Educ 200 powerpoint Randy
•Download as PPT, PDF•
1 like•809 views
This document discusses teaching students with cerebral palsy. It defines cerebral palsy as a non-progressive brain condition caused by damage before, during, or after birth. There are three main types: spastic, athetoid, and ataxic. Laws like IDEA, FAPE, and NCLB require accommodating students with disabilities. The cornerstone is the IEP, which outlines a student's goals and needs. Developing an IEP requires collaboration between several parties. Providing emotional support and encouragement can help cerebral palsy students succeed.
Report
Share
Report
Share
![Menu: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Classroom accommodations & teaching strategies for Intellectually disabled, C...
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
Lesson 8
The document discusses the brain and nervous system. It describes the main parts of the brain including the cerebrum, cerebral cortex, cerebellum, thalamus, medulla oblongata, and brain stem. It also discusses the four lobes of the brain and their functions. The nervous system is described as a network of nerves that carry sensory information to the brain and instructions from it. Learning disabilities are complex conditions that can have genetic, biological, and environmental causes. They are assessed using multiple standardized tests and other methods to identify strengths and needs. Teaching approaches for students with learning disabilities include diagnostic prescriptive evaluation and individualized education plans. Conditions like attention deficit disorder and attention deficit hyperactivity disorder are also discussed.
Lesson 7
Three criteria must be present to determine if a child has a learning disability: 1) A severe discrepancy between their mental ability and academic achievement, 2) The difficulties cannot be explained by other factors like intellectual disabilities or lack of instruction, and 3) The child requires special education services. Learning disabilities can affect areas like reading, writing, math, spoken language, social skills, attention, memory, and physical coordination. The causes are often genetic and environmental factors.
Lesson 6
The document discusses learning disabilities and the learning process. It defines learning disabilities and explains the stages of learning: knowing, using, and inventing. The knowing stage involves acquisition, reversion, and proficiency/automaticity. The using stage involves maintenance and generalization. The inventing stage is adaptation. The document also discusses measuring mental ability through standardized tests and IQ scores. Learning disabilities are defined as intrinsic disorders involving difficulties with skills like reading, writing and math, despite average or above average intelligence.
Slow learner
The document discusses characteristics and techniques for teaching slow learners and backward children in mathematics. It defines backward children as those unable to do work at the level of their peers and whose educational attainment is lower than their capabilities. Characteristics include lower mental than chronological age, inability to keep pace in class, and difficulties with abstraction, logic, and detecting errors. The document recommends techniques for teachers such as not overloading slow learners, using audiovisual aids, extra classes, deductive teaching methods, and breaking questions into simple parts.
Slow learners, socially maladjusted and emotionally disturbed students
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
Fast learners
The document discusses fast learners, who are people that learn lessons, topics, or concepts at a faster rate than others. Fast learning is a characteristic of gifted learners. Fast learners exhibit certain learning characteristics like advanced vocabulary, strong reasoning skills, intense curiosity, and originality. They also show behavioral traits such as perfectionism, success-orientation, and boredom with repetition. The document provides teaching strategies for fast learners, such as giving them more complex material and independent projects, allowing diverse problem solving, and reminding them to be patient with other students.
Learning barriers &Specific learning disorders.
Factors that may serve as hindrances in the learning process of the learners. These factors may be within the learner and in the environment of the learner.
Recommended
Classroom accommodations & teaching strategies for Intellectually disabled, C...
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
Lesson 8
The document discusses the brain and nervous system. It describes the main parts of the brain including the cerebrum, cerebral cortex, cerebellum, thalamus, medulla oblongata, and brain stem. It also discusses the four lobes of the brain and their functions. The nervous system is described as a network of nerves that carry sensory information to the brain and instructions from it. Learning disabilities are complex conditions that can have genetic, biological, and environmental causes. They are assessed using multiple standardized tests and other methods to identify strengths and needs. Teaching approaches for students with learning disabilities include diagnostic prescriptive evaluation and individualized education plans. Conditions like attention deficit disorder and attention deficit hyperactivity disorder are also discussed.
Lesson 7
Three criteria must be present to determine if a child has a learning disability: 1) A severe discrepancy between their mental ability and academic achievement, 2) The difficulties cannot be explained by other factors like intellectual disabilities or lack of instruction, and 3) The child requires special education services. Learning disabilities can affect areas like reading, writing, math, spoken language, social skills, attention, memory, and physical coordination. The causes are often genetic and environmental factors.
