Checklist for hearing impaired (sped 314)
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This document contains a checklist with various statements about potential signs of hearing difficulties. Many of the statements indicate that the individual has trouble hearing in noisy environments or when multiple people are speaking at once. They may ask people to repeat themselves often and watch speakers' faces closely when listening.
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This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
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Inclusive education ppt.pptx
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Learning disabled child
Learning disabled children have difficulty learning new information or skills due to disorders in psychological processes involved in language. Types of learning disabilities include dyslexia affecting reading, dysgraphia affecting writing, dyscalculia affecting math, aphasia affecting language production/comprehension, and hyperlexia involving advanced early reading. Learning disabled children experience challenges acquiring and using language, lack motivation, have poor problem solving skills, and fail to learn at the typical rate. Educational provisions for learning disabled children include special schools/classes, remedial programs, individualized instruction, and supplementary services like tutorials.
Unit-9, Trends & Issues.ppt
This document discusses trends and issues in special education. It outlines the main trends as least restrictive environment (LRE), segregation, integration, mainstreaming, and inclusive education. It defines each trend and describes issues like segregation violating laws requiring students with disabilities be educated alongside peers without disabilities. The document also covers benefits of inclusion for students with disabilities, their families, and society, as well as challenges like difficult classroom management and need for individualized support.
Hearing, Speech and Language Impairment
Hearing impairment is defined as any hearing loss that affects educational performance but is not deafness. There are four categories of hearing loss based on location: conductive, sensorineural, mixed, and central. Common signs are difficulty hearing or understanding speech. In school, students may struggle with subjects involving listening, note-taking, discussions, and videos. Teachers and parents can help by designating note-takers, using assistive technology, ensuring proper seating, and not underestimating intelligence due to impairment.
Child centered learning
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- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
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The early childhood years (0 to 6 years) are viewed by many as a critical time for the intellectual and social development of any child. Children in the age range of 0 to 3 years receive training in early learning skills while those children in the age range of 3 to 6 years pre primary education. The Pre-Primary level programmes and early intervention programmes aim at reducing further damage to the child.
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This document discusses trends and issues in special education. It outlines the main trends as least restrictive environment (LRE), segregation, integration, mainstreaming, and inclusive education. It defines each trend and describes issues like segregation violating laws requiring students with disabilities be educated alongside peers without disabilities. The document also covers benefits of inclusion for students with disabilities, their families, and society, as well as challenges like difficult classroom management and need for individualized support.
Hearing, Speech and Language Impairment
Hearing impairment is defined as any hearing loss that affects educational performance but is not deafness. There are four categories of hearing loss based on location: conductive, sensorineural, mixed, and central. Common signs are difficulty hearing or understanding speech. In school, students may struggle with subjects involving listening, note-taking, discussions, and videos. Teachers and parents can help by designating note-takers, using assistive technology, ensuring proper seating, and not underestimating intelligence due to impairment.
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The document discusses child-centered learning and design. It defines child-centered design as focusing on developing students' individual and social qualities by allowing students to take command of their own learning according to their interests and passions, with teachers providing support and facilitation. Key aspects include students co-creating learning objectives with teachers, capitalizing on students' interests to emotionally invest them in learning, and teachers taking more of a coaching role to provoke active learning rather than traditional passive teaching.
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Intellectual disabilities are defined by significantly below average intellectual functioning and deficits in adaptive behaviors that manifest during development and adversely affect educational performance. Students are identified based on levels of support needed, with eligibility criteria including intellectual functioning scores more than two standard deviations below average, deficits in adaptive behaviors, and low academic achievement. Effective educational practices for students with intellectual disabilities include a functional curriculum, adaptations, direct instruction of academic and social skills, hands-on learning, assistive technology, and peer tutoring.
