Final Map

Love thy Neighbor

Be like the Good Samaritan

The parable of the Good Samaritan

"There was considerable antipathy between the Jews and the Samaritans at the time of Christ. Under normal circumstances, these two groups avoided association with each other. It would still be a good, instructive parable if the man who fell among thieves had been rescued by a brother Jew."

Showing support to everyone

“We’ve been overwhelmed by support. We’re not Mormon, but the local ward here has been all over us with meals and help and words of comfort. It’s been a total outpouring of love, and we appreciate it”

Jesus Christ is our greatest example

Love those that are lost.

True Disciples of Jesus Christ have always been concerned for the one.

"We are commanded to seek out those who are lost. We are to be our brother’s keeper. We cannot neglect this commission given by our Savior. We must be concerned for the one."

Some are Lost because they are weary.

"The prophet Isaiah proclaimed that the Lord “giveth power to the faint; and to them that have no might he increaseth strength.”"

Help carry some of the burdens.

Love those that are struggling.

No Room for Guilt

"The idea that all suffering is somehow the direct result of sin has been taught since ancient times. It is false doctrine. That notion was even accepted by some of the early disciples until the Lord corrected them."

Restored to Perfect Frame

"That day of healing will come. Bodies which are deformed and minds that are warped will be made perfect. In the meantime, we must look after those who wait by the pool of Bethesda."

How to use the Holy Ghost in our lives.

Just be good keep the commandments and the Spirit will guide you.

Be Good and Live the Commandments

"People who do what is right have integrity. They do what they say they will do. They live the standards. They have committed to live, and are firm in keeping the covenants they have made."

Spirit of Entitlement

"In the authority of the Holy Apostleship, I now raise a voice of warning, and I make a solemn promise. If the day ever were to come that intellectual arrogance, a lack of appreciation, and a Spirit of demanding entitlement, take root on this campus among the students, the faculty, the employees, the administration, or the community of Rexburg, then in that day the Spirit of Ricks will well be on the way to being extinguished."

What is Special Education?

Special Education Component: Special Education is made up of three components, they are, Specially Designed Instruction, Related Services, and Supplementary Aids and Services.

Special Designed Instruction

This is tailored to students and hold documents to help teachers, teach children better. These files are very important they tell teachers a lot about the child and their habits.

Related Services

Children will receive assistance that is beyond their academic instructions, these services may be, speech and language therapy, physical therapy, counseling, adapted physical education. These are services that teachers in class cannot give the children help with.

Supplementary Aids and Services

Children with disabilities are given the opportunity to be in a class with all of their peers. In these classrooms teachers and staff with make accommodations and modifications that are made to ensure that the child is safe and comfortable.

Federal Special Education Laws: This law has categories for which explains categories of disabilities that make children eligible for special education programs.

Core Principles of IDEA: IDEA has been revised many times in the past four decades to increase the range of services that can help students with disabilities.

Free Appropriate Public Education FAPE

Student have the opportunity to attend public schools, they are able to receive an education that is tailored to their needs specifically.

Least Restrictive Environment

Children with disabilities are able to be in classrooms with other peers that don't have disabilities. They are able to get the same education experience as them.

Individual Education

Assessments that are given to children with disabilities. Teachers are then able to use these assessments to tailor the material to the child.

Nondiscriminatory Evaluations

Instruments that are used to assess children should not discriminate on the basis of race, culture, or disability.

Due Process

Informal and formal procedures need to be followed when there is any dispute about the students eligibility for special education, educational placement, or services that a child may receive.

Zero Reject/ Child Find

A child cannot be turned away from getting an education just because they have a disability. A school district has the responsibility to appropriately educate the child.

Additional Provisions of IDEA: This is not something that is set in stone, this changes frequently with all of the court cases.

Students With Low-Incidence Disabilities

What are Low-Incident Disabilities?

1. Students with low-incidence disabilities together make up less than 20%

2. Most students with low-incidence disabilities have received some type of special education service for most of their lives.

3. Students with low-incidence disabilities need the same type of attention from you that other students do.

IEP's are hard for parents.

Here are some things that parents have said about IEP meetings:

Causes a lot of fear

Insulted

Frustrated

Scared

Teams should:

Identify Supports

Families are that are most invested

Family participation

IEP

Critical document

Summary of current things

Goals for next year

Different to professionals than parents.

A promise that they know your child and are going to provide the best for the child's needs.

