This page is for your group to summarize the major takeaways from our class reading, writing and discussion from the Choate book, Chapters 1-5. The intent is to list and summarize key points you do not want to forget as we move forward to student teaching and beyond.
Be specific to the text and general to the major points that stick with you. Put your group's responses here.
Choate Chapters 1-5
Our main takeaways:
The IDEA act ensures that students with disabilities receive a quality education, as opposed to previously only guaranteeing students with disabilities can access the LRE (least restrictive environment). It states that each student's IEP must be updated each year. It involves teachers and parents in the education of students with special needs.
Public Law 94-142 involves “mainstreaming” and least restrictive environment. It focused on students at-risk, and students with challenging behaviors.
Mainstreaming is the act of moving students with special needs into a classroom with a less-restrictive setting. Mainstreaming creates a very diverse classroom for the teacher, but can help the students socially and intellectually by the influence of surrounding students. Inclusion is sometimes used synonymously with mainstreaming, but insinuates the idea of “stay-put,” or keeping students in general education classrooms.
Students with special needs and how to overcome obstacles:
It divides the students into two groups, “students designated as general education learners but who are at risk for school failure and students whose learning differences make them eligible for special education services.”
The first group includes students who could be classified in 504, could be dyslexia, cultural and lingusitic difficulties, underachievement and slow learning rate,
Second group are students with diagnosed disabilites.
Each students problems should be seen as different and assessed individually then have the decided resolution after analysis.
Students with cross-categorical disabilities tend to require more time than and have a shorter memory than those around them. They can have a hard time expressing themselves, completing tasks, and being motivated to be in school and study.
In order to properly accommodate the needs of students with attention disorders, teachers should help students to monitor their behavioral interventions, try to reduce the amount of distractions, plan activities that require movement, insist students to become engaged in the class, and allot time for breaks, particularly during testing.
What are some ways to modify instruction for linguistically diverse students?
• Provide both oral and written directions.
• Provide both positive, corrective feedback on vocabulary and grammar.
• Involve students in structured cooperative learning activities.
• Support instruction with graphics, manipulatives, and experiences
• After consulting an IEP, Special Education teachers must differentiate instruction and provide supports, steps are, differentiate according to student needs, adjust for learning profile, offer appropriate accomodations and assistance and utilize universal design procedure.
• The teacher must use validated teaching methods, teach diagnostically, use realistic and concrete examplesacitively involve students and apply principles of behaviorism.
• Then ultimately teach the big ideas, essential skills and strategies not only for the classroom but for success in life.
• Teach a student to be enthusiastic.
Can use instruction such as:
Cooperative learning groups facilitate active learning, promote social interaction, and help develop social skills for most students, especially students with special needs. I feel that a variety of use between different learning styles will be the most beneficial to students.
The importance of realistic and concrete examples shows the students the importance of the concept and then applies it to the real world, where it can more be applicable.
Word recognition skills is vital in building a foundation in reading, starting with acquiring language foundations, refining visual and auditory skills, developing phonemic awareness, remembering letters and sight words, using phonic analysis, using structural analysis, using context clues, applying word skills across the curriculum
Refining visual and auditory skills:
Visual memory aids students in learning the letter names and words and remembering their visual appearances. Teachers can use stimuli (shapes, letters, words, phonemes) and then move on to similar stimuli. This can help students who may be affected by special speech problems or hearing losses. Weak or different language backgrounds may contribute to auditory memory difficulties.
In order to help students who are hearing impaired, teachers should build new vocabulary and language development into the lesson, become familiar with and use sound amplification devices, work with speech pathologists, ensure that the student is strategically seated, switch between auditory and visual tasks, and communicate with a normal voice and rhythm to these students.
Teachers of students with visual impairments should arrange the classroom properly for the student to learn and be safe navigating around. They should use auditory and oral methods to cue a response from students, become familiar with and provide students with proper technology to assist their learning experience, and lastly, provide materials that have been enlarged or printed in Braille for students to be able to read.
