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Assess Entering Achievement
Identification of the extent of differences in needsuse several sources of information Tests (Criterion & Standardized Measures) Observations Indicators of performance such as study and work habits Students interests and backgrounds Within their ability level In basic skills Identifying Special Groups
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Modify-ing Whole Class
Team Teaching Modify-ing Whole Class Supplementary Instruction Individual Additional Strategies *Scheduling Movement *Reminding students what they to take with them *Rules and procedures *Responsi- biliy *Interac- tive ins truction *Seating *Direc- tions *Assign- ments *SPED/Inclusion *Title I Programs *Enrichment Programs *ESL *Coordinate with other teachers *Staying on schedule *Cushion activities *Entry/exit from class *Aides Content mastery *Requires: Assessment Time management Resources Planning time *Transitions *Monitoring behavior *Responsibi- lity *Contracts *Cooperative Learning *Peer Tutoring
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Students with Learning Disabilities
Characteristics: Lower achievement in some academic areas & higher in others Disorganized thinking Forgetful Easily frustrated/angry hopelessness At times they may develop behavioral problems Strategies: Respond to positive and structured approach Require much repetition (rehearsal) Redirection overlearning
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Students with Emotional or Behavioral Problems
They are different from other children in the intensity and frequency of their behavior Inquire for a psychological report or SPED Develop a behavior management plan Ignore minor infractions Reinforce appropriate behavior Reduce stressors Adjust your expectations Learn to recognize behavioral cues Aggressive students Reinforce attempts for self control Modify activities Work with other staff members to help develop structured choices After outburst, regain composure and reestablish relationship Remember, that when students lose control, their anger is rarely at you
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Students with Serious Social Deficits (Asperger’s Syndrome)
Mild form of autism As young children, some may appear bright as they have great capacity to learn As they grow older you can see that they have problems understanding Also poor communication skills develop Stand too close, no eye contact, inappropriate talk and robot-like behaviors Rigid in their outlook – when routine is changed, get anxious These students are visual learners – cannot process auditory and visual stimulus at the same time Make instructions brief Do not insist on maintaining eye contact Use social stories or social scripts – they do not learn social skills by observing Some highly skilled in computer work
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Students with ADHD Characteristics include: Strategies:
Distractibility/short attention span/inability to organize Impulsiveness/high level of physical movement Strategies: Attention before oral, clear, step by step instructions Monitor the steps when they begin assignment Amount of work comparable with the attention span Accuracy is more important than speed Collect completed assignments (they may lose them) Reinforce neatness but do not penalize for errors Show them how to use cards as frames Organize daily schedule so that exciting activities come aftermove around e/few minutes Low pressure low risk activitiesrelaxation techniques Make sure that if students take meds, you cue them Express confidence in them
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Students who are Deaf and Hearing Impaired
Students with hearing loss may be able to function in regular classes, but at times they miss important information Strategies: Seat students at the center of the room and in frontso they can see your face Repeat information Provide written backup In question and answer period, restate other students questions They need close monitoring in their written work because they cannot read lips and take notes at the same time Assignment of interpreters is within the law
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Students who Have Visual Impairments
Suggestions for adaptations are: Read aloud what is on the board Allow students to use tape recorders When possible use tactile models or hands-on activities Encourage students to ask for help Seat students away from glare Allow students to come close to the board Teach them social skills, such as proximity
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English Language Learners
Types of instruction Strategies Level of understanding English Pronounce their names right Learn key words in their language Help students learn basic (instructional vocabulary) Use your creativity in communicating with them Consider assigning a peer buddy Remembers, some may respond with gestures Include these students in all classroom activities Provide opportunity for these students to share in the class Bilingual, Immersion, ESL
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Students Living in Extreme Poverty
These students may not have the going to school skills Strategies Help them understand the importance of learning Rules have to be explained Understand the “saving face” paradigm Have extra supplies Teach procedures step by step Help them bracket their problems Assign peer buddy Emotions and fear should be understood Encourage positive self talk Teach goal setting Allow them help another student on something they do well Let parents know how you care and enjoy these kids
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Teaching Low & High Achieving Students
Active instruction Organizing and pacing instruction Remedial instruction Building positive attitudes Keep students productively involved Give them challenges Understand that although these students learn well and fast they have very different personalities and behaviors Nurture creativity Have resource materials available (cushion activities)
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