This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
7 Steps for Separating Difference and Disability for Diverse LearnersCatherine Collier
There remain great challenges facing education professionals working with students with learning and behavior problems, especially those from diverse language and culture backgrounds. There are 7 steps to follow when addressing these concerns.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
This is the keynote I gave in Portland, Maine. It is an overview of Separating Difference & Disability issues. Audience composed of administrators, psychologists, ELL teachers, Special Education teachers, and others. This was for the excellent Language, Culture, and Identity Conference.
This is the PowerPoint presentation I gave in Lexington, Kentucky, recently about implementing the PEARL strategy framework within instructional intervention and problem solving settings. We had two great days of application.
This document provides an overview of a final project for an SPED 410 course. It outlines the roles of three students - Phoenix Chen who discusses autism recommendations, David Valtierra who discusses visual impairments and inclusion, and Madihah Sharif who discusses emotional/behavioral disabilities. It also provides demographic information about the high school being discussed. Each section provides academic, social, and behavioral recommendations for the specific disabilities addressed based on research sources. The conclusion emphasizes the importance of collaboration between teachers and utilizing planning time effectively.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
7 Steps for Separating Difference and Disability for Diverse LearnersCatherine Collier
There remain great challenges facing education professionals working with students with learning and behavior problems, especially those from diverse language and culture backgrounds. There are 7 steps to follow when addressing these concerns.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
This is the keynote I gave in Portland, Maine. It is an overview of Separating Difference & Disability issues. Audience composed of administrators, psychologists, ELL teachers, Special Education teachers, and others. This was for the excellent Language, Culture, and Identity Conference.
This is the PowerPoint presentation I gave in Lexington, Kentucky, recently about implementing the PEARL strategy framework within instructional intervention and problem solving settings. We had two great days of application.
This document provides an overview of a final project for an SPED 410 course. It outlines the roles of three students - Phoenix Chen who discusses autism recommendations, David Valtierra who discusses visual impairments and inclusion, and Madihah Sharif who discusses emotional/behavioral disabilities. It also provides demographic information about the high school being discussed. Each section provides academic, social, and behavioral recommendations for the specific disabilities addressed based on research sources. The conclusion emphasizes the importance of collaboration between teachers and utilizing planning time effectively.
The document discusses gifted students with dyslexia and how remedial programs can help enhance their potential. It defines dyslexia as a specific learning disability involving difficulties with word recognition, spelling, and decoding abilities. While gifted dyslexics show different patterns of challenges than non-gifted dyslexics, such as issues with spelling, reading aloud, writing, and note-taking. The document also discusses different brain imaging research on dyslexia and various multi-sensory remedial programs and assessments that can help gifted students with dyslexia.
This document provides information about special education services at King Public High School. It includes demographics of the student population which is mostly Hispanic/Latino and Black/African American. Many students face challenges such as low income status, mobility, and truancy. Test scores are lower than state averages. The document then discusses the school's special education programs and services for students with disabilities like learning disabilities, autism, and physical disabilities. Recommendations are provided to support inclusion and student success.
Complexity or mutual learning: reframing the narrative of health professional...StacieAttrill
This document discusses international and culturally diverse (CALD) students in health professional placements in Australia. It finds that international students and those with English as an additional language are more likely to have poor placement outcomes. The document presents research exploring international students' placement experiences and finding they face additional cognitive load from acculturation adjustments. It suggests clinical educators also experience increased cognitive load facilitating learning for these students. The document calls for research facilitating intercultural learning between students and clinical educators to improve outcomes for CALD communities.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
This document provides an overview of a high school, including its demographics, academic achievement levels, special education services, and recommendations for supporting various disabilities. It notes that the school has high percentages of low-income students, homeless students, and students with disabilities. Academic achievement is below state averages. The document then outlines principles of inclusion and least restrictive environments from IDEA. It provides recommendations for supporting students with disabilities like ADHD, autism, and hearing loss through academic accommodations, behavioral support, and assistive technology.
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This document outlines a presentation on exceptional development, oppositional defiant disorders, and juvenile delinquency. It includes sections on symptoms and causes, sharing knowledge, evaluation, and a short quiz. The presentation discusses oppositional defiant disorder (ODD) in children, its usual diagnosis by age 8, and common symptoms. Republic Act No. 9344 relates to juvenile justice and welfare in the Philippines. Risk factors for juvenile delinquency mentioned are family environment and peer influences.
