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Bill Olson

Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning - 0 views

poorvucenter.yale.edu/InclusiveTeachingStrategies

diversity inclusion awareness

shared by Bill Olson on 04 Sep 21 - No Cached
  • Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
  • Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
  • Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
  • ...1 more annotation...
  • Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
saakre

Working With Families of Children With Special Needs | VLS - 0 views

www.virtuallabschool.org/...lesson-4

parent-communication IEP special-needs

shared by saakre on 05 Sep 21 - No Cached
  • Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs.
  • The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom.
  • In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004).
clwisniewski

Visual impairment in the classroom - 0 views

www.readandspell.com/...al-impairment-in-the-classroom

Visual Impairment in the Classroom

shared by clwisniewski on 17 Nov 21 - No Cached
  • Visual impairment in the classroom
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
  • In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
  • ...4 more annotations...
  • Tips for teachers working with students who are visually impaired
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Below are some very basics tips to help accommodate your visually impaired students.
  • Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      An interesting statistic!
  • Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      It's good to continue assessing visually impaired students in case they need further assistance.
  • For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
clwisniewski

Defining Visual Impairment for Parents and Special Education Teachers - 0 views

www.specialeducationguide.com/...visual-impairment

Visual Impairment Parent Tips

shared by clwisniewski on 17 Nov 21 - No Cached
  • As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      We, as teachers, need to remember that these impairments "adversely affect a child's educational performance".
  • Early intervention can help a child strengthen his or her vision. This means that as a parent, you should waste no time if you suspect that your child possesses a visual impairment.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      I recently learned that an eye clinic near me, Brainerd, MN, provides free infancy eye exams to try to allow for early intervention of vision impairments!
  • While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)Unusual habits (such as covering one eye or frequently rubbing eyes)Sitting abnormally close to a television or holding a book close to the face
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be helpful information to give parents if they are concerned about their child having vision problems at school, or if they can qualify for help, as well as suggesting they see an optometrist for further evaluation.
  • ...1 more annotation...
  • Challenges in conceptualizing objects occur because the student lacks the vision to process objects the way that his or her classmates do. Sensory learning works well as a solution, according to NICHCY. This strategy helps students with visual impairments conceptualize by allowing them to use their other senses to understand an object.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      Allow visually impaired students opportunities to use their other senses through sensory learning.
mrsremick4

Curriculum Development for Gifted Students | Study.com - 0 views

study.com/...pment-for-gifted-students.html

Gifted and talented

shared by mrsremick4 on 19 Nov 21 - No Cached
  • Increasing Depth, Complexity, and RigorAnother way to develop curriculum for gifted learners is to incorporate greater depth, complexity, and rigor. You can achieve this through a variety of strategies. One simple method is to provide students with questions requiring a higher level of critical thinking. Discussion groups, such as Socratic seminars and fishbowl discussions, in which students explore such questions are particularly effective--you can ask your students to paraphrase their peers' responses and then add on or pose other questions.
mrsremick4

Gifted Program Curriculum, Goals and Objectives | Paradise Valley Unified School District - 0 views

www.pvschools.net/...curriculum-goals-objectives

Gifted and talented

shared by mrsremick4 on 19 Nov 21 - No Cached
  • Promote critical thinking and reasoning abilities. Develop and expand thinking skills. Utilize differentiated strategies for learning. Build or extend cognitive language skills. Facilitate opportunities for learning.
clwisniewski

Gender and Racially Equitable STEM Teaching Strategies - Home - 1 views

genderequitableteachingstrategies.weebly.com

SciGirls GETS nsf weebly culturally-responsive_pedagogy gender-equity pedagogy instructional_strategies best-practice

shared by clwisniewski on 21 Sep 21 - No Cached
  • clwisniewski on 21 Sep 21
     
    This is a resource for teachers wanting to improve their efficacy with students historically marginalized from STEM education and career pathways. Lots of great ideas for making learning relevant and engaging to diverse student populations. Siri Anderson designed it with Barb Billington from the University of MN. Spread the power of pedagogy!
shaemorsfield

Culturally Responsive Teaching: 4 Misconceptions | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/ally-responsive-misconceptions

CRT CRP Culture

shared by shaemorsfield on 22 Sep 21 - No Cached
    • shaemorsfield
      shaemorsfield on 22 Sep 21
       
      After reviewing the misconceptions of CRT, what steps would you take to implement this practice in your classroom?
  • Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
  • Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
  • ...2 more annotations...
  • Misconception 4: Culturally responsive teaching is about choosing the right strategies.
  • Misconception 3: Culturally responsive teaching is all about building relationships and self-esteem.
mrssparker

Episode 78: Four Misconceptions About Culturally Responsive Teaching | Cult of Pedagogy - 3 views

www.cultofpedagogy.com/...episode-78

CRT CRP Culture Pedagogy Culturally Relevant Pedagogy

shared by mrssparker on 22 Sep 21 - No Cached
    • mrssparker
      mrssparker on 22 Sep 21
       