Emotional disturbance
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Sensory impairment
Sensory impairment occurs when one of the senses like sight, hearing, smell, touch or taste is not functioning normally. Visual impairment limits eye or vision function. Hearing impairment prevents receiving sounds through the ear and can range from difficulty hearing faint sounds to not distinguishing any sounds. Multisensory impairment involves a combination of visual and hearing loss, intensifying the impact. Common smell and taste disorders include anosmia, ageusia, hyposmia and hypogeusia which reduce or distort odors and tastes and can affect quality of life.
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To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
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Read the paper -- https://oe.cd/il/46W
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2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
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1. The doctor would refer Lily to an audiologist for hearing tests to determine the severity and type of her hearing loss.
2. The audiologist would perform behavioral and objective tests to assess Lily's hearing ability and identify if she has a partial, mild, severe or profound hearing loss.
3. If needed, the audiologist would fit Lily for hearing aids and work with the family to help Lily gradually adjust to using the aids. This would require periodic follow-ups to monitor progress.
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Sensory impairment occurs when one of the senses like sight, hearing, smell, touch or taste is not functioning normally. Visual impairment limits eye or vision function. Hearing impairment prevents receiving sounds through the ear and can range from difficulty hearing faint sounds to not distinguishing any sounds. Multisensory impairment involves a combination of visual and hearing loss, intensifying the impact. Common smell and taste disorders include anosmia, ageusia, hyposmia and hypogeusia which reduce or distort odors and tastes and can affect quality of life.
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It is a scale for children with special needs. it has two parts part A and part B. it is measure CWSN strength and weakness.
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This document discusses hearing impairment and strategies for teaching students with hearing loss. It defines hearing impairment and the three types: conductive, sensorineural, and mixed. Characteristics of students with hearing loss are described, such as lack of confidence and difficulty processing oral information. Communication methods for deaf students are outlined, including sign language, finger spelling, and lip reading. The document provides tips for instructing deaf students, such as seating them close to the teacher and facing their better ear towards instruction. Ways to assess hearing loss and resources to support deaf students are also presented.
topic - Normalization maintreaming and incluion
This document discusses the concepts of normalization, mainstreaming, integration, and inclusion as they relate to educating students with disabilities. Normalization aims to make the environment as close to normal as possible for exceptional children. Mainstreaming involves placing disabled students in general education classes after demonstrating ability to keep up. Integration justifies including disabled students to limit infrastructure, underestimation, need for social integration, and expense. Inclusion focuses on recognizing differences, supporting all learners and the system, and overcoming barriers to meeting full learning needs.
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OECD Analyst Ottavia Brussino presents her paper on policies and practices to prepare all teachers for diversity and inclusion.
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences.
To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area.
Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career.
Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed.
While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching.
This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries.
It then presents core elements and competences to design and implement inclusive teaching strategies.
Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
Read the paper -- https://oe.cd/il/46W
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b.ed notes study material curriculum adaptations/modifications disability wise in creating an inclusive classroom
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This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
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Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
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This document discusses how technology can help support diversity in the classroom. It notes that students have a variety of learning abilities and needs. While technology may seem frightening to some teachers, many basic technological tools that are already available can help all students, including those with physical impairments, learning disabilities, or who need greater challenges. Examples of helpful technology include web resources, graphic organizers, word processors with text-to-speech capabilities, and eBooks, which allow font changes and zooming. Overall, technology is presented as a solution that can engage students and address the wide variety of needs in today's classrooms.
Stages of learning
This document discusses the stages of learning:
1. Acquisition - Learning a new task and making errors initially
2. Fluency/Proficiency - Learning to perform the task with higher accuracy and efficiency
3. Maintenance - Performing the task independently without assistance
4. Generalization - Performing the task in different situations than where it was learned
5. Adaptation - Applying a previously learned skill to a new area without direct instruction
It provides strategies for teaching each stage, such as demonstration, practice, feedback, and adapting tasks for students' abilities. Periodic review is important for maintenance, and teaching generalization involves varied examples, contexts, and problem-solving opportunities.