This document discusses twice-exceptional learners, who are gifted students with disabilities. It outlines common characteristics of these learners, such as struggling with basic skills due to processing difficulties but having strong verbal abilities. It also discusses considerations for testing and identifying twice-exceptional students, as well as services, modifications, and accommodations that should be provided to support them. These include specialized programs and services, professional development for educators, IEPs, counseling, and allowing alternative assignments or adjusted deadlines.
This document outlines a campaign to promote awareness of dyslexia and create a dyslexia-friendly environment in Singapore schools. The campaign will have two phases: the first aims to increase public awareness of dyslexia through various pre-launch activities like distributing informational guides and holding seminars. The second phase targets parents and teachers to encourage early diagnosis and support for dyslexic students. It details activities like workshops for students, parents and teachers to provide training and resources. The goal is to foster acceptance of dyslexia and ensure students can reach their full potential.
This document discusses Response to Intervention (RTI) approaches for English learners. It notes that implementing RTI for culturally and linguistically diverse students requires understanding their backgrounds and needs. Tier 1 interventions involve classroom modifications and accommodations with documentation. Tier 2 adds further modifications and progress monitoring. Tier 3 provides intensive, small group instruction by highly trained teachers with weekly monitoring. Secondary English learners face challenges with academic literacy, but effective Tier 1 instruction incorporates socioculturally aware practices, rich texts, vocabulary instruction and differentiation. Organizing RTI with options like sheltered instruction observation protocol can help secondary English learners access grade-level content.
This powerpoint presentation provides a basic overview of special education and examples of accommodations, modifications and AT devices used in Karen Lee's 3rd grade classroom.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Dyslexia is a language-based learning disability that causes difficulties with reading, writing, and spelling. It is characterized by problems with phonological processing and sound-symbol recognition. Dyslexia affects approximately 15-20% of the population and can be diagnosed through comprehensive testing of language skills, reading, and academic achievement. While dyslexia is lifelong, early identification and treatment using structured, multisensory methods can help individuals with dyslexia learn to read and write successfully. The Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act protect the rights of people with dyslexia to receive appropriate educational support and accommodations.
This document discusses six big ideas for supporting students with low incidence disabilities: 1) Cultivating local leadership to oversee programs and professional development. 2) Ensuring teachers meet certification requirements. 3) Providing ongoing professional development opportunities. 4) Actively including all students in literacy initiatives. 5) Ensuring accessible instructional materials are available. 6) Ensuring IEPs address the unique needs of students with low incidence disabilities.
This study aimed to explore the communication challenges between hearing impaired students
and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu
Nekemte Senior Secondary School as research site and employed qualitative methods
Between 3-7% of school-aged children in the US have been diagnosed with ADHD. While the exact increase cannot be determined due to a lack of historical records, some potential factors include a broader definition and increased awareness. Students with ADHD often have trouble paying attention, are easily distracted, and forgetful. These characteristics make learning difficult as they miss information from teachers. However, not all students exhibit the same behaviors or degrees of symptoms. According to IDEA '97, ADHD falls under the category of other health impairments. Organizations like Project Eye-to-Eye support ADHD as a legitimate disability and focus on building self-esteem for these students. Special education services could include assigning student partners to
Universal Design for Learning (UDL) provides a framework for designing curricula that are accessible to all students, including those with intensive support needs. The document discusses UDL principles like providing multiple means of representation, action and expression, and engagement. It also addresses providing intensive supports through differentiated instruction, assistive technology, and specialized instruction to meet student needs, while striving to educate students in inclusive, least restrictive environments.
This document discusses assistive technology in the classroom for students with disabilities. It defines disabilities that qualify students to receive special education services under IDEA. IDEA requires students receive education in the least restrictive environment and inclusion places students in regular classrooms. The document defines an IEP and assistive technology. It identifies ADHD, auditory disabilities, and mild learning disabilities as specific needs and provides examples of assistive technologies and instructional best practices for each, such as FM systems for auditory disabilities and audiobooks for reading difficulties.
This document discusses various issues and trends related to teaching English as a foreign language. It addresses common problems that can arise, such as learner inhibition, low participation, and lack of motivation. It also explores different methods for teaching second languages to children, such as immersion programs, sign language instruction, and combining language learning with physical actions. The document emphasizes the importance of finding an instructional method that suits each learner's individual needs. It also notes challenges like insufficient time and resources for language teaching in some contexts. Overall, the document provides an overview of current issues, methods, and debates surrounding the field of teaching English as a foreign language.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
Learning Disabilities within Cultural & Linguistic ContextCatherine Collier
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
This document provides information about special education services at King Public High School. It includes demographics of the student population which is mostly Hispanic/Latino and Black/African American. Many students face challenges such as low income status, mobility, and truancy. Test scores are lower than state averages. The document then discusses the school's special education programs and services for students with disabilities like learning disabilities, autism, and physical disabilities. Recommendations are provided to support inclusion and student success.