      After reviewing the misconceptions of CRT, what steps would you take to implement it in your own classroom?
  • Misconception 1: Culturally responsive teaching is the same as multicultural or social justice education.
  • Misconception 2: Culturally responsive teaching must start with addressing implicit bias.
  • ...2 more annotations...
  • Misconception 3: Culturally responsive teaching is about raising the self-esteem of our students.
  • Misconception 4: Culturally responsive teaching is about choosing the right strategies.
crispinfletcher

Trauma-Informed Schools | NEA - 7 views

www.nea.org/...trauma-informed-schools

trauma-informed-pedagogy trauma help strategies PTSD poor ACE

shared by crispinfletcher on 21 Sep 21 - No Cached
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      1 in 5 means any given class there are going to be more then a handful of students with 2 or more ACEs
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      What are some key skills and methods to build your teacher toolboxs to help reach all your students?
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      video on slide 7 we recommend
  • ...10 more annotations...
  • Downloads
  • One in five U.S. children had two or more ACEs
  • most educators encounter trauma-affected students throughout their careers
  • adverse childhood experiences (ACEs)
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • chlohawk on 25 Sep 21
     
    Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
Kelly Nuthak

Top 10 questions teachers are asked at job interviews | Career advice | The Guardian - 0 views

www.theguardian.com/...ob-interview-questions-top-ten

questions interview education

shared by Kelly Nuthak on 10 Apr 22 - No Cached
  • Top 10 questions
  • If I walked into your classroom during an outstanding lesson, what would I see and hear?
  • animated discussions, students clearly making progress as evidenced in oral and written contributions. High quality visual displays of students' work showing progress. High levels of engagement. Behaviour that supports learning."
  • ...12 more annotations...
  • Can you tell me about a successful behaviour management strategy you have used in the past that helped engage a pupil or group of pupils?
  • expect to hear things like: to improve skills and independent learning; to encourage team work; to gain a qualification; for enjoyment (very important, rarely mentioned); to enhance other subjects; to develop literacy, numeracy and ICT skills; to improve career prospects; self discipline; memory development; to encourage life-long learning in that subject.
  • Why do we teach x in schools?
  • Why do you want to work in special education?
  • If you overheard some colleagues talking about you, what would they say?
  • Why do you want to work in this school?
  • We want to see clear indications that candidates have done background work about our school and can talk about why the way we work appeals to them. We'd always want candidates to have visited the school so they should be able to flesh this out with specific examples of what they thought based on their visit.
  • A question that is specific to the candidate's letter of application
  • What are the key qualities and skills that students look for in teachers?
  • "Liking young people. Fairness. Consistency. Sense of humour. Passion for their subject. Good at explaining new concepts/ideas. Able to make the topic or subject relevant. Able to make everyone feel comfortable and confident about contributing."
  • Evaluate your lesson
  • If we decided not to appoint you, what would we be missing out on?
drewevanaho

What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies - 0 views

www.churchillstl.org/...nonverbal-learning-disorder

Adaptation SOUP NLD

shared by drewevanaho on 26 Apr 22 - No Cached
  • Early Signs of nonverbal learning disorder
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      Signs of NLD
julielyncarlson

Supporting Students with Down Syndrome In The Classroom - 0 views

www.dsrf.org/...down-syndrome-in-the-classroom

Down syndrome educator classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • just-right-challenge means you are meeting your student where they are at, adapting an activity to where they are still being challenged, but not too much that it seems unachievable and can lead to frustration.
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Zone of Proximal Development
  • Classroom
  • supportive seating
  • ...2 more annotations...
  • sensory needs being met?
  • Are teachers and/or other students aware of your student’s needs/how best to support their learning? Is there additional support in the classroom if needed?
nikkilh

Sample-Teaching-Activities-to-Support-Core-Competencies.pdf - 0 views

SEL

shared by nikkilh on 11 Apr 22 - No Cached
  • Sample Teaching Activities to Support Core Competencies of Social and Emotional Learning
  • What is SEL?
  • Four Strategies that Promote SEL
nikkilh

Southeast Comprehensive Center Information Request.pdf - 0 views

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • Best Practices, Strategies, and Recommendations for Improving School Climate and Culture
  • ED’s guidance is developed to assist stakeholders with effectively selecting and implementing supports that work to improve outcomes for children.
  • In addition to the four levels of evidence for choosing interventions, the ED guidance document emphasizes that “ways to strengthen the effectiveness of ESEA investments include identifying local needs, selecting evidence-based interventions that SEAs, LEAs, and schools have the capacity to implement, planning for and then supporting the intervention, and examining and reflecting upon how the intervention is working,” as illustrated in the figure from the guidance document (U.S. Department of Education, 2016, p. 3).
Kelly Nuthak