Teams can be small or large

Teams should include:

Parents=corner stone

School representative- Principle

Teachers- general education teacher, special eduction teacher, P.E. teacher

Related services- Occupational therapist, Physical therapist, Nurse, and physiologist.

Students should attend if possible.

More than one meeting time and date should be offered.

Parents should be given:

An interpreter should be provided if there is need for one.

The rights that they are required to have.

Goals

Observations should be made

Data collection

The previous years goals should be discussed if not the first meeting.

Develop a consensus

Hear concerns if any

WHO ARE PROFESSIONALS IN SPECIAL EDUCATION?

GENERAL EDUCATION TEACHERS

SPECIAL EDUCATION TEACHERS

RELATED SERVICE PROVIDERS AND OTHER SPECIALISTS

School Phycologists

Counselors

Speech/Language Therapist

Social Workers

Admistrators

Other Specialists

PARENTS AND STUDENTS

HOW DO YOU DECIDE WHETHER A STUDENT NEED MIGHT BE A DISABILITY?

ANYLYZE UNMET NEEDS

What are special examples of unment needs?

Is there a chronic pattern negatively affecting learning?

Are the unmet needs becoming more serious at time pases?

Is the student's learning or behavior significantly different from that of classmates?

Do you discover that you cannot find a pattern?

COMMUNICATE YOUR OBSERVATIONS AND TRY YOUR OWN INTERVENTINS

Contact the parents

Contact colleagues

Try simple interventinos

Document the unmet need

Reflect on your understanding of and response to the student

HOW DO STUDENTS OBTAIN SPECIAL SERVICES?

INITIAL CONSIDERATION OF STUDENT PROBLEMS.

Intervention Assistance Team

Response to Intervention

THE SPECIAL EDUCATION REFFERAL AND ASSESSMENT PROCESS

Parents' Rights

Components of Assessment

DECISION MAKING FOR SPECIAL SERVICES

MONITORING SPECIAL EDUCATION SERVICES

Annual review

Due Process

Additional Reviews

WHAT IS AN INDIVIDUALIZED EDUCATION PROGRAM?

REQUIRED COMPONENTS OF AN IEP

Present level of performance

Annual goals and short-term objectives

Extent of participation in general education

Services and modifications needed

Behavior intervention plan

Date of initiation and frequency and duration of service and anticipated modifications

Strategies for evaluations

Transition Plan

THE VALUE OF IEPS

WHAT SERVICES DO STUDENTS WITH DISABILITIES RECEIVE?

SPECIAL EDCUATION AND OTHER SERVICES

STUDENT PLACEMENT AND EDUCATIONAL ENVIRONMENTS

Regular (General Eduaction) Classes

Resource Programs

Separate Classes

Residential Facilities

Home and Hospital Settings

Chapter 7: Students with High-Incidence Disabilities

WAHT ACCOMMODATIONS CAN YOU MAKE FOR STUDENTS WITH COMMUNICATION DISORDERS?

Understanding speech problems

Understanding language problems

Accommodations for students with communication disorders

Speical Education Law

CARE FOR THE DISABLED- A BREIF HISTORY

RECENT HISTORY

Before the rise of Instututions 1800-1950

Difficult to care for them

Agrarian Society

Locked up at home

Placed in poor house or abandoned

Carting the disabled to neighboring towns; "warned out."

Reflected negatively on the family

The rise of Instutions

Separtaiton into groups:

Blind and deaf-boarding school

Trained schools

created to train or correct ("cure") problems.

Asylums

Protecting them from others

Protecting other from them

Lead to worsening conditions, as they were seen as causing the degradation of society.

Invisibility and abandonment.

Deinstitutionalization

Driven by law suits

Care for and process vaned from state to state

Group homes

Put out on the street

Shelters and community facilities

Many remain homeless today

THE CREATION OF LAW

Types of law that impact Special Education

Statutory

Laws made by congress

Regulatory

Regulations added to statutory laws

Case

Legal ruling the result of law suits (e.g., Brown v. Board of Education

STATUTORY LAW

Congressional Process: Creation of Law Proposals and hearings;

Bill proposal and committee work

Congressional review; passage of code by both houses

Senate committee

Senate

House committee

House of Representative

Presidential signature

Law and Administrative

Law and code creation

Interpretation by U.S Department of Education and the creation of administrative code.

Public review and then approval state congressional review and passage of law.