Lesson 6
The document discusses learning disabilities and the learning process. It defines learning disabilities and explains the stages of learning: knowing, using, and inventing. The knowing stage involves acquisition, reversion, and proficiency/automaticity. The using stage involves maintenance and generalization. The inventing stage is adaptation. The document also discusses measuring mental ability through standardized tests and IQ scores. Learning disabilities are defined as intrinsic disorders involving difficulties with skills like reading, writing and math, despite average or above average intelligence.
Slow learner
The document discusses characteristics and techniques for teaching slow learners and backward children in mathematics. It defines backward children as those unable to do work at the level of their peers and whose educational attainment is lower than their capabilities. Characteristics include lower mental than chronological age, inability to keep pace in class, and difficulties with abstraction, logic, and detecting errors. The document recommends techniques for teachers such as not overloading slow learners, using audiovisual aids, extra classes, deductive teaching methods, and breaking questions into simple parts.
Slow learners, socially maladjusted and emotionally disturbed students
The document discusses slow learners, emotionally disturbed students, and socially maladjusted students. Slow learners learn at a slower pace than peers but do not have a disability, emotionally disturbed students have severe behavioral or emotional issues affecting their learning, and socially maladjusted students choose not to conform to rules. The document provides characteristics, factors, methods of identification, and strategies for teaching these different types of students.
Fast learners
The document discusses fast learners, who are people that learn lessons, topics, or concepts at a faster rate than others. Fast learning is a characteristic of gifted learners. Fast learners exhibit certain learning characteristics like advanced vocabulary, strong reasoning skills, intense curiosity, and originality. They also show behavioral traits such as perfectionism, success-orientation, and boredom with repetition. The document provides teaching strategies for fast learners, such as giving them more complex material and independent projects, allowing diverse problem solving, and reminding them to be patient with other students.
Learning barriers &Specific learning disorders.
Factors that may serve as hindrances in the learning process of the learners. These factors may be within the learner and in the environment of the learner.
Learners with diverse needs (Gifted and slow learners)
This is a Power point content which talks about the Giftedness and Slow learners in Mathematics and tips and strategies to deal with those students, Remedial and enrichment programs for them. It also contains few examples of gifted personalities and analogy of learners with mobile phones
Understanding and dealing with autism
By Vanessa Lewis at the Tata Learning Disability Forum (TLFD), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Learner characteristics and needs
The teacher's learning style is auditory and their teaching style is also primarily auditory. They tried explaining learning strategies to students at the start of lessons but the students were not interested so they have not done it again. Some students are good at memorizing things but the teacher thinks learning by heart is an outdated approach.
Slow learners
The document describes characteristics of slow learners and learning disabilities. Slow learners function below grade level, have poor social skills, struggle with multi-step tasks, live in the present, and learn slowly. Learning disabilities can affect language, sensory perception, executive functions, memory, reasoning, and spatial skills. The document provides tips for teaching slow learners such as emphasizing strengths, short lessons, hands-on work, and repetition.
Learning types
This presentation will help you know or learn more about the types of learning possessed by each individual and that benefits every type learning
Presentation on Reading Strategies for Helping Students with Autism
This document discusses effective strategies for teaching reading to students with autism spectrum disorder. It begins with defining the characteristics of autism and moves on to discussing general strategies like capitalizing on student strengths. It then focuses on academic strategies, considering the student's interests and talents when developing strategies. Specific reading strategies are outlined for before, during, and after reading. Future research directions are mentioned, such as studying early reading comprehension instruction and conducting longitudinal studies. The conclusion emphasizes using visual aids and keeping the learning environment simple.
Scholastic Backwardness Reasons & Remedies
The document discusses scholastic backwardness and learning disabilities. It outlines several potential causes of scholastic backwardness including low intellectual ability, sensory impairments, physical handicaps, learning disabilities, and environmental factors. Specific learning disabilities are defined as difficulties acquiring academic skills like reading, writing, spelling, and arithmetic that are not due to intellectual disabilities or lack of instruction. The effects of learning disabilities can include problems with organization, memory, attention, physical coordination, social/emotional functioning, and lowered self-esteem. Suggested strategies for addressing scholastic backwardness and learning disabilities include assessment, encouraging strengths, managing stressors, tailored instructional methods, and fostering self-esteem.
