This document defines intellectual disabilities and discusses characteristics and strategies. It provides two definitions, one from IDEA and one from AAIDD. Characteristics discussed include poor motivation, attention issues, difficulties with social skills and academics. Strategies are presented to address motivation, attention, social behaviors, academics, memory, and generalization. The strategies should be practiced before, during and after instruction to support students with intellectual disabilities.
Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
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The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
Classroom Strategies for the Support of Gifted and TalentGiftedkids.ie
Peter Lydon, Second Level Teacher, CTYI, ICEPE and NCTE tutor discusses strategies for the support of gifted learners. Recorded webinar available at Learncentral.org - http://tinyurl.com/classroomstrategies
YTÜ IEEE Öğrenci Kulübü'nün 12 Ekim 2011 tarihinde düzenlemiş olduğu Tanışma Toplantısı için hazırlanan "Yıldızlı Projeler Yarışması 2012" etkinliğimizin tanıtım sunumu.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
https://www.youtube.com/channel/UCJGIUBHMmFmj9BqG7N0kUNg?view_as=public
JOIN US ON FACEBOOK: https://www.facebook.com/Food-Health-Edu-109744533798479/
The following presentation is a PowerPoint I completed as a part of my LAI 800 Graduate course in Gifted Education. It aims to educate people everywhere about giftedness, including who gifted children are, their strengths/needs, myths/realities about the gifted, teaching strategies to help educate the gifted, and some valuable resources with more information on gifted children/education. My goal is to spread knowledge about our gifted children and advocate for their needs. I hope you enjoy the presentation and continue to spread the knowledge. Thank you for viewing!
Classroom Strategies for the Support of Gifted and TalentGiftedkids.ie
Peter Lydon, Second Level Teacher, CTYI, ICEPE and NCTE tutor discusses strategies for the support of gifted learners. Recorded webinar available at Learncentral.org - http://tinyurl.com/classroomstrategies
YTÜ IEEE Öğrenci Kulübü'nün 12 Ekim 2011 tarihinde düzenlemiş olduğu Tanışma Toplantısı için hazırlanan "Yıldızlı Projeler Yarışması 2012" etkinliğimizin tanıtım sunumu.
Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docxcelenarouzie
Week 14 Assignments
Readings:
Read Chapter 12 in your text.
Assignments:
1. Answer the Chapter 12 Short Answer Responses and submit to dropbox
Teaching Students to Manage their own Behavior
Chapter 12
Our overall goal as a teacher is to have student manage their own behavior.
Self-Management
Think about how we manage our behaviors as adults
Examples?
Anyone who is to function independently to any extent must learn how to manage their own behaviors.
Overview
We will further examine techniques/stratagies that we can use to help students become less dependent on teachers environmental manipulations.
Why do we need to teach this skill?
We are NOT perfect. We will miss things.
Miscommunication between people in different settings (parents, BHRS, teachers, etc. )
We can serve as an environmental cue for performance.
When we have input from students, they are more likely to increase their performance.
Certain things that appear in one setting, aren’t always available in other settings.
Overview Continued
Useful skill for typical learners as well as those with disabilities
Increasingly critical as our focus is more of an inclusionary model in both education and community settings.
Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors.
Self- management comes in a package
Taught via DI and modeling.
Overview Continued
Self-Management procedure are part of the Natural Environment
Goal Setting
Self-Recording
Self-Reinforcement
Self-punishment
Self-instruction
B.F. Skinner use these techniques up until his death at 84
Increase and maintain productivity
A Common Experience
Preparing Students to Manage their own Behavior
Teachers may...
ask students to set goals.
ask students to evaluate their performance.
explain to the student what behavior resulted in reinforcement (following delivery of reinforcement).
ask the student to relate part of the contingency for reinforcement.
ask the student to state the entire contingency for reinforcement.
involve students in choosing reinforcers and in determining their cost in terms of behavior.