Interpretation and creation of administrative code by State Department of Education

District interpretation and policy

Funding of mandates

Section 504 of the Rehab Act (1973)

Called "504"

Applies to all people, not just students with educational disabilities.

Most often applied in the school for students with ADHD, severe allergies, or other disabilities requiring accommodations that are not necessarily educational.

Requires an accommodation plan

Most of this law was incorporated into 94-142 and later revisions.

Education of all Handicapped Children Act (1975)

Called 94-142; funded mandate

Applies to students with educational disabilities

It defines the disabilities.

Guaranteed special education services

Regulated the decision process (fair & appropriate)

Informed consent and LRE required

Introduced the IEP; Assessment must not be discriminatory.

Revised in 1986 (99-457)

Extended services down to birth up to 21 years

Introduced a new plan for children through 3 called an Individual Family Service Plan (IFSP)

Required case manager.

Individuals with Disabilities Education Act

Revised the 1986 law to become IDEA (1990)

More appropriate terminology

New categories Autism and TBI

Transition plans required

Revised again in 1997

More accountability

Parents as members of MDT emphasized

Expand to include regular education Special Education teacher

IDEA revised again in 2004

Commits the Federal Government to pay 40% instead of 19%

reductions in paperwork (3yr IEP)

LD eligibility changed

Special education teachers mush be "highly qualified"

School will have more freedom to remove disruptive students.

Two-year statute of limitations on parents ho need to file a complaint.

CASE LAW: A suit is brought against one party by another.
Usually, the court imposes a penalty, but, occasionally, the court will interpret the law in a precedent-setting.
This precedent is binding on the jurisdiction and often on the Nation.

IDEA principals defined by court rulings

Landmark case- Zero reject

Brown vs. Board of Education

Based on the 14th Amendment- equal protection under law

Entry of Federal Government into public education

No Federal constitutional right to an education

Over turned "separate but equal" (Plessey v. Ferguson)

Basis to build disability activism

Court Rulings:Landmark Case- All IDEA principles but primarily DUE PROCESS
PARC vs. Pennsylvania (1971)
Parent of an institutionalized child
12 year old child transferred to another institution without notifying parents
Due process procedures resulted from this case
State cannot deny education to children with mental retardation
Consent required
Did not become case law

Landmark Case- Definition of LRE

Daniel RR v. Texas State Board of Education (1988)

Other cases used with Daniel as precedent for LRE: Lanchman, Ronker, and Holland

Gave two prongs for determining LRE

Daniel RR v. Texas State Board of Education (1988)

First Prong: Whether the child's placement in regular education environment can be satisfactorily achieved with supplementary aides or services.

Three factors to consider under first pong:

1. Has the district made reasonable efforts to accommodate the child?

2. Evaluate the academic and nonacademic benefits available to the child in regular classroom with supplemental aides and services as compared to benefits from special ed classrooms.

3. Possible negative effect of inclusion of child for the education of other student in class.

What are the costs supplementary aides and services (Holland case (1992))

Second Prong: Ask if the school district has included the child to the maximum extent possible in the regular classroom.

If placement cannot be satisfactory achieved in regular classroom, consider whether the proposed special education pavement will provide opportunities

Comes into effect District is found justified in removing a child from regular education.

IDEA

What are the six principles of IDEA

Write them down on a piece of paper

Share why they are important with a partner

Share the impact you think they will have on you as a teacher.

Six basic principles of IDEA

Zero-Reject

Non-discriminatory evaluation

Free and appropriate education (FAPE)

Least restrictive environment (LRE)

Procedural due process

Parent & Student involvement

FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERDA):
Two principles to remember
Access
Amend or append
Protection

Educational Records

Parents and eligible children have a right to inspect and review the educational record.

They have a right to challenge the record and have hearing if the school dies not change the record (amend). If still no change comes from the hearing, the parent has the right to insert a statement into the record (appeal).

Protection

Who can see the record?

Even within the school, not just any one can view the record. Limited to those who need to know.

List kept near files of who has the right to access

Must note in the file when, who, and, why you accessed the file

Not released to anyone outside the school without written consent of the parent/guardian or of- age child.

Maintenance of records

Must retain for a short period. (7 years generally)

Assure records are kept secure.

Two locks

In front office, except for temporary use away from home.

Allowable dissemination

To other educational agencies-strict guidelines

Outside the school-with parent permission only

Custodial parents have rights, non-custodial do not.

