The document discusses strategies for preventing challenging behaviors in students with low incidence disabilities. It describes using positive relationships, schedules and routines, engaging activities, explicit teaching of social skills, and prevention as the first step. Expert teachers emphasize high expectations, effective communication, respect, professional knowledge, and relationships. Strategies mentioned include visual schedules and expectations, reinforcement systems, peer support, tiered instruction, praise, problem solving lessons, self-regulation tools like breathing, and engagement through collaborative learning structures. Overall the document provides background on low incidence disabilities and recommends prevention through structured environments, skill building, and active engagement of students.
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
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• Learner Autonomy
• Learner strategies
• Learning styles
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You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
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Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
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• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
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• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
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Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
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Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
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• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
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Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
• Learner Autonomy
• Learner strategies
• Learning styles
PDF created with pdfFactory Pro trial version www.pdffactory.com
You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
PDF created with pdfFactory Pro trial version www.pdffactory.com
Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
PDF created with pdfFactory Pro trial version www.pdffactory.com
• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Vladimir Trajkovski-Evidence-based Practices for Children with AutismVladimir Trajkovski
Prof. Dr. Vladimir Trajkovski presented this topic: Evidence-based Practices for Children with Autism for Vis a Vis project in organization of Alma Mater Europaea - ECM on 17.10.2023
Children’s Response to Art Activities Describing how a childJinElias52
Children’s Response to Art Activities
Describing how a child does what helps us understand a child’s feelings. Observing art activities allows a unique insight into every child, for no two children work with materials in the same way. Observe a child during an art activity. In the following section, complete each of the applicable items you observed. Give a brief statement for each applicable item.
Age/Grade Level of Child: ___________________________________________________________ Place/Time of Observation: __________________________________________________________ Amount of Time Spent Observing: ____________________________________________________
Movement:
What is the child’s posture like? What is the rhythm of body movements? What is the tempo of the body movements? How much and what kind of effort does the child expend? What kind of freedom does the child show in his or her body movements?
Facial Expression:
Describe the eyes of the child during the activity. Describe the mouth.
Sounds and Language:
From the items observed above, what can be surmised about the child’s emotional response to the materials? About the child’s self-awareness and self-concept?
If the voice is used, what is it like? What does the child say? (Direct quotes, if possible) Does the child chant, sing, use nonsense syllables or phrases, or tell stories while working?
Summary of Observation:
Describe the child’s self-awareness and self-concept as reflected in the use of art materials.
Week 6 Part 3
Nicole Richardson
Student Demographics
Sally is an eight-year-old Caucasian female in third grade, she is an only child with a diagnosis of ASD. Sally lives at home with her mother and father, Sally parents both work and Sally spends a majority of her time with her babysitter Sara.
Sally is a sweet kid most of the time. She loves to color and likes everything Jojo Siwa!
When Sally becomes agitated her behaviors included eloping, self injury, biting, hitting and screaming.
Interfering Behavior
Sally behaviors can be presented in different ways, from avoidance, fleeing, outburst, to getting out of her seat talking out of turn, becoming aggressive, and not completing assignments. She lacks the ability to think through her actions. (inpulsive)
Preventative strategies
Providing Sally with strategies to meet her needs, and give her different ways to prevent behaviors. Give Sally positive praise, encouragement and model positive behavior. Check the often for overstimulation. Offer Sally choices in manipulative tools for the task and guidance and positive redirection. Use a token board to reward positive beahvior, getting tokens as frequenly as a minute apart at first and then in time waiting longer.
Functional assessment
According to Sally’s school record, behaviors happen for attention or to escape work that she is not interested in. Her behavior continues until she either gets the attention she desires or until she does not have to complet ...
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. What does incidence mean in reference to
disability?
how many students with any particular disability
or combination of disabilities reside in a
community
5. What is a “high incidence disability”?
• communication disorders (speech and
language impairments)
• specific learning disabilities (i.e. ADHD)
• emotional or behavioral disorders
National Center for Accessible Instructional Materials
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010
6. What is a “low incidence disability”?
Low-incidence disabilities include—
– blindness
– low vision
– deafness
– hard-of-hearing
– deaf-blindness
– significant developmental delay
– complex health issues
– serious physical impairment
– multiple disability
– autism
Typically 1%
School-age
population
National Center for Accessible Instructional Materials
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010
7. Inclusion of students with Low Incidence
Disabilities
“Insufficient Numbers
Students with low-incidence disabilities are difficult
to serve in today's public schools because none of
the low-incidence categories alone can form a group
large enough to [always] warrant the presence of
full-time, school-based, and highly specialized
personnel, except in the largest of big-city school
districts.”
National Center for Accessible Instructional Materials
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010
8. Academics vs. Behavior
It is hard enough to teach modified academics in
the general education classroom without
challenging behaviors interfering.
9. “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically
as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1
htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip
10. Challenging behavior usually has a message- I am
bored, I am sad, you hurt my feelings, I need some
attention.
Students often use challenging behavior when they
don’t have the social or communication skills they need
to engage in more appropriate interactions.
Basic Assumptions
Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1
htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip
11. Behavior that persists over time is usually working for
the student.
We need to focus on teaching students what to do in
place of the challenging behavior.
Basic Assumptions
Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1
htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip
12. What are ways you prevent challenging behaviors?
– Positive relationships & Environments
– Schedules & routines
– Engaging activities
– Teaching skills
Prevention is the first step!
Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1
htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip
13. WHAT STRATEGIES DO YOU CURRENTLY
USE TO INCLUDE STUDENTS WITH LOW
INCIDENCE DISABILITIES AND PREVENT
BEHAVIORS?