12-3
6
Goal Setting
Students can be taught to set their own goals
Perform better than goals that are chosen for them
Less intrusive than cued self-recording
When assisting students to set goals
Specific
Challenging, but achievable
Attaining the goals at first can be quick rather than long-term
Provide feedback about goal achievement
Goal Setting
Self-Recording of Data
“Self-Monitoring” vs. Self-recording & Self-Evaluation
Provide student and teacher with concrete feedback regarding behavior
Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior.
Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors
Self-Recording
Teaching students to use self-recording should include:
Selectin.
Encourage stronger students to help weaker ones. Peer tutoring can be a valuable tool for both the tutor and the tutee. It promotes a collaborative learning environment and reinforces understanding. Rama Devi International School is the best school in Noida extension for class 11 to adopt peer tutoring to motivate weaker students.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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3. Definition
There are two different definitions used in the United
States today.
IDEA ’04 (Federal Government)
American Association of Mental Retardation (now
referred as AAIDD)
4. Federal Government Definition
Intellectual Disabilities means significant sub average
general intellectual functioning, existing with deficits
in adaptive behavior and manifested during the
developmental period, that adversely affects a child’s
education performance.
5. AAID Definition
Intellectual Disabilities are a disability characterized
by significant limitations both in intellectual
functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills. This
disability originates before age 18.
6. Accompanies the AAIDD Def.
1. Limitation in present functioning must be
considered within the context of community
environments typical of the individual's age peers
and culture.
2. Valid assessment considers cultural and
linguistic diversity as well as differences in
communication and in sensory, motor, and
behavioral factors.
3. Within and individual, limitations often coexist
with strengths.
7. Accompanies the AAIDD Def. Cont.
4. An important purpose of describing limitations is to
develop a profile of needed supports.
5. With appropriate personalized supports over
sustained period, the life functioning of the person
with mental retardation generally will improve.
8. Mild/Moderate IQ Range
Mild intellectual disabilities: IQ range of 50 to 69
Outcomes: Has learning difficulties, is able to
work, can maintain good social relationships and
contribute to society
Moderate intellectual disabilities: IQ range of 35 to 49
Exhibits marked developmental delays during
childhood, has some degree of independence in self-
care, possess adequate communication and academic
skills, requires varying degrees of support to live and
work in the community.
9. 4 Requirements for Eligibility
1. Sub-average general intelligence
2. Adaptive behavior impairment
3. Having occurred during the developmental period
Must be aversive to the student’s education.
10. Sub-Average General Intelligence
Sub-Average General Intelligence – Means that
individuals must score two standard deviations below
the mean of an IQ test.
The mean of an IQ test is 100 with a standard
deviation of 15.
Students cannot be eligible for services on this
requirement alone.
11. Adaptive Behavior Impairment
Adaptive Behavior includes the age-appropriate
behaviors necessary for people to live independently
and to function safely and appropriately in daily life.
Examples Include but are not limited to:
Personal Hygiene
Money management
Social skills
Personal Responsibility
13. Poor Motivation
Motivation is used to describe what focuses or
energizes a student’s attention, emotions, and activity.
Due to repeated Academic Failure, students with
disabilities become less motivated to complete
academic tasks.
Their motivation is based on external loci of control.
14. Locus of Control
Internal Locus of Control – Individuals who operate
under ILOC see both positive and negative events as
results of their own actions
External Locus of Control – Individuals who see
positive or negative events as controlled primarily by
outside forces as fate, chance, or other people.
Many students with disabilities that have motivation
deficits operate under ELOC.
15. External Locus of Control
Underdeveloped sense of Self-Determination
Learned Helplessness
Belief that failure will crown the most extraordinary efforts
Outer Directedness
Relying on situational or external cues for guidance
Expectancy of Failure
The expectation of lack of success lowers the amount of
effort put into tasks, performance of the task is below what
might be anticipated from individuals capabilities and the
expected failure becomes a reality
16. What can we do?
All motivational strategies should be practiced before
any tasks demand. Get them excited!
Communicate positive expectations – positively state
what you want the student to accomplish. Give them
direction.
Organization – create ways for the students to keep up
with their materials. Class folders or notebooks help
keep the student’s work organized.
