17. Assessing Adaptive behavior
Target areas for skills acquisition
◦ The aim of assessment of adaptive skills is to obtain a measure of the child’s typical functioning
in familiar environments such as the home and the school
◦ Communication (receptive, expressive, and written language)
◦ Socialization (interpersonal relationships, play and leisure time and coping skills)
◦ Daily living skills (personal, domestic, and community skills)
◦ Motor skills (gross and fine)