May be released under other strict guidelines

Example: Research, court order, financial aid, etc.

Eligibility- The three prong test

Specific criteria associated with the disability

Condition adversely affects educational performance

Needs Special Education

Least Restrictive Environment

Prongs of Daniel RR and other cases

Has the school done everything possible to maintain the student in the regular classroom

If moved, has the school done everything possible to mainstream the students with his/her non-disabled peers to the maximum extent possible.

Informed Consent

Informed

Scope and Sequence

Procedural safeguard rights

Right to withdrawal consent

Consent

Written

In their naive language

Need to get consent when:

Conducting on ASSESSMENT

Determining ELIGIBILITY

Creating an IEP

Determining PLACEMENT

Changing any of the above

WHO ARE STUDENTS WITH LEARNING AND BEHAVIORAL
DISABILITIES AND WHAT ARE THEIR ACADEMIC NEEDS?

READING SKILLS

Students with learning and behavioral disabilities
have two major types of reading problems: decoding
and comprehension.

WRITTEN LANGUAGE SKILLS

This includes handwriting, spelling, and written
expression that children with learning and
behavioral disabilities struggle with.

MATH SKILLS

This can be problematic for students with learning and
behavioral disabilities, common problems include the
following: 1. Problems with a spatial organization.
2. Lack of alertness to visual detail.
3. Procedural errors.
4. Failure to shift mindset from one problem to another.
5. Difficulty forming numbers correctly.
6. Difficulty with memory.
7. Problems with mathematical judgment and reasoning.
8. Problems with mathematical language.

LEARNING SKILLS

ATTENTION

Students may have a harder
time coming to attention or
understanding task requirements.

ORGANIZATION AND
INTERPERETING INFORMATION

Even though students with learning
and behavioral disabilities they may
have adequate hearing a visual skills
by they still may have trouble organizing
and interpreting oral and visual information.

REASONING
SKILLS

Students may lack the necessary reasoning
skills for success in school. Important
reasoning skills include such as: reading
comprehension generalization, adequate
background and vocabulary knowledge,
induction, and sequencing.

MOTOR SKILLS

Students may have motor coordination and
fine motor impairments that have learning
and behavioral disabilities.

INDEPENDENT
LEARNING

These students can be called passive learners,
meaning that they do not believe in their own
abilities.

ACADEMIC SURVIVAL
SKILLS

Students with learning and behavioral disabilities
also may have problems in the area of academic:
survival skills. They include: attending school
regularly, being organized, completing tasks in
and out of interpersonal skills with peers and
adults.

HOW DO YOUR STUDENTS ASSESSMENTS
CONTRIBUTE TO SPECIAL EDUCATION
DECISIONS?

SCREENING

Involves the decision about whether a student's
performance differs enough from that of his or
her peers to merit changes in instruction, or,
eventually, more in-depth assessments to
determine the presence of a disability.

DIAGNOSIS

Concerns eligibility for special education services.

PROGRAM PLACEMENT

Decision involves the setting in which a
student's special education services take
place-for example in general education
classroom, resource room, or separate
special education classroom.

CURRICULUM PLACEMENT

Involves deciding at what level to being
instruction for students.

INSTRUCTIONAL EVALUATION

Involve whether to continue or change
instructional procedures that have been
initiated with students.

PROGRAM EVALUATION

Involve whether a student's special education
program should be terminated, continued as is,
or modified.

WHAT INFORMATION SOURCES ARE USED
IN PROGRAMMING FOR STUDENTS WITH
SPECIAL NEEDS?

HIGH-STAKES ACHIEVEMENT TESTS

A key requirement of IDEA is that students
with disabilities have maximum access to
the general education curriculum.

STANDARDIZED ACHIEVEMENT TESTS

Group-Administered Tests

Two major types of standardized achievement
tests are group-administered and individually
administered diagnostic test.

Individually Administered Tests

A special education teacher or the school psychologist
usually gives individually administered diagnostic tests
as a part of student's case study evaluation.

PSYCHOLOGICAL TESTS

1. Do not be intimidated by the sometimes generous
quantity of technical terms and jargon.

2. In the event of discrepancies between psychological
reports and your experience, do not automatically
discount your experience.

3. Be sure to check the technical adequacy of the
psychological tests included in your report.

4. Be sure to check for possible cultural bias.

5. Keep in mind that the primary purpose of psychological
tests is to establish possible explanations for particular
learning, behavioral, or social and emotional problems.