This page is for your group to summarize the major takeaways from our class reading, writing and discussion from the Choate book, Chapters 1-5. The intent is to list and summarize key points you do not want to forget as we move forward to student teaching and beyond.
Be specific to the text and general to the major points that stick with you. Put your group's responses here.
Choate Chapters 1-5
Our main takeaways:
The IDEA act ensures that students with disabilities receive a quality education, as opposed to previously only guaranteeing students with disabilities can access the LRE (least restrictive environment). It states that each student's IEP must be updated each year. It involves teachers and parents in the education of students with special needs.
Public Law 94-142 involves “mainstreaming” and least restrictive environment. It focused on students at-risk, and students with challenging behaviors.
Mainstreaming is the act of moving students with special needs into a classroom with a less-restrictive setting. Mainstreaming creates a very diverse classroom for the teacher, but can help the students socially and intellectually by the influence of surrounding students. Inclusion is sometimes used synonymously with mainstreaming, but insinuates the idea of “stay-put,” or keeping students in general education classrooms.
Students with special needs and how to overcome obstacles:
It divides the students into two groups, “students designated as general education learners but who are at risk for school failure and students whose learning differences make them eligible for special education services.”
The first group includes students who could be classified in 504, could be dyslexia, cultural and lingusitic difficulties, underachievement and slow learning rate,
Second group are students with diagnosed disabilites.
Each students problems should be seen as different and assessed individually then have the decided resolution after analysis.
Students with cross-categorical disabilities tend to require more time than and have a shorter memory than those around them. They can have a hard time expressing themselves, completing tasks, and being motivated to be in school and study.
In order to properly accommodate the needs of students with attention disorders, teachers should help students to monitor their behavioral interventions, try to reduce the amount of distractions, plan activities that require movement, insist students to become engaged in the class, and allot time for breaks, particularly during testing.
What are some ways to modify instruction for linguistically diverse students?
• Provide both oral and written directions.
• Provide both positive, corrective feedback on vocabulary and grammar.
• Involve students in structured cooperative learning activities.
• Support instruction with graphics, manipulatives, and experiences
• After consulting an IEP, Special Education teachers must differentiate instruction and provide supports, steps are, differentiate according to student needs, adjust for learning profile, offer appropriate accomodations and assistance and utilize universal design procedure.
• The teacher must use validated teaching methods, teach diagnostically, use realistic and concrete examplesacitively involve students and apply principles of behaviorism.
• Then ultimately teach the big ideas, essential skills and strategies not only for the classroom but for success in life.
• Teach a student to be enthusiastic.
Can use instruction such as:
Cooperative learning groups facilitate active learning, promote social interaction, and help develop social skills for most students, especially students with special needs. I feel that a variety of use between different learning styles will be the most beneficial to students.
The importance of realistic and concrete examples shows the students the importance of the concept and then applies it to the real world, where it can more be applicable.
Word recognition skills is vital in building a foundation in reading, starting with acquiring language foundations, refining visual and auditory skills, developing phonemic awareness, remembering letters and sight words, using phonic analysis, using structural analysis, using context clues, applying word skills across the curriculum
Refining visual and auditory skills:
Visual memory aids students in learning the letter names and words and remembering their visual appearances. Teachers can use stimuli (shapes, letters, words, phonemes) and then move on to similar stimuli. This can help students who may be affected by special speech problems or hearing losses. Weak or different language backgrounds may contribute to auditory memory difficulties.
In order to help students who are hearing impaired, teachers should build new vocabulary and language development into the lesson, become familiar with and use sound amplification devices, work with speech pathologists, ensure that the student is strategically seated, switch between auditory and visual tasks, and communicate with a normal voice and rhythm to these students.
Teachers of students with visual impairments should arrange the classroom properly for the student to learn and be safe navigating around. They should use auditory and oral methods to cue a response from students, become familiar with and provide students with proper technology to assist their learning experience, and lastly, provide materials that have been enlarged or printed in Braille for students to be able to read.