Complexity or mutual learning: reframing the narrative of health professional...StacieAttrill
This document discusses international and culturally diverse (CALD) students in health professional placements in Australia. It finds that international students and those with English as an additional language are more likely to have poor placement outcomes. The document presents research exploring international students' placement experiences and finding they face additional cognitive load from acculturation adjustments. It suggests clinical educators also experience increased cognitive load facilitating learning for these students. The document calls for research facilitating intercultural learning between students and clinical educators to improve outcomes for CALD communities.
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
This document provides an overview of a high school, including its demographics, academic achievement levels, special education services, and recommendations for supporting various disabilities. It notes that the school has high percentages of low-income students, homeless students, and students with disabilities. Academic achievement is below state averages. The document then outlines principles of inclusion and least restrictive environments from IDEA. It provides recommendations for supporting students with disabilities like ADHD, autism, and hearing loss through academic accommodations, behavioral support, and assistive technology.
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This document outlines a presentation on exceptional development, oppositional defiant disorders, and juvenile delinquency. It includes sections on symptoms and causes, sharing knowledge, evaluation, and a short quiz. The presentation discusses oppositional defiant disorder (ODD) in children, its usual diagnosis by age 8, and common symptoms. Republic Act No. 9344 relates to juvenile justice and welfare in the Philippines. Risk factors for juvenile delinquency mentioned are family environment and peer influences.
This document discusses twice-exceptional learners, who are gifted students with disabilities. It outlines common characteristics of these learners, such as struggling with basic skills due to processing difficulties but having strong verbal abilities. It also discusses considerations for testing and identifying twice-exceptional students, as well as services, modifications, and accommodations that should be provided to support them. These include specialized programs and services, professional development for educators, IEPs, counseling, and allowing alternative assignments or adjusted deadlines.
This document outlines a campaign to promote awareness of dyslexia and create a dyslexia-friendly environment in Singapore schools. The campaign will have two phases: the first aims to increase public awareness of dyslexia through various pre-launch activities like distributing informational guides and holding seminars. The second phase targets parents and teachers to encourage early diagnosis and support for dyslexic students. It details activities like workshops for students, parents and teachers to provide training and resources. The goal is to foster acceptance of dyslexia and ensure students can reach their full potential.
This document discusses Response to Intervention (RTI) approaches for English learners. It notes that implementing RTI for culturally and linguistically diverse students requires understanding their backgrounds and needs. Tier 1 interventions involve classroom modifications and accommodations with documentation. Tier 2 adds further modifications and progress monitoring. Tier 3 provides intensive, small group instruction by highly trained teachers with weekly monitoring. Secondary English learners face challenges with academic literacy, but effective Tier 1 instruction incorporates socioculturally aware practices, rich texts, vocabulary instruction and differentiation. Organizing RTI with options like sheltered instruction observation protocol can help secondary English learners access grade-level content.
This powerpoint presentation provides a basic overview of special education and examples of accommodations, modifications and AT devices used in Karen Lee's 3rd grade classroom.
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Dyslexia is a language-based learning disability that causes difficulties with reading, writing, and spelling. It is characterized by problems with phonological processing and sound-symbol recognition. Dyslexia affects approximately 15-20% of the population and can be diagnosed through comprehensive testing of language skills, reading, and academic achievement. While dyslexia is lifelong, early identification and treatment using structured, multisensory methods can help individuals with dyslexia learn to read and write successfully. The Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act protect the rights of people with dyslexia to receive appropriate educational support and accommodations.
This document discusses six big ideas for supporting students with low incidence disabilities: 1) Cultivating local leadership to oversee programs and professional development. 2) Ensuring teachers meet certification requirements. 3) Providing ongoing professional development opportunities. 4) Actively including all students in literacy initiatives. 5) Ensuring accessible instructional materials are available. 6) Ensuring IEPs address the unique needs of students with low incidence disabilities.