ALTERNATIVE ASSESSMENTS

1. What are the district's eligibility requirements for alternative assessments?

Keep in mind that only a small number of students
have disabilities so severe that they are eligible.

2. In the focus of the assessment on authentic skills and
on assessing experiences in community or real-life
environments?

For a younger child, the community might mean the
school, playground, or home; for a high school senior,
the community might mean the store, bank, or other
commercial or public sites.

3. Is the assessment aligned with state standards?

The skills assessed should have a meaningful relationship
to content areas covered by the standards, such as reading
and math.

CURRICULUM-BASED ASSESSMENTS

Is an effective option that in many instances can be an
alternative to standardized tests.

WHAT KIND OF CURRICULUM-BASED ASSESSMENTS
CAN YOU CREATE FOR YOUR STUDENTS?

PROBES OF BASIC ACADEMIC SKILLS

1. Identify academic skills that are essential in your
particular course or grade.

2. Select skills representing a sample of skills that
are taught, not necessarily every skill.

3. Even though CBA is considered informal assessment,
it is utility in helping to make instructional decisions
depends on the teacher's keeping the difficulty level
of the assessment items, as well as the administration
and scoring procedures, consistent over time.

3. Remember, curriculum-based assessment has been
used successfully by teachers for many years.

CURRICULUM-BASED ASSESSMENTS IN CONTENT AREAS

Assessments of Prerequisite Skills

1. Identify critical content learning or
skills for your class.

2. Identify entry-level content or skills needed.
Be certain these are not skills for which a bypass
strategy is possible.

3. Develop a measure to assess the identified
skills.

4. Administer the measure to your current class.

Measures of Independent Learning Skills

These skills, often referred to as learning strategies,
include note taking, textbook reading, test taking,
written expression, and time management.

HOW ARE CURRICULUM-BASED PROBES USED TO
MAKE SPECIAL EDUCATION DECISIONS?

PEER COMPARISON IN SCREENING

The key question involved in screening is
whether a student is different enough
from his peers on important skills in a
given academic area to indicate that some
form of accommodation is necessary.

FLUENCY AND ACCURACY IN DIAGNOSIS

CBA probes also can help teachers
diagnose specific skills deficits.

SKILL MASTERY AND CURRICULUM PLACEMENT

Inclusive education involves the use of a variety
of instructional grouping arrangements.

MONITORING STUDENT PROGRESS AND
INSTURCTIONAL EVALUATION

Although education has come a long way in terms
of establishing a profession based on evidence-based
practices, predicting whether a given practice will
work for a given student in a particular situation is
still difficult.

HOW CAN THE INCLUDE STRATEGY HELP YOU MAKE
INSTRUCTIONAL ACCOMMODATIONS AND
MODIFICATIONS FOR STUDENTS WITH SPECIAL
NEEDS?

STEP 1: IDENTIFY CLASSROOM DEMANDS

STEP 2: NOTE STUDENT LEARNING STRENGTHS
AND NEEDS

STEP 3: CHECK FOR POTENTIAL AREAS OF STUDENTS
SUCCESS

STEP 4: LOOK FOR POTENTIAL PROLEM AREAS

STEP 5: USE INFORMATION TO BRAINSTORM WAYS
TO DIFFERENTIATE INSTRUCTION

STEP 6: DIFFERENTIATE INSTRUCTION

STEP 7: EVALUATE STUDENT PROGRESS

HOW IS AN INCLUSIVE CLASSROOM MANAGED?

PHYSICAL ORGANIZATIONS

ROUTINES FOR CLASSROOM
BUISNESS

CLASSROOM CLIMATE

BEHAVIORAL MANAGEMENT

USE OF TIME

HOW CAN YOU GROUP ALL YOUR STUDENTS
FOR INSTRUCTION IN INLCUSIVE CLASSROOMS?

WHOLE-CLASS OR LARGE-GROUP INSTRUCTION

SMALL-GROUP INSTRUCTION

ONE-TO-ONE INSTRUCTION

HOW CAN YOU EVALUATE INSTRUCTIONAL
MATERIALS FOR INCLUSIVE CLASSROOMS?

LEARNING OUTCOMES

TEXTBOOKS

MANIPULATIVES AND MODELS

TECHNOLOGY

HOW CAN YOU ANALYZE INSTRUCTIONAL
METHODS IN RELATION TO STUDENT NEEDS?