Backward child
I am here to share with you same useful information that you are already knowing, and together we will add a little more to our CPU.
Curriculum adaptation (intellectual disability)
This document aims at providing the adapted teaching strategy for children with Mild Intellectual Disability. The adaptation strategy used in the document is "Modification" for Grade V, Mathematics.
If you have any questions for me, please drop a comment below.
Creating a Positive Learning Environment
The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.
Intelligent behavior presentation
This document outlines six characteristics of promoting intelligent behavior in the classroom:
1. Creating, imagining, and innovating by encouraging students to learn and think creatively without limitations.
2. Listening with understanding and empathy through class discussions and sharing ideas.
3. Managing impulsivity by teaching students to think before acting out or answering hastily.
4. Remaining open to continuous learning by embracing new information and ideas from others.
5. Drawing on knowledge and applying it, such as using project-based learning to apply classroom lessons.
6. Finding humor to stimulate creativity and high-level thinking through humor, jokes, and wordplay related to lessons.
The document provides examples for how teachers can support
Characteristics of intelligent behavior
This document outlines 6 characteristics of intelligent behavior:
1. Draw on knowledge and apply it to new situations such as applying classroom knowledge to real-life assignments.
2. Find humor through activities like classroom Jeopardy games.
3. Remain open to continuous learning through professional development and self-assessment.
4. Strive for accuracy by ensuring assignments like business letters are error-free.
5. Listen with understanding and empathy such as through an assignment analyzing the impact of 9/11.
6. Think and communicate with clarity and precision like through a memo assignment regarding cell phone use in school.
Characteristics of Intelligent Behavior
This document discusses characteristics of intelligent behaviors that teachers should model, teach, and observe in students. It outlines several characteristics including drawing on and applying knowledge, finding humor, creating and imagining, listening with empathy, managing impulsivity, remaining open to learning, and being a good model. Each characteristic provides examples and suggestions for how teachers can support developing that characteristic in the classroom. The overall message is that intelligent behaviors are important for students to learn and develop problem solving and real-world skills.
Students Learning Styles and Implications for Teaching
Students Learning Styles and Implications for TeachingNational Resource Center for Paraprofessionals
This document discusses student learning styles and implications for teaching. It covers several key points:
- Howard Gardner's theory of multiple intelligences which identified 8 different types of intelligence.
- Traditional teaching tends to focus on linguistic and logical-mathematical intelligences, but students have diverse intelligences.
- Learning styles inventories can help identify how students prefer to process and understand information.
- Teachers should use a variety of teaching methods to accommodate different learning styles in their diverse classrooms. Balancing activities can help engage more students.TEACHING METHODS FOR WEAK STUDENTS
Every individual is unique with different IQ levels. Some students have the capability of grabbing fast and memorizing for long. Others have less picking capacity. In an organization, school or college, both the active and weak students study.Teachers and professors are supposed to take care of each and everybody as per their specific needs. Weak students or slow learners require extra attention. Punishing a weak student won’t provide the necessary solution.
Guiding you through the proper teaching methods for the weak students:
Assitive Technology Presentation 2
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
Types of Learners
The document discusses different types of learners:
- Fast/gifted learners have exceptionally high IQs above 130, rank high academically, and learn quickly through creativity and leadership. Their education should challenge and develop their talents.
- Bright learners succeed in school through effort and enjoy learning. Their education can provide enrichment and individual projects.
- Average learners make up most students and do well with discovery of interests and complex questions.
- Slow learners have IQs below 90 and struggle with attention, memory, skills, and tests. Their education requires repetition, concrete lessons, motivation, and avoiding criticism.
Science education for students (1)
This document discusses different types of learners with special education needs and how to best support them. It outlines slow learners who need more time and patience from teachers. Fast learners can complete lessons quickly and benefit from challenging activities. Gifted learners think more complexly than other students and need specialized programs. Creative learners benefit from divergent thinking assignments and being allowed to freely share novel ideas. The document provides recommendations for remedial programs for slow learners including special grouping, programmed instruction, and ensuring learning is child-centered.