Learning disabilities
This document discusses learning disabilities and provides information about their characteristics, causes, identification, and educational provisions. Learning disabled children suffer from serious learning problems, exhibit symptoms like hyperactivity and impulsivity, and demonstrate a significant educational discrepancy compared to normal children despite having normal intelligence. Their difficulties can be caused by genetic, physiological, or environmental factors. They are identified through testing and assessment and experience problems with handwriting, spelling, reading, communication, reasoning, social skills, attention, and mathematics. Educational provisions for learning disabled children include specialized schools, remedial programs, improving existing environments, and specialized teaching approaches like behavior modification.
Home based education
1. The document discusses a proposed amendment to the Right of Children to Free and Compulsory Education Act 2009 in India that would make home-based education a legal option for children with severe and multiple disabilities.
2. Critics argue this would violate children's right to quality education and foster isolation, while supporters see it as an accommodation for children who cannot attend regular schools.
3. The document makes the case that all children, including those with severe disabilities, should have the right to school-based education with appropriate supports.
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Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
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This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
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The document provides an overview of understanding hearing impairment. It defines hearing impairment and discusses causes, classifications, and characteristics. It also describes rehabilitation programs including assessment, educational options, and communication methods like sign language. Visual gestural communication methods like sign language, finger spelling, and simultaneous communication methods are explained. Tips for communicating with those who have hearing impairments are provided.
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Here are the key steps an audiologist would take to help Lily and her family:
1. The doctor would refer Lily to an audiologist for hearing tests to determine the severity and type of her hearing loss.
2. The audiologist would perform behavioral and objective tests to assess Lily's hearing ability and identify if she has a partial, mild, severe or profound hearing loss.
3. If needed, the audiologist would fit Lily for hearing aids and work with the family to help Lily gradually adjust to using the aids. This would require periodic follow-ups to monitor progress.
4. The audiologist can provide guidance on communication strategies and connect the family to additional
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This document discusses hearing impairment, including the different types, causes, symptoms, and treatments. It provides details on:
- The three main types of hearing impairment - conductive, sensorineural, and mixed.
- Common causes like earwax buildup, infections, abnormalities.
- Symptoms include muffled sounds and difficulty understanding speech.
- Treatments depend on the cause and severity, and may include removing earwax, using hearing aids, or cochlear implants.
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Bringing Pronunciation Into Every Class
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
HEARING IMPAIRMENT-PPT.pptx
This is for people, teachers who teach children with disability on their ears. This was made to give awareness to the persons mentioned above, in order for them to give right and just treatment to every child who has hearing impairment.
Promoting speech sounds
This document provides information and strategies for promoting sound development in students. It begins with an overview of typical speech sound development and what sounds children are expected to produce at different ages. It then discusses ideas teachers can use to encourage sound development in the classroom, such as slowing down, modeling sounds, playing sound games, helping students explore their mouth, and using books and rhymes. Specific activities are provided to practice different sounds. The document emphasizes making sound practice fun and incorporating it into everyday activities. It concludes by recommending next steps like referring to age-appropriate checklists, using the suggested strategies, and contacting a speech pathologist if any concerns arise.
What makes Childhood Apraxia of Speech distinctive from other speech disorders?
To be able to understand why Childhood Apraxia of Speech is distinctive, you first must understand a little bit concerning the key kinds of speech issues.
Speech and language disorders in children.pptx
Speech and language disorders in children can take several forms:
Stuttering is when the flow of speech is disrupted through repetitions, extensions of sounds, or difficulty pronouncing words. Apraxia affects motor skills needed for speech production. Children may have trouble forming sounds or abnormal speech rhythm and pitch. Common disorders include stuttering, lisps where 's' sounds come out as 'th', messy speech with too many filler words or sounds, and speech delays where children do not attempt verbal communication. Seeing a speech therapist early is important to diagnose and treat these disorders to reduce the chances of long-term problems.
