 Students with Special Needs › IEP › Public Law  Individuals with Disabilities Education Act  Inclusion has replaced the older term mainstreaming.

 Know the IEP  Adapt and modify material › Have the ready a week early › Have copies ready for coop teacher  Provides lots of structure  Monitor students  Use planners to write down assignments.

 Be consistent  Plan activities that all students can do  Plan questions ahead of time  Believe in student success  Provide scaffolding › Coach › Monitor › Get them started on the right track  Help with organization › Three-hole punch › Have students reread notes to each other

 Pullout approach  Buddy system  Use organization › Outlines of lectures already printed for them  Subgroup › Must meet AYP in reading and math

 Allow extra time for everything  Avoid jargon and idioms  Divide long explanations into parts  Write key words on board, transparency or display on projection system.  Read written instructions.  Go slower  Use variety of examples

 Dialogue journals  Personalize learning much like an IEP  Be positive and encouraging  Maintain high expectations  Use a variety of strategies  Use collaboration and cooperative learning

 Poor attendance  Poor attitude  Poor self-confidence  Personal problems  May come from poverty or violence

 Learn as much as you can about them  Talk to them  Avoid lecturing them  Employ media › Either they do not have it and will find it novel OR › They will be a wiz at it.

 Use active learning with real world problems.  Forget about covering the subject matter › Let them pick up what they will.  Help with study habits. › Graphic organizers  Find alternative texts.  Use simple language – maybe  Praise the deed when appropriate.

 Debate  Mock Trial  Moot Trial  Panel Discussion  Report  Roundtable Discussion  Symposium  Use Rubric to grade

 Raise hands  Applauding individual and group presentations  Maintain high expectations  Insist on politeness – decorum  No interruptions – respect of others  Use a stopwatch  Calculate interactions with students

 Plan early and thoughtfully what you will assign  Don’t assign something simply for the sake of doing so.  Avoid controversial issues  Provide choices or use differentiation for different students. › ELL have a hard time doing homework.

 Study guides for reading textbook  Involve parents as facilitators  Homework should stimulate thinking and arouse curiosity  Avoid yelling out the assignment as students pack up to leave the room  Length should be reasonable  Start in class  Provide feedback  Grade for completion, not accuracy.

 To protect students’ privacy rights, don’t post grades or use peer grading for grades.  May use for editing, but only if you are certain that students are fairly homogeneous.

Beginning on page 357, there are 126 ways to teach creatively. Look at them.