Learningtypesedu290
The document discusses different types of learning styles - verbal, visual, and kinesthetic - as well as learning theories including behaviorism, constructivism, and cognitivism. Verbal learners best understand spoken and written information, visual learners learn through visual mediums, and kinesthetic learners learn best through hands-on activities. The theories focus on external stimuli (behaviorism), problem solving through experience (constructivism), and analyzing information (cognitivism). Certain learning styles connect more closely with specific theories.
Wilmoth teachers to help students with
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
[9 15]educational programmes for children with cerebral palsy
This document discusses the educational challenges faced by children with cerebral palsy (CP) and the dilemmas faced by their parents and teachers. It describes CP as a motor disability caused by brain damage before or after birth. It notes that while intelligence is not impaired, physical coordination and motor skills are affected. The document outlines educational options for children with CP, including mainstream or special education settings, and discusses the advantages and disadvantages of each. It emphasizes the need for individualized educational plans and optimal support services to help children with CP achieve educational and developmental goals.
Gina's Final Presentation Inclusion Class
This document discusses cerebral palsy, including an overview of the condition, causes, treatments, strategies for supporting students with cerebral palsy in the classroom, and advice from those living with the condition. Cerebral palsy is a neurological disorder that affects movement and muscle control. It is caused by issues during pregnancy or birth such as lack of oxygen, premature birth, or injury. Treatments include physical, occupational and speech therapy as well as alternative therapies. Teachers are advised to provide accommodations, allow assistive technologies, and not make assumptions about students' capabilities due to their condition.
More Related Content
What's hot
Learners with diverse needs (Gifted and slow learners)
This is a Power point content which talks about the Giftedness and Slow learners in Mathematics and tips and strategies to deal with those students, Remedial and enrichment programs for them. It also contains few examples of gifted personalities and analogy of learners with mobile phones
Understanding and dealing with autism
By Vanessa Lewis at the Tata Learning Disability Forum (TLFD), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Learner characteristics and needs
The teacher's learning style is auditory and their teaching style is also primarily auditory. They tried explaining learning strategies to students at the start of lessons but the students were not interested so they have not done it again. Some students are good at memorizing things but the teacher thinks learning by heart is an outdated approach.
Slow learners
The document describes characteristics of slow learners and learning disabilities. Slow learners function below grade level, have poor social skills, struggle with multi-step tasks, live in the present, and learn slowly. Learning disabilities can affect language, sensory perception, executive functions, memory, reasoning, and spatial skills. The document provides tips for teaching slow learners such as emphasizing strengths, short lessons, hands-on work, and repetition.
Learning types
This presentation will help you know or learn more about the types of learning possessed by each individual and that benefits every type learning
Presentation on Reading Strategies for Helping Students with Autism
This document discusses effective strategies for teaching reading to students with autism spectrum disorder. It begins with defining the characteristics of autism and moves on to discussing general strategies like capitalizing on student strengths. It then focuses on academic strategies, considering the student's interests and talents when developing strategies. Specific reading strategies are outlined for before, during, and after reading. Future research directions are mentioned, such as studying early reading comprehension instruction and conducting longitudinal studies. The conclusion emphasizes using visual aids and keeping the learning environment simple.
Scholastic Backwardness Reasons & Remedies
The document discusses scholastic backwardness and learning disabilities. It outlines several potential causes of scholastic backwardness including low intellectual ability, sensory impairments, physical handicaps, learning disabilities, and environmental factors. Specific learning disabilities are defined as difficulties acquiring academic skills like reading, writing, spelling, and arithmetic that are not due to intellectual disabilities or lack of instruction. The effects of learning disabilities can include problems with organization, memory, attention, physical coordination, social/emotional functioning, and lowered self-esteem. Suggested strategies for addressing scholastic backwardness and learning disabilities include assessment, encouraging strengths, managing stressors, tailored instructional methods, and fostering self-esteem.
Backward child
I am here to share with you same useful information that you are already knowing, and together we will add a little more to our CPU.
Curriculum adaptation (intellectual disability)
This document aims at providing the adapted teaching strategy for children with Mild Intellectual Disability. The adaptation strategy used in the document is "Modification" for Grade V, Mathematics.
If you have any questions for me, please drop a comment below.
Creating a Positive Learning Environment
The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.