ELEMENTS OF DIRECT INSTRUCTION

INDIRECT METHODS OF INSTRUCTION

SCAFFOLDING

INDEPENDENT STUDENT PRACTICE

EVALUATION OF STUDENT PERFORMANCE

WHAT ARE THE CHARACTERISTICS AND INSTRUCTIONAL
NEEDS OF STUDENTS PROTECTED BY SECTION 504

UNDERSTANDING SECTION 504

First, the definition of a disability in Section 504 is
considerably broader than it is IDEA.

Second, unlike IDEA, Section 504 does not provide
funds to school districts to carry out its requirements.

STUDENTS ELIGIBLE FOR SERVICES UNDER SECTION 504

STUDENTS WITH CHRONIC HEALTH
OR MEDICAL PROBLEMS

Students with chronic health or medical problems
for example, those with communicable or chronic
diseases or a student with special needs.

STUDENTS WITH LEARNING PROBLEMS

A second group of students who may receive support
under Section 504 comprises those who experience
significant learning problems who are not determined
to have a learning disability according to state criteria.

HOW TO MAKE ACCOMMODATIONS FOR STUDENTS WITH
SPECIAL NEEDS IN BASIC SKILL INSTRUCTION?

TEACHING PRESKILLS

If you are teaching a skill and find that most of your
students lack the necessary preskills, teach these
preskills directly before teaching the more complex
skills.

SELECTING AND SEQUENCING EXAMPLES

You can help students make key discriminations
between current and previous problem types
by using examples that at first require the
application of only one particular skill.

DECIDING THE RATE OF INTRODUCTION OF NEW SKILLS

Slowing down the rate of skills introduced
is an accommodation in the way
curriculum is present, but it is not the
same things as reducing the amount of
curriculum to be learned.

PROVIDING DIRECT INSTRUCTION AND OPPORTUNITIES
FOR PRACTICE AND REVIEW

Students who are at risk or have
disabilities may require more direct
instruction and review if they are to
acquire basic academic skills.

WHAT ARE SOME EXAMPLES OF SUCCESSFUL
LEARNING STRATEGIES?

WORD IDENTIFICATION AND READING
FLUENCY STRATEGIES

IDENTIFYING WORDS IN TEXTBOOK READING

1. Circle the word parts at the beginning
of the word (prefixes).

2. Circle the word parts at the end
of the word (suffixes).

3. Underline the letters representing
vowel sounds in the rest of the word.

4. Say the parts of the word.

5. Say the part fast.

6. Make it a real word.

WARF

W- Widen your eye.

A- Avoid skip-backs.

R- Read silently.

F- Flex your reading rate.

VOCABULARY STRATEGIES

In addition to being able to identify technical
vocabulary, students also must know what
words mean if they are to understand what
they read.

READING COMPREHENSION STRATEGIES

SCROL

S- Survey the headings

C- Connect

R- Read the text

O- Outline

L- Look back

PARS

P- Preview

A- Ask

R- Read

S- Summarize

CAPS

C

Who are the characters?

A

What is the aim of the story?

P

What problem happens?

S

How is the problem solved?

POSSE

P

Predict Ideas

O

Organize the Ideas

S

Search for the Structure

S

Summarize the Main Ideas

E

Evaluate your Understanding

SLiCK

S

Set it up

L

Look ahead through the chapter

C

Comprehend

K

Keep it together

RUDPC

R

Read the title and headings

U

Use the cursor to the skim the page

D

Decide whether you need the page

P

Print the page

C

Copy the bibliographic information

LISTENING AND NOTE-TAKING STRATEGIES

SLANT

S

Sit up

L

Lean forward

A

Activate your thinking

N

Name key infromation

T

Track the talker

TASSELL

T

Try not to doodle

A

Arrive at class prepared

S

Sit near the front

S

Sit away from friends

E

End day dreaming

L

Look at the teacher

CUES

C

Cluster together 3-5 main points of the lecture

U

Use teacher cues to record ideas: number cues

E

Enter important vocabulary

S

Summarize quickly and whenever possible

WRTITING STRATEGIES

POWER

P

Planning

O

Organizing

W

Writing

E

Editing

R

Revising

TAG

T

Tell what you like

A

Ask questions

G

Give suggestions

COPS

C

Have I capitalized the first word and proper nouns?