Speech and language disorders in children.pdf
This article talks about the various kinds of Speech disorders that a child might go through in their early years.
Wiki Version Phonics For Fun And Learners Futures
The document discusses teaching pronunciation in foreign language classrooms. It notes that some students struggle to read unfamiliar words aloud due to difficulties converting letters to sounds. The document provides strategies for teaching pronunciation, including focusing on individual sounds, comparing sounds to English, using gestures, and starting with isolated sounds before moving to words and sentences. It also discusses research showing learning pronunciation requires forming new recognition patterns in the brain.
Handout
Speech and language impairments are communication disorders that can adversely affect a child's educational performance. There are four main categories: articulation issues, fluency problems like stuttering, voice abnormalities, and language impairments involving expression, reception, or both. Causes may include hearing loss, neurological or intellectual disorders, brain injury, or physical impairments. Teachers can support students by accepting disabilities, being a clear speech model, consulting experts, allowing extra time, and providing adaptive equipment or interpreters as needed.
Speech-or-language-impairmentGROUP-8.pptx
Speech/language impairments involve issues with communication through hearing, speech, language, and fluency. Speech impairments refer to difficulties with articulation of words, while language impairments involve problems with expressive and receptive language. Common types of speech disorders include articulation disorders, disfluency such as stuttering, and voice disorders. Language impairments can be phonological in nature. Causes may include genetic abnormalities, neurological disorders, physical impairments, or brain trauma. Parents should be aware of signs in children like unclear speech or limited vocabulary and interaction. Treatments involve speech therapy and consulting a speech-language pathologist.
Sped
Speech and language impairments involve difficulties with hearing, speech, language, and fluency. A speech impairment is characterized by problems articulating words, such as stuttering or difficulty producing certain sounds. A language impairment is a specific impairment in understanding and communicating thoughts and ideas, and can involve problems with grammar, morphology, syntax, semantics, and pragmatics. Childhood apraxia of speech is a motor speech disorder where the brain has trouble planning the muscle movements needed for speech, despite the child knowing what they want to say. Signs may include late or missing first words, difficulty imitating or producing sounds, and speech that sounds choppy or stressed. Causes can include genetic disorders or brain injury, and intensive
01 interpretation of body language
This document provides tips for interpreting body language. It discusses how different parts of the body - including the eyes, mouth, hands, legs, and seated posture - can provide signals about a person's emotions and mental state. Specific gestures and positions are described that may indicate traits like openness, enthusiasm, defensiveness, anger, confidence, nervousness, suspicion, and more. The document stresses that body language should be considered alongside other signals before making firm conclusions about a person.
Tips to Speak English in fluency
The document provides 14 tips for improving English speaking skills that can be practiced alone. Some of the key tips include thinking in English instead of translating, talking to yourself out loud, using a mirror to speak for 2-3 minutes on a topic, focusing on fluency over grammar, learning phrases instead of just words, and practicing telling stories from your native language in English. The overall message is that regular speaking practice, even if alone, can help build fluency and confidence.
Danny's pp
This document discusses the importance of listening more than speaking in communication. It notes that people have two ears and one mouth, suggesting we should do twice as much listening as speaking. It recommends listening first to understand others' perspectives before trying to be understood, and advises that speaking too much without listening can hurt relationships and cause misunderstandings. The overall message is the value of focusing more on listening in conversations.
Learn how to Speak Zulu Language Lesson 1 advert for slideshare.pdf
Hi, I'm isiZulu (Zulu Language) Coach P.H. Oliphant. https://youtube.com/@pholifantzone9781/videos, I make videos to help you level up your Zulu Speaking skills. We practice speaking smooth, clear, natural with confident Zulu. We will improve your pronunciation while we expand your vocabulary. Convenient, Fun, Effective, and Interesting. With a lesson library of over 3,000+ Video Lessons. At Pholifant Zone, you will master over 2,000+ Zulu Phrases, Patterns, and Expressions . Pronunciation Training and Speaking Practice with over natural native Conversations. It’s SIMPLE and FUN to stay Motivated and Build your Fluency. Thank you for practicing with us.