Intelligent behavior presentation
This document outlines six characteristics of promoting intelligent behavior in the classroom:
1. Creating, imagining, and innovating by encouraging students to learn and think creatively without limitations.
2. Listening with understanding and empathy through class discussions and sharing ideas.
3. Managing impulsivity by teaching students to think before acting out or answering hastily.
4. Remaining open to continuous learning by embracing new information and ideas from others.
5. Drawing on knowledge and applying it, such as using project-based learning to apply classroom lessons.
6. Finding humor to stimulate creativity and high-level thinking through humor, jokes, and wordplay related to lessons.
The document provides examples for how teachers can support
Characteristics of intelligent behavior
This document outlines 6 characteristics of intelligent behavior:
1. Draw on knowledge and apply it to new situations such as applying classroom knowledge to real-life assignments.
2. Find humor through activities like classroom Jeopardy games.
3. Remain open to continuous learning through professional development and self-assessment.
4. Strive for accuracy by ensuring assignments like business letters are error-free.
5. Listen with understanding and empathy such as through an assignment analyzing the impact of 9/11.
6. Think and communicate with clarity and precision like through a memo assignment regarding cell phone use in school.
Characteristics of Intelligent Behavior
This document discusses characteristics of intelligent behaviors that teachers should model, teach, and observe in students. It outlines several characteristics including drawing on and applying knowledge, finding humor, creating and imagining, listening with empathy, managing impulsivity, remaining open to learning, and being a good model. Each characteristic provides examples and suggestions for how teachers can support developing that characteristic in the classroom. The overall message is that intelligent behaviors are important for students to learn and develop problem solving and real-world skills.
Students Learning Styles and Implications for Teaching
Students Learning Styles and Implications for TeachingNational Resource Center for Paraprofessionals
This document discusses student learning styles and implications for teaching. It covers several key points:
- Howard Gardner's theory of multiple intelligences which identified 8 different types of intelligence.
- Traditional teaching tends to focus on linguistic and logical-mathematical intelligences, but students have diverse intelligences.
- Learning styles inventories can help identify how students prefer to process and understand information.
- Teachers should use a variety of teaching methods to accommodate different learning styles in their diverse classrooms. Balancing activities can help engage more students.TEACHING METHODS FOR WEAK STUDENTS
Every individual is unique with different IQ levels. Some students have the capability of grabbing fast and memorizing for long. Others have less picking capacity. In an organization, school or college, both the active and weak students study.Teachers and professors are supposed to take care of each and everybody as per their specific needs. Weak students or slow learners require extra attention. Punishing a weak student won’t provide the necessary solution.
Guiding you through the proper teaching methods for the weak students:
Assitive Technology Presentation 2
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
Types of Learners
The document discusses different types of learners:
- Fast/gifted learners have exceptionally high IQs above 130, rank high academically, and learn quickly through creativity and leadership. Their education should challenge and develop their talents.
- Bright learners succeed in school through effort and enjoy learning. Their education can provide enrichment and individual projects.
- Average learners make up most students and do well with discovery of interests and complex questions.
- Slow learners have IQs below 90 and struggle with attention, memory, skills, and tests. Their education requires repetition, concrete lessons, motivation, and avoiding criticism.
Science education for students (1)
This document discusses different types of learners with special education needs and how to best support them. It outlines slow learners who need more time and patience from teachers. Fast learners can complete lessons quickly and benefit from challenging activities. Gifted learners think more complexly than other students and need specialized programs. Creative learners benefit from divergent thinking assignments and being allowed to freely share novel ideas. The document provides recommendations for remedial programs for slow learners including special grouping, programmed instruction, and ensuring learning is child-centered.
Learningtypesedu290
The document discusses different types of learning styles - verbal, visual, and kinesthetic - as well as learning theories including behaviorism, constructivism, and cognitivism. Verbal learners best understand spoken and written information, visual learners learn through visual mediums, and kinesthetic learners learn best through hands-on activities. The theories focus on external stimuli (behaviorism), problem solving through experience (constructivism), and analyzing information (cognitivism). Certain learning styles connect more closely with specific theories.