17. What can we do? Cont.
Create realistic instructional goals – set up your
students to succeed before asking them to attempt a
challenging task.
Provide Immediate Feedback – let your students know
when they’re doing a good job or need to try a different
strategy. Be specific.
Teach students how to deal with failure – let students
know it’s okay to fail. Everyone does. The important
part is to see what went wrong and try it differently.
18. Attention
Lack of Sustained Attention – the inability to focus on
a task long enough to comprehend information
Attention Span
Lack of Selective Attention – The inability to focus on
relevant aspects and discard the irrelevant aspects of a
task.
Distractibility
19. Attention Strategies
All attention strategies should be practiced
before, during and after instruction to maintain
student attention.
Remove extraneous information – Include only what
they need to know. Get to the point.
Present Information grouped – Group liked
information together.
Use examples that are familiar – Activate prior
knowledge
20. Attention Strategies Cont.
Stress the importance of paying attention – Explain
why it’s important that the students should pay
attention
Teach Self-monitor skills – teach students how to self-
monitor during their task. Create a checklist for the
students to fill out.
Provide Frequent breaks – Allow set times for students
to take breaks from their tasks.
21. Sociobehavior Characteristics
Unable to read social cues – Students have a
hard time picking up on non verbal cues
Easily taken advantage of – many students
will want to please peers and will listen to
inappropriate suggestions to do so
Not aware of personal space – must be
taught personal bubbles
22. Sociobehavior Characteristics cont.
Unaware of inappropriate behavior – must be taught
examples and non examples of appropriate behavior
Hyperactive – has trouble staying calm during social
interactions.
Low Self-Esteem – A result due to repeated failures at
academics and social relationships
23. Sociobehavior strategies
Strategies should be practiced with students through
instruction and role playing, before real life scenarios
Use Peer Reinforcement – Use peer buddies, peer
tutors, and general ed. students as reinforcements for
behaviors that are appropriate or inappropriate.
Reinforce appropriate behavior – Reinforce when the
student is performing appropriate behavior
Model appropriate behavior
24. Academic
Delay in acquiring Reading, Math, and Writing skills
Problems with:
Decoding
Comprehension
Fluency
Math computations
25. Academic Strategies
Learning Strategies:
Mnemonics – for remembering rules
Repeated readings - for fluency
Paragraph Shrinking, story retell – for comprehension
Using Concrete, Semi-Concrete, and Abstract teaching
– for Math in that order. Focusing on Concrete the
longest
Direct Instruction/MLT
26. Memory
Long Term – Just as effective as a student without
Intellectual Disabilities
Short Term:
Lack Selective Attention
Delay in learning sets – remembering rules to apply for
certain tasks
Inefficient or non-existent rehearsal skills
Problems with Generalization
27. Memory Strategies
Group Information
Teach Mnemonics
Acronyms – First letter of each word combines to make
a word. Ex. HOMES – Lake
Huron, Ontario, Michigan, Eerie, etc.
Acrostics – Similar to Acronyms but creates a sentence
instead of a word. Every Good Boy Does Fine
28. Generalization
Difficulties in performing learned tasks in different
setting with different people
Not able to recognize already known skills needed in
different settings
29. Generalization Strategies
Make sure that the skill is mastered before having the
student generalize it.
Make sure the training is as realistic as possible
Provide opportunities for practice in different settings
Stress meaningful content
30. The Vicious Cycle of Intellectual
Disability Characteristics
Due to the sociobehavior characteristics, students feel
peer rejection. This causes them to withdraw from
others and from engaging in their education.
Due to the lack of engagement, the student’s
motivation is decreased which leads to little to no
effort and poor grades
This creates a sense of failure and rejection leading to a
vicious cycle
31. References
Mastropieri, M.A, Scruggs, T.E. (2010) The Inclusive
Classroom: Strategies for Effective Differentiated
Instruction. New Jersey: Pearson Education, Inc.
Smith, D.D, Tyler, N.C. (2010). Introduction to Special
Education. New Jersey: Pearson Education, Inc.