This study aimed to explore the communication challenges between hearing impaired students
and EFL teachers in Inclusive English Language classrooms. To achieve its objectives, the study used Biftu
Nekemte Senior Secondary School as research site and employed qualitative methods
Between 3-7% of school-aged children in the US have been diagnosed with ADHD. While the exact increase cannot be determined due to a lack of historical records, some potential factors include a broader definition and increased awareness. Students with ADHD often have trouble paying attention, are easily distracted, and forgetful. These characteristics make learning difficult as they miss information from teachers. However, not all students exhibit the same behaviors or degrees of symptoms. According to IDEA '97, ADHD falls under the category of other health impairments. Organizations like Project Eye-to-Eye support ADHD as a legitimate disability and focus on building self-esteem for these students. Special education services could include assigning student partners to
Universal Design for Learning (UDL) provides a framework for designing curricula that are accessible to all students, including those with intensive support needs. The document discusses UDL principles like providing multiple means of representation, action and expression, and engagement. It also addresses providing intensive supports through differentiated instruction, assistive technology, and specialized instruction to meet student needs, while striving to educate students in inclusive, least restrictive environments.
This document discusses assistive technology in the classroom for students with disabilities. It defines disabilities that qualify students to receive special education services under IDEA. IDEA requires students receive education in the least restrictive environment and inclusion places students in regular classrooms. The document defines an IEP and assistive technology. It identifies ADHD, auditory disabilities, and mild learning disabilities as specific needs and provides examples of assistive technologies and instructional best practices for each, such as FM systems for auditory disabilities and audiobooks for reading difficulties.
This document discusses various issues and trends related to teaching English as a foreign language. It addresses common problems that can arise, such as learner inhibition, low participation, and lack of motivation. It also explores different methods for teaching second languages to children, such as immersion programs, sign language instruction, and combining language learning with physical actions. The document emphasizes the importance of finding an instructional method that suits each learner's individual needs. It also notes challenges like insufficient time and resources for language teaching in some contexts. Overall, the document provides an overview of current issues, methods, and debates surrounding the field of teaching English as a foreign language.
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
Learning Disabilities within Cultural & Linguistic ContextCatherine Collier
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
This document provides information about an inclusion program at a school including student demographics, principles of IDEA, recommendations for inclusion of students with disabilities, and strategies for supporting students with specific disabilities like emotional and behavioral disorders, autism spectrum disorder, physical disabilities, and more. It outlines goals and approaches for social-emotional learning and advocating for students. Resources on assistive technology, communication, and awareness are also referenced.
The document discusses key legislation and provisions related to special education, including IDEA, Section 504, ADA, and NCLB. It outlines requirements for IEPs, evaluations, least restrictive environments, and parental involvement. Current practices in schools include standards-based education, inclusion, accountability, differentiated instruction, universal design for learning, evidence-based practices, response to intervention, and consideration of student diversity. The goal is for students with disabilities to feel accepted while receiving individually tailored instruction to meet their needs.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication...IEFE
This document outlines key strategies for meeting the speech, language, and communication needs of students with learning challenges in mainstream classrooms. It discusses the importance of a whole-school approach including strong leadership, early identification of needs, impactful interventions, tracking student progress, and ongoing professional development for teachers. Specific strategies are recommended such as using visual supports, structured social interactions, explicit vocabulary instruction, and "think time" to improve student participation and outcomes.
Dr. Collier is giving a workshop in Dallas, Texas, about implementing culturally and linguistically responsive strategies during instructional intervention.
The document summarizes several important laws and concepts related to special education:
1) Public Law 94-142 established funding for states to develop special education programs and ensure appropriate education for students not previously served.
2) IDEA expanded services for preschoolers with disabilities and added autism and TBI to covered disabilities. It also required transition services and behavior plans.
3) Section 504 and ADA protect students with disabilities from discrimination and require accommodations.
4) NCLB aimed to better serve struggling students through accountability based on state standards testing in core subjects.
PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptxluengaskristen
This document discusses considerations for developing effective IEPs for deaf or hard of hearing students that focus on language and communication. It emphasizes that language is essential to the human experience and communication is important for social and academic progress. The IEP team must carefully consider students' language, communication needs and auditory access when developing goals and determining services. The document provides examples of language and communication-focused IEP goals and components that should be included in every students' IEP, such as present levels, special education services, and assistive technology. It stresses the importance of developing IEPs that meet each deaf or hard of hearing student's individual needs.
research learning disabilities students .pptssuser6ee2a5
1) The document outlines 10 promising research topics related to improving outcomes for students with learning disabilities. These include accurately identifying and classifying learning disabilities, understanding underlying cognitive processes, improving teacher quality, transition to work, interventions in STEM fields, effective writing and language interventions, instructional service delivery models, and practices to improve academic outcomes.