Wilmoth teachers to help students with
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
What's hot (20)
Learners with diverse needs (Gifted and slow learners)
Learners with diverse needs (Gifted and slow learners)
Presentation on Reading Strategies for Helping Students with Autism
Presentation on Reading Strategies for Helping Students with Autism
Students Learning Styles and Implications for Teaching
Students Learning Styles and Implications for Teaching
Similar to Educ 200 powerpoint Randy
[9 15]educational programmes for children with cerebral palsy
This document discusses the educational challenges faced by children with cerebral palsy (CP) and the dilemmas faced by their parents and teachers. It describes CP as a motor disability caused by brain damage before or after birth. It notes that while intelligence is not impaired, physical coordination and motor skills are affected. The document outlines educational options for children with CP, including mainstream or special education settings, and discusses the advantages and disadvantages of each. It emphasizes the need for individualized educational plans and optimal support services to help children with CP achieve educational and developmental goals.
Gina's Final Presentation Inclusion Class
This document discusses cerebral palsy, including an overview of the condition, causes, treatments, strategies for supporting students with cerebral palsy in the classroom, and advice from those living with the condition. Cerebral palsy is a neurological disorder that affects movement and muscle control. It is caused by issues during pregnancy or birth such as lack of oxygen, premature birth, or injury. Treatments include physical, occupational and speech therapy as well as alternative therapies. Teachers are advised to provide accommodations, allow assistive technologies, and not make assumptions about students' capabilities due to their condition.
Sped 410 final project [autosaved]
This document discusses strategies and considerations for supporting students with disabilities at a high school. It provides statistics on the student demographics and performance. It then defines an Individualized Education Plan (IEP) and the process for developing one. Specific sections address approaches for students with language delays, learning disabilities, and behavioral/emotional disabilities. Key recommendations include identifying individual student needs, using positive reinforcement, ensuring understanding of material, and maintaining close communication between teachers, students and parents.
research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, academic support to reduce behaviors, trusting relationships between students and teachers, and avoiding assumptions about families.
Week One Learning ResourcesThe following are required readings .docx
Week One Learning Resources:
The following are required readings and viewings for Week One:
_______________________________
1. notes for Week One:
New Possibilities for Parenting Newborns:
As social and behavioral scientists have enriched our views of parenting over recent decades, neuroscientists have been equally busy learning about brain architecture in babies and children and learning about wonderful possibilities for responsive parenting that help construct the richest possible outcomes, including adult outcomes, that result from sensitive responses to our newborns and toddlers.
This course focuses on a new view of parenting and of children. Child development has a long history of adherence to a very successful medical model began around 1900 from the developments of knowledge about sanitation, germ theory of disease, conquering childhood illness with vaccines, and the development of therapies that address mental health problems and misbehaviors. If you look carefully at these topics, they rest on the belief that what matters in child development is pathology, and correcting pathology is the whole picture. There is a reading list of medical model topics in child development found under Resources for Parenting References, just under Syllabus in our course. I placed the only two books I recommend (but do not require) for our course. The rest of the information there is a fine list medical model references about pathology that can be used in other sections of BEHS 343.
Starting early in the twentieth century our first American child psychologist, G. Stanley Hall coined a phrase that has taken over child development beliefs about adolescence. Hall was descriptive, for in the early twentieth century there were no theories of child development. He coined the now-famous phrase of “storm and stress” to characterize adolescence. Even today, as psychologist Richard Lerner says, (and as you will read in this course), parents continue to define their teens in terms of a “pathology” If asked how their teen is doing, they will often answer, “Well, at least he hasn’t crashed the car.” Or “At least he is not into drugs.” Or, at least she is not pregnant and she hasn’t dropped out of school.” That is, teens are being measured against a whole Pandora’s box of expected pathology: “storm and stress.” And, in this course, many parents mention they are dreading adolescence as their children are growing older.
The new viewpoint comes from a question that has been around for decades. Neurologists and psychologists have quietly been inquiring about many topics, including that of the storm and stress of adolescence: “Isn’t well-being of adolescents (and all of us) more than just the absence of pathology? Isn’t well-being more than these negative descriptions parents use to describe their teens? Methods and measures of well-being did not exist until quite recently, as development of much more sensitive brain scans have become able to measure activities d.
Final presentation gorski, christina
CECO is a nonprofit organization in Orlando, Florida that provides conductive education programs for children with motor and cognitive disabilities. It was founded in 2001 to help these children gain independence and new skills through a combination of physical, educational, and social methods. CECO serves students ages 6-16 from a variety of ethnic and socioeconomic backgrounds who have conditions like cerebral palsy. A key part of its conductive education approach involves establishing daily routines, like using mirrors during activities, to help children improve their motor skills.
