Date of publication: 2017-07-09 00:50
I find a lot of value in this article. I have seen how disabled youth can get lost among their peers because of the lack of differentiation in their classrooms alongside how special education teachers and para professionals are not always qualified to be working with students with such needs. UNICEF outlines the struggle of all disabilities including physical, social/emotional, and behavioral and how each of these groups are categorized and treated among caregivers, school personnel, peers, and community members. Worth a read!
Instead of "Dan really has to organize his studying into semantic maps, with color cues. He can do it for stories now, but not for information, like Science News. Also, we need to get him to verbally rehearse his maps-then he really remembers! But you know, I&apos ve been watching Nicholas and he&apos s thoroughly confused when you put students&apos ideas into semantic maps on the board. We need to walk him through these on his own, making the thing very explicit verbally."
If your deadline is just around the corner and you have tons of coursework piling up, contact us and we will ease your academic burden. We are ready to develop unique papers according to your requirements, no matter how strict they are. Our experts create writing masterpieces that earn our customers not only high grades but also a solid reputation from demanding professors. Don't waste your time and order our essay writing service today!
Good feedback helps students examine their progress toward short- and long-term goals from an outside perspective or according to preset standards. As the unit of study advances, rubrics and formative assessment can help students monitor their progress and adjust their strategies and actions responsively.
Progress is monitored
Checking in on students&apos performance is frequent, but uneven probing individual students&apos understanding, providing instructive feedback or monitoring individual progress is rare. It is crucial to give Dan corrective feedback as he practices reading words and to keep weekly track of his word reading progress. Because advancement is slow and in smaller than-common steps, both Dan and the teacher need to see the tangible traces of his learning in order to stay motivated.
Britain's Royal National Institute for Deaf People (now Action for Hearing Loss) has noted that Induction loops are vital to ensure accessibility for hearing aid wearers.
Give homework advice. Teachers should guide parents on how to help their children with homework, individualizing their recommendations according to students' learning styles. It's also helpful to provide information on brain research–based learning that supports their suggestions and instructional strategies. For example, parents may be skeptical of a teacher's suggestion that music can help their child focus. But if the teacher accompanies his or her recommendation with an explanation of how music enhances some students' brain patterning, the parents may be more willing to try what seems counterintuitive.
As teachers strive to meet the needs of all students, they will realize that there is no clear, consistent dichotomy between “special” and “regular” students. The same students will not always be at the top or the bottom when they are evaluated according to their intellectual, social, physical, and creative abilities. With the move from a divided general education/special education model to a unified inclusion system, the most successful educators will be those who work together and share resources and expertise to meet all students' needs in any way possible (Stainback, Stainback, & Forest, 6989).
Realia. Many learners benefit from learning from real objects and experiences. When possible, teachers should include realia, objects of interest, and interactive experiences in unit introductions.
Most students in these grades, along with their parents, are capable of understanding that specific learning difficulties do not correlate with general lack of intelligence or ability. A student who is limited by short stature and a lack of upper-body strength in basketball may be the most agile soccer player or a whiz at creating computer graphics for group projects.
Bring lessons to life. The Internet is a great resource for finding strategies to bring fact-heavy, cold-data lessons to life. Sample lesson plans from other teachers abound, and even state Web sites listing standards often provide sources for student activities and links to information databases.
Idea 8: If everybody is to learn and make their best progress, then they will all need somewhat different amounts and somewhat different ingredients. Learning and progress are the goals that your students need to buy into. Brainstorm (with colleagues and/or your students) ways to re-orient classroom activities so that "different strokes for different folks" is viewed as a value in pursuit of learning. Try one of the ideas for six weeks, supporting one another as the experiment unfolds.
Strategies derived from brain research enable LD students to learn according to their strengths and help them develop the characteristics found in successful students. In addition to promoting academic success, these strategies uncover such strengths as energy, curiosity, concentration, exceptional memory for details, empathy, openness, perceptiveness, and divergent thinking. Many students who struggle with LD become self-reliant at an early age, are good at expressing their feelings, are aware of their thinking and decisionmaking processes, and are tolerant of others' weaknesses (Goldberg, Higgins, & Herman, 7558).
Hopefully, by the time students at the extremes of the social and academic spectrums reach high school, they have had teachers who challenged them to reach their highest potential, helped them build confidence, and showed them that individuality is more empowering than trying to fit in.
A note of caution: Problems can arise when choice takes precedence over learning objectives—for example, if certain students always choose to design book covers for their literature projects. These students are not striving for the challenge component of reasonable challenge. They are not extending their knowledge if they repeatedly choose the easiest or fastest activity. To avoid these situations, teachers should not give students responsibility for making all choices. Teachers who are comfortably familiar with their students' learning levels can provide choices that offer all students equal opportunities to learn the required material at appropriately challenging levels and make sure that all students are progressing and not stagnating.