2) For each topic, the document discusses what is currently known and limitations in the existing research evidence, and identifies specific questions that require further study. For example, little is known about practices that work for students who do not respond well to typical interventions.
3) Overall, the document argues more research is needed across many topics to better inform teaching practices and improve academic and
Translator training power point march 2015cjohns51
This training covers translating for Houston ISD special education meetings and evaluations. Attendees will learn about privacy laws, the special education process, translating evaluations, and best practices for translating ARD/IEP meetings. The agenda includes introductions, an overview of the Family Educational Rights and Privacy Act, what special education entails, translating evaluations, the translator's role in ARD/IEP meetings, and resources. Translators are needed to ensure non-English speaking parents can participate fully. They must maintain privacy and translate all discussion for audio recordings even if parents cannot attend.
This document outlines the behavior policy of The Ockendon Academy & Studio School. It discusses the school's core values of respect, citizenship, and developing both intellectual and social skills in students. It also addresses taking individual student needs into account, such as those with disabilities or special educational needs, to ensure fair treatment and avoid discrimination. Reasons for inappropriate student behavior are provided, and it is emphasized that the behavior policy should be applied considerately based on students' circumstances.
This document provides an overview of key legislation, elements, and challenges related to special education in an era of inclusion and standards-based education. It discusses laws like IDEA, ADA, and NCLB that promote inclusion and accountability. Elements covered include standard-based education, response to intervention frameworks, universal design for learning, differentiated instruction, and evidence-based practices. The document notes that applying effective instructional strategies for students with disabilities is important but also challenging, as teachers must consider students' understanding of material and have backup plans.
Placement of english language learners in special educationKellie Wyatt
This document discusses the placement of English Language Learners (ELLs) in special education and gifted programs. It notes that ELLs are both over-represented and under-represented in these programs. The over-representation of ELLs in special education is due to difficulties distinguishing language acquisition from learning disabilities. Younger ELLs are less likely to be over-represented than older ELLs. ELLs are also under-represented in gifted programs due to lack of appropriate assessments and trained personnel. The document proposes an action plan to ensure fair representation and assessment of ELLs through culturally responsive teaching, early intervention, parental involvement, clear communication between stakeholders, and setting high expectations for students.
This document provides an overview of laws and practices related to teaching learners with special needs. It discusses key laws like PL 94-142/IDEA which require schools to provide students with disabilities a free and appropriate public education. It also covers Section 504, ADA, and NCLB which extended civil rights protections. Key concepts discussed include individualized education programs (IEPs), inclusion, response to intervention (RTI), universal design for learning (UDL), and differentiated instruction. The document emphasizes that teachers must consider the diverse needs and dimensions of diversity among learners with special needs.
This document provides an overview of Exceptional Lives High School, including demographics, academics, and special education services. It discusses the school's priorities in special education which include inclusion, accommodations, and ensuring equal access to education for all students. Specific disabilities and challenges discussed include language delay, intellectual disabilities, and physical disabilities. Recommendations are provided for supporting students with each disability in the classroom.
PLPs are personalised learning plans that tailor education to meet each student's individual needs and strengths. PLPs differ from IEPs/ILPs which are for students with disabilities or learning difficulties. PLPs aim to close achievement gaps between Indigenous and non-Indigenous students by actively involving learners, engaging students and parents, and responding to each student's uniqueness with high expectations. Teachers' role is to become co-learners, facilitate learning both in and out of school, and implement a rigorous but differentiated curriculum. Developing real partnerships through PLPs requires understanding students culturally, setting achievable goals, providing quality feedback, and building positive relationships through respect and commitment.
The document discusses several key aspects of special education including:
1) The federal categories of special education disabilities and examples like specific learning disability, speech impairment, and autism.
2) The learning environments of students with special needs, with 80% typically in regular classrooms requiring additional supports.
3) The individuals involved in IEP development including parents, teachers, representatives and the student.
4) Elements of IEPs like present levels, goals, family involvement and instructional implications.
5) Approaches to support students such as positive behavior supports, differentiated instruction, study skills and functional academics.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. RTI for ELL with Learning &
Behavior Problems
Addressing difference and disability in cultural
& linguistic contexts
Dr. Catherine Collier
#AskDrCollier
www.crosscultured.com
catherine@crosscultured.com