14.
15. Expert Teachers-
• Research of expert performance
• 12 Teacher interviews
– Excellence in Education Award from the National
Center on Low Incidence Disabilities
– Various experience levels, birth to 21 represented,
residential to inclusive settings, rural, urban &
suburban areas
• 13 Interview Questions
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
16. 12 Expert Teachers of Low Incidence
5 Common Themes
• High Expectations
• Communication
• Respect
• Professional knowledge
• Relationships
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
17. Expectations
• “If I could get every parent and every teacher to
make the students be as physically and emotionally
independent as possible, then I think we would see a
tremendous difference . . . . They would leave
knowing that they could succeed, and knowing that
they had to succeed because people wouldn't
pamper them.”
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
18. Communication
• Employ active listening
• Change your style of communication to match who
you are communicating with
– Ask what and how
• Calendar for regular contact
• Show respect
• Be flexible- keep trying
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
19. Respect as an individual
• “Try to get to know the student! Don't belittle them;
try to figure out what it is that turns them on. Watch
their habits, watch what they do and find what turns
their switch on and then gear material toward that.”
• “Most kids, if you take an interest in their life and are
consistent in rules and expectations, they will respect
you and themselves.”
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
20. Professionalism
• The changing nature of the field makes it essential
that teachers pursue opportunities for professional
development and advancement.
– Best Practices in content
– Adult & Community Living Skills (transition)
– Assessments
– Assistive Technology Devices
– Typical Child Development
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
21. Relationships
• “When we're talking about inclusion it means being
part of a community. It's not a special program, it's
how you look at kids and how you treat them and
how they are involved in the school.”
• from “need-centered” to “strength-centered”
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6
29. Kagan Structures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com
31. Kagan Structures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com
33. Tiered Instruction
• All levels can be accommodated
• Vertical Alignment Document at STAAR-Alt Resources
by TEA
• Ask an Alt teacher
• Alternate reading material, activity, video, etc
• Concrete/Hands On
34. Strategies for Preventing Behavior during
instruction
• Provide oral instruction for students with reading
disabilities.
– Repeat instructions,
– Provide written instructions
• Present tests and reading materials in an oral format
• Frequent progress checks.
– Let them know how well they are progressing toward
an individual or class goal.
• Give immediate feedback.
https://www.teachervision.com/special-education/new-teacher/48460.html
35. Strategies for Preventing Behavior during
instruction
• Make activities concise and short, whenever
possible.
• Provide them with concrete objects and events—
items they can touch, hear, smell, etc.
• Use lots of specific praise.
– Avoid “You did well,” or “Good Job,”
– Be specific, “You did an excellent job organizing your
ideas for the project.”
https://www.teachervision.com/special-education/new-teacher/48460.html
36. Teach them the skills
• Social Skills
• Schedules & Routines
• Expectations
• Problem Solving Strategies
• Self-Regulation Strategies
39. Boys Town Social Skills
Listening to Others
1. Look at the person who is talking.
2. Sit or stand quietly. Don’t yawn, whisper to
others or fidget.
3. Wait until the person is finished talking.
4. Say “Okay”; “Thanks”, or “I see”.
http://www.parenting.org/article/listening-to-others
40. Boys Town Social Skills
How to Introduce Yourself
1. Look at the person.
2. Smile
3. Use a pleasant voice tone.
4. State your own name.
5. Shake the person’s hand.
6. When departing say, “It was nice to
meet you.”
http://www.parenting.org/article/meeting-new-people
42. Breathing Strategies
• Smelling pizza: Imagine smelling fresh hot pizza
that you are waiting to eat. Take a deep breath to
smell the pizza and exhale by bringing your lips
together to blow on the pizza to cool it off so that
you may eat the pizza.
43. Breathing Strategies
• Birthday Candles: Imagine blowing out birthday
candles. Take a deep breath and exhale by bringing
your lips together to blow all the candles out in one
breath.
44. Breathing Strategies
Visualize Breaths
• Help student imagine what each breath looks like as
she inhales it. Have her imagine the breath going
down her throat, into the lungs and stomach.
• Lay down with item on belly to show diaphragm
movement
• Yawn and analyze deep inhale
45. Kagan Strutcures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com
46. Rally Coach
• Stand up, pair up with nearest partner
• Decide A & B
• Use Rally Coach to explain the any of the visual
strategies we discussed
– Visual Schedules
– Visual Routines
– Visual Expectations
– First/Then Reinforcement Board
• A goes first
47. Engagement deters behavior
Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout – Treating the Disease, Not Just the Symptoms. San Clemente, CA:
Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com
48. Engagement deters behavior
“Engaged with the learning
activities students find little
opportunity or desire to
become disruptive.”
Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout – Treating the Disease, Not Just the Symptoms. San Clemente, CA:
Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com
49. Engagement deters behavior
• Collaborative Learning Structures
– Stand up, Hand up, Pair up
– Rally Robin (talk)
– Rally Coach
– Timed Pair Share
50. Accessibility Increases Engagement
• Chrome Extensions
– Readability
– Google Dictionary
– Chrome Speak
– Zoomy
• QR Codes
• Accessibility for
Educators Microsoft
• Simplified or Adapted
Text
– Rewordify
– Adapted Books
– Tar Heel Reader
– Bookshare
– Learning Ali
• SAS Curriculum
Pathways
51. Kagan Structures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com
What different disabilities have you seen in your classes?
http://www.polleverywhere.com/free_text_polls/T9gRCXpgR2nvGuE
What strategies do you currently use to include students with low incidence disabilities and prevent behaviors?
http://www.polleverywhere.com/free_text_polls/2CsnWRWAeKdLLcb