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Why we don't teach pronunciation & why we must disal - february 2014
Why we don't teach pronunciation & why we must disal - february 2014
What makes Childhood Apraxia of Speech distinctive from other speech disorders?
What makes Childhood Apraxia of Speech distinctive from other speech disorders?
Better English Pronounciation - An Introduction.pptx
Better English Pronounciation - An Introduction.pptx
Learn how to Speak Zulu Language Lesson 1 advert for slideshare.pdf
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Performance Assessment of Process and Product
This document discusses performance assessment of process and product. It defines process as a series of steps to achieve an outcome, and product as a tangible output. Performance assessment evaluates how a task is performed and/or the resulting product. Examples of assessable activities include using tools, playing music, dancing, singing, group work, and oral reports. The document outlines steps to prepare performance assessments, such as specifying outcomes, focusing on process and/or product, selecting an appropriate realism level, and choosing an evaluation method. It provides guidelines for assessing processes and products, and discusses standards for judging student performance.
ACC for Children with Learning with Disability
This document provides information and strategies for supporting students with dyslexia, dysgraphia, and dyscalculia. It recommends multi-sensory instruction, assistive technology like text-to-speech, spell check, word prediction, audio books, and educational software to help students with dyslexia. For dysgraphia, it suggests adapted writing tools and alternatives to writing assignments like oral reports and multimedia presentations. For dyscalculia, visual supports, manipulatives, calculators, and multi-sensory instruction are advised. The goal is for teachers to see students' abilities rather than disabilities.
Contructivism
Constructivism is a theory of learning that suggests learners actively construct their own understanding of concepts based on their current knowledge and experiences. There are two main views of constructivism - individual constructivism, which emphasizes each learner's internal construction of knowledge, and social constructivism, which views knowledge as constructed through social interactions. Key characteristics of constructivism include learners constructing their own understanding, new learning building on prior knowledge, and meaningful learning occurring through authentic tasks and social interactions.
Factors that led to spanish colonization of the
This document discusses several economic, political, social, and technological factors that contributed to the Spanish colonization of the Philippines:
1) Economic developments in Europe like capital accumulation and banking helped fund exploration, while the search for new trade routes by European powers like Spain and Portugal also drove colonization.
2) Various political events weakened powers in the region like the Byzantine Empire and opened opportunities for colonization, such as the Crusades, the fall of Constantinople, and the Reconquista in Spain.
3) Technological advances in navigation instruments enabled longer voyages and colonization of more distant lands like the Philippines.
Selecting instructional activities
This document discusses curriculum options for special education students, including discussions, presentations, experiments, simulations, learning centers, packets, projects, conferences, instructional games, field trips, and community-based learning. It provides details on how to implement each option, including modifying activities based on student needs and abilities. The document also discusses analyzing attributes of activities and addressing multiple intelligences to identify appropriate activities for special education students.
Criteria for selecting instructional materials
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
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Checklist for hearing impaired (sped 314)
- 2. YES NO Has trouble hearing when two or more people are talking. Appears to have trouble hearing when there is a lot of background noise. Frequently misunderstands you when you speak. Asks you to repeat what you have said. Watches your face intently when you are speaking. Responds inappropriately to what are others are saying.
- 3. YES NO Seems in a world of his/her own at times. Speech is unclear or immature. May have trouble with sounds at a specific frequency. Grammar is incorrect or immature. Has the television sound turned up high. Sits very close to the teacher or the television. Tilts head to listen. Mouths the words as other speak
- 4. YES NO Has had recurrent ear infection. Seem to switch off when listening in a group. Speaks more loudly that is necessary. Watches others and copies them when instructions are given. Does not respond to speech when not able to the speaker. Sits close to the front when given the choice.