Working together at all levels: A look at successful implementation of online...
Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our practice in three anatomy & physiology courses.
The exceptional child
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
Autism 101 am 1/adhd
This document provides an overview of an autism training module. It defines autism spectrum disorders and outlines key characteristics including difficulties with social skills, communication, and repetitive behaviors. The training aims to help participants understand autism by discussing topics like brain research, behavior, sensory processing, socialization, communication strategies, and teaching students with autism. It emphasizes that autism appears in many different forms and stresses the importance of understanding each individual student. The document also reviews guidelines for addressing problem behaviors by taking a functional approach to determine the purpose of behaviors and teaching replacement skills.
Autism 101 am 1
This document provides an overview of an autism training module. It defines autism spectrum disorders and outlines key characteristics including difficulties with social skills, communication, and repetitive behaviors. The training aims to help participants understand autism by discussing topics like brain research, sensory processing, socialization techniques, and addressing challenging behaviors. The document emphasizes that each person with autism is unique and recommends addressing behaviors by understanding their function and teaching replacement skills.
growth and development in preschooler age group in pediatric nursing
growth and development in preschooler age group
pediatric nursing
Assignment A
This document discusses several factors that affect children's development and academic achievement between middle childhood and early adolescence. It addresses major health concerns like obesity, injuries, and child abuse and ways to prevent and address them. It also discusses changes in brain development that impact coordination, reaction time, attention, and logical thinking skills. Finally, it examines the relationship between socioeconomic status and academic achievement and potential contributing factors like parental involvement and access to educational resources.
Cerebral Palsy: From Disability to Different Ability
Cerebral palsy is a motor disability caused by brain damage that affects movement, balance, and posture. It is the most common motor disability in children. While the exact cause is unknown, it is often due to complications before or during birth such as prematurity or infection. Treatment focuses on therapies to improve mobility and independence as well as adapted physical education. Physical education teachers must understand cerebral palsy and adapt activities to students' abilities while promoting inclusion.
Berger Ls 7e Ch 11
The document provides an overview of physical, cognitive, and social development during middle childhood, from ages 7 to 11. It discusses typical growth patterns as well as some common health issues and developmental disorders that children may face during the school years. Key topics covered include brain development, intelligence testing, attention deficit disorders, learning disabilities, and approaches to educating children with special needs.
Childhood Cancer and School
The document discusses educational issues for children with cancer and the importance of partnerships between medical teams, schools, parents, and children. It outlines federal acts like the IDEA and Section 504 that protect the rights of disabled children to receive accommodations. Accommodations for children with cancer may include modified physical activity, extra time on tests, and assistance from a peer buddy. The document stresses that children with cancer should have educational plans and highlights critical periods where support is especially important, like after treatment.
Chapt 11
The document discusses several topics related to children's physical, cognitive, and social development during the school years from ages 7 to 11. It covers healthy physical growth and motor skills development. It also discusses brain development, intelligence testing, and common learning challenges or disabilities that some children face, as well as approaches to educating children with special needs.
PECS for Autism
The document provides an overview of autism and the Picture Exchange Communication System (PECS) as a form of augmentative and alternative communication for autistic children. Autism is characterized by impaired social interaction and communication difficulties. PECS uses pictures to teach communication in 6 phases, from exchanging pictures to develop speech to answering questions. Research has shown PECS can help some children develop speech and allows many untrained people to communicate with a child using PECS. Nurses should prepare for visits and use strategies like PECS and pictures of familiar items to help autistic children communicate.
Diversity 100409
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
Similar to Educ 200 powerpoint Randy (20)
[9 15]educational programmes for children with cerebral palsy
[9 15]educational programmes for children with cerebral palsy
Week One Learning ResourcesThe following are required readings .docx
Week One Learning ResourcesThe following are required readings .docx
Working together at all levels: A look at successful implementation of online...
Working together at all levels: A look at successful implementation of online...
growth and development in preschooler age group in pediatric nursing
growth and development in preschooler age group in pediatric nursing
Cerebral Palsy: From Disability to Different Ability
Cerebral Palsy: From Disability to Different Ability
Educ 200 powerpoint Randy
- 1. Teaching Students with Cerebral Palsy Randy Judd EDUC 200 Module 6, Part II