O

How is the overall appearance of my paper? Have I made
any handwriting, margin, or messy errors? Is my formatting
correct? Are my fonts consistent?

P

Have I used end punctuation, commas, and semicolons
carefully.

S

Do words look like they are spelled right? Can I sound out or use the dictionary?

W-W-W
WHAT=2
HOW=2

W

Who is the main character?

W

When does the story take place?

W

Where does the story take place?

W

What does the main character do or want to do?
What do other characters do?

W

What happens then? What happens with the other characters?

H

How does the story end?

H

How dies the main character feel? How do the other
characters feel?

REPORT WRITING

1. Choose a topic.

2. Brain storm all you know and would like to know about the topic.

3. Organize your ideas by main points and details on a web-type graphic organizer, where main ideas and subordinate ideas are linked together through the use of lines and arrows.

4. Read to find new information and verify the accuracy
of information and verify the accuracy of information
already generated.

5. Write your report using the information you organized on the web, but continue planning as you write.

6. Check to be sure you used everything you want from the web.

STRATEGIES FOR USING TECHNOLOGY TO IMPROVE
STUDENT WRITING

REVISING ESSAY

1. Read your essay

2. Find the sentence that tells you what
you believe- is it clear?

3. Add two reasons why you believe it.

4. SCAN each sentence:

S- Does it make sense?

C- Is it connected to your belief?

A- Can you add more?

N- Note errors.

5. Make changes on your computer.

6. Reread your essay and make final changes

STRATEGIES FOR PROBLEM SOVLING IN MATH

STAR

S- Search the word problem, reading the problem
carefully and writing down knowns or facts.

T-Translate the word problem into an equation in picture
form by choosing a variable, identifying the operation,
and representing the problem through manipulatives
or picture form.

A- Answer the problem.

R- Review the solution by rereading the problem and checking
the reasonableness of the answer.

LAMPS

L- Line up the numbers according to their decimal points.

A- Add the right column of numbers and ask...

M- "More than 9?" If so, continue to the next step.

P- Put the 1s below the column.

S- Send the 10s to the top of the next column.

SLOBS

S- Smaller: follow steps.

L- Lager: Leaps to subtract.

O- Cross off the number in the next column.

B- Borrow by taking one 10 and adding to the next column.

S- Subtract

Foil

F- Multiply first terms

O- Multiply outermost terms

I- Multiply innermost terms

L- Multiply last term

STRATEGIES FOR MANAGING TIME AND RESOURCES

A lack of organization is common characteristic of students
with disabilities, as is true for Ron, one of the students
introduced at the beginning of the chapter.

How Can Accommodations
Be Made for Students with
Special Needs When Giving
Classroom Tests?

You can do a number of things before a
test to help students with disabilities.

1. ANALYZE the action words in question by reading
the question carefully and underlining the key words.

2. NOTICE the requirements of the question. Mark each and
change the question into your own words.

3. SET up an outline listing your main ides for the essay question.

4. WORK in detail by adding important details to the outline
that you plan to include in your essay.

5. ENGINEER your answer by including an introductory
sentences about each of the main ideas in your outline.

6. REVIEW your answer by checking that all parts of the
question have been answered and edit your essay.

ACCOMMODATIONS DURING THE TEST

If changes in the test construction are intended
for a whole, class, they can be incorporated into
the original test file before printing.

ACCOMMODATIONS AFTER THE TEST

You also may need to use alternative test-grading
criteria and using alternatives to traditional letters
and numbers

How Can You Use
Positive Behavior
Supports to Prevent
Discipline Problems?

INSTRUCTIONAL EVIRONMENTS
CONDUCIVE TO LEARNING

Effective Classroom
Communication

SubTeachers who treat their
students with respect and
trust are more successful
than other teachers in
creating a positive classroom
environment in which fewer
behavior problems occur, a
point emphasized in this video
about what students expect
from teachers.

Effective Teaching
Methods

Another critical strategy for
preventing behavior problems
is to provide instruction that
is relevant, intersting,
individualized, and active.

SuFostering Positive
Student Interactionsbtopic

Another key to preventing behavior
problems is to foster positive student
interactions; simply mixing students
with and without disabilities in single
classrooms may not result in an
integrated social system for them.

SCHOOL WIDE STRATEGIES

School wide strategies require a commitment
to implementation from every teacher, specialist,
and other staff member in the school.