Do2Learn: Educational Resources for Special Needs - 0 views

do2learn.com/...ningDisability_Strategies.html

sld Classroom strategies

shared by Kelly Nuthak on 20 Apr 22 - No Cached
Kelly Nuthak

Classroom Interventions for Students with Traumatic Brain Injuries | BrainLine - 1 views

www.brainline.org/...dents-traumatic-brain-injuries

TBI education Classroom

shared by Kelly Nuthak on 19 Apr 22 - No Cached
    • Kelly Nuthak
      Kelly Nuthak on 19 Apr 22
       
      Get done to make sure you understand how in-depth the tbi is
  • Structuring the Environment
  • Typical Classroom Accommodations
  • ...10 more annotations...
  • Available Resources and Services
  • Specialized Teaching Strategies
  • Select a meaningful goal or skill the student will need to learn and present it at the level of the student; Provide a simple rationale to help the student understand the relevance of the skill; Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding; Break tasks into small steps and demonstrate each step; Provide opportunities for student response and practice at an appropriate pace; Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and Use verbal praise and encouragement frequently.
  • Use a direct statement telling the student to start (rather than stop) a behavior; Look directly at the student as you give the request, move close, and use a soft, calm voice.; speak clearly, slowly and concisely—do not shout. Limit requests to only two or three at a time and give requests that the student is capable of following; Allow enough time for the student to follow through; and Recognize their effort with verbal praise and encouragement.
  • Case Study: Josh
    • Kelly Nuthak
      Kelly Nuthak on 19 Apr 22
       
      Case Study on an TBI person
  • Setting the Stage
  • Classroom Interventions for Students with Traumatic Brain Injuries
  • Common Sequelae of TBI
  • Assessment
drewevanaho

Speech Therapy: What It Is, How It Works & Why You May Need Therapy - 2 views

www.healthline.com/...speech-therapy

Adaptation SOUP SP SLP

shared by drewevanaho on 26 Jan 22 - No Cached
  • Speech therapy is the assessment and treatment of communication problems and speech disorders.
  • performed by speech-language pathologists (SLPs),
  • used to improve communication.
  • ...12 more annotations...
  • articulation therapy, language intervention activities, and others depending on the type of speech or language disorder.
  • develop in childhood
  • n adults caused by an injury or illness, such as stroke or brain injury.
  • For your child
  • During speech therapy for children, the SLP may:
  • nteract through talking and playing, and using books, pictures other objects as part of language intervention to help stimulate language developmentmodel correct sounds and syllables for a child during age-appropriate play to teach the child how to make certain soundsprovide strategies and homework for the child and parent or caregiver on how to do speech therapy at home
  • peech therapy exercises for adults can help you with speech, language, and cognitive communication.
  • problem solving, memory, and organization, and other activities geared at improving cognitive communicationconversational tactics to improve social communicationbreathing exercises for resonanceexercises to strengthen oral muscles
    • Kelly Nuthak
      Kelly Nuthak on 30 Jan 22
       
      speech disorders that can be treated with speech therapy.
  • How long do you need speech therapy?
  • How successful is speech therapy?
  • Speech therapy is the assessment and treatment of communication problems and speech disorders. It is performed by speech-language pathologists (SLPs), which are often referred to as speech therapists.
    • drewevanaho
      drewevanaho on 27 Apr 22
       
      ST and SLP definition
Katelyn Karsnia

Individuals with Disabilities Education Act​ - Brain Injury Association of Am... - 1 views

www.biausa.org/...ith-disabilities-education-act

ABCSoup ED3780 Siri Adaptions PL 105-476 IEP 1990

shared by Katelyn Karsnia on 21 Mar 22 - No Cached
  • (1) the present level of academic functioning, (2) annual goals and accompanying instructional objectives, (3) educational services to be provided, (4) the degree to which the pupil will be able to participate in general education programs, (5) plans for initiating services and the length of service delivery, and (6) an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met.
    • Katelyn Karsnia
      Katelyn Karsnia on 21 Mar 22
       
      Requirements of an IEP
  • The 1997 Amendments (Pub. L. 105-17) made these changes: Students with disabilities who exhibit less serious infractions of school conduct may be disciplined in ways similar to children without disabilities (including a change in placement) provided that the misbehavior was not a manifestation of the student’s disability. IEPs are now required to state how the student with disabilities will be involved with and progress in the general education curriculum. Transition planning now begins at age 14. Regular educators became part of the IEP team. Benchmarks and measurable annual goals are emphasized. Assistive technology needs of the student are considered by the IEP team. Orientation and mobility services for children with visual impairments are added to the definition of related services. States are required to offer mediation services to help resolve disputes. A variety of assessment tools and strategies are to be used in an effort to gather relevant functional and developmental information. Students with disabilities are included in statewide and districtwide assessment programs or given alternative assessments that meet their unique needs.
    • Katelyn Karsnia
      Katelyn Karsnia on 21 Mar 22
       
      Changes made in 1997 for PL 105-17 for students on IEP
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