Assess Entering Achievement

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Assess Entering Achievement

• Identification of the extent of differences in
  needs?use 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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Team Teaching Modify-ing Whole Class Supplementary Instruction Individual Instruction 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 (Aspergers
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
• 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 after?move around e/few minutes
• Low pressure low risk activities?relaxation
  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
  front?so 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)