Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
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Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views
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Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
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Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
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Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
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Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
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TrillEDU: Culturally Responsive Pedagogy... | Jeffrey Dessources | TEDxNewJerseyCityUni... - 1 views
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I love TED talks myself as something to use. I also plan to use a family connection app to reach out to parents, or at least texting parents. Keeping track and learning to use whatever new tech is being used by students is something I am planning on doing. I have no real idea on what is coming next for tech but I am planning on using it as best as I can.
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Hi, Debi! I also love TED Talks like Joe and because of that I'm a little sad I may not be able to include them in my classroom if I teach in the primary grades like I hope to do. Where I'm at now, I hope that technology will be a help and not in a hindrance in my classroom. I think that using YouTube projected on the Smart Board would be a great way to show read alouds of books I don't have in the classroom, for kids yoga, Go Noodle, chromebooks for ABCYA, playing music for cleanup or relaxing music during writer's workshop, using an Amazon Echo in the classroom for music and timers as well as a break time for kids to ask it questions, etc. I've heard from my mentor school that they use Class Dojo to stay updated with parents and I hope to learn more about that. I know that Google Classroom is great and is what my mentor school used for distance learning.
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Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views
quod.lib.umich.edu/...text-idx
Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy
shared by Siri Anderson on 14 Feb 10
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"Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
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What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
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Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
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The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
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The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
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Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
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he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
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Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
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Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
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Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
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The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
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Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
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Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
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This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
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Visual impairment in the classroom - 0 views
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Visual impairment in the classroom
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Visual cues are central to most early childhood education systems.
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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.
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Tips for teachers working with students who are visually impaired
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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
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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.
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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.
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Visualizing School Equity | Learning for Justice - 0 views
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This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
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Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights.
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3. Ask to students to present their posters to the entire class.
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This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
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4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole.
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This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
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Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
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Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
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Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
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This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
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The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
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• learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
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This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
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I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
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• A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
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This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
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Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
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How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views
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the students will explore what it means to them to be an American
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"I am an American because_____and____."
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might wish to watch the film, And Then They Came for Us,
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individual and a group definition of an "American"
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Do you have to be a citizen to be considered an American?
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Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views
prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale
Lesson_Plan_Revision Human_Relations
shared by madisonryb on 13 Oct 21
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Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
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1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
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4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
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Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
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7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
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Medical Assistance (MA) / Minnesota Department of Human Services - 1 views
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Eligibility To get coverage, you must: Be a Minnesota resident Be a U.S. citizen or a qualifying noncitizen Provide a Social Security number for each person requesting MA, unless an exception is met Meet the income limit and asset limit, if any Meet any other program rules. What is the income limit? The income limit and calculations depend on your age and who lives with you. If you are pregnant, blind or have a disability, you also may have a different income limit. Some people who do not meet the income limit still may qualify using a spenddown (PDF). A spenddown is like an insurance deductible. This means you are responsible for some medical bills before MA pays. What is the asset limit? Assets are items people own like cars, checking and savings accounts, your home and financial investments. Generally, there is no asset limit for MA for parents, children under 21 and adults without children in the home. Parents and caretaker relatives eligible for MA with a spenddown have an asset limit (PDF). Seniors and people age 21 and older who are blind or have a disability have an asset limit (PDF). Assets that do not count toward the limit include the home where you live, household goods, personal items like clothing and jewelry, and certain assets owned by an American Indian. What if I have other insurance? You still may qualify for MA. You must tell us if you have other health insurance or could get coverage through an employer or military service. Sometimes we can pay the cost of the other insurance so you can keep that coverage.
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Benefits What is covered and how much does it cost? MA pays for a variety of services like doctor visits, prescriptions and hospital stays. Some services and prescriptions may require prior approval. For some members, there is no cost. Others may have to pay a portion of the cost of a service. This may include copays, deductibles or spenddowns. A summary of covered services and costs is online. A printable summary of covered services and costs (PDF) is also available. You will get more details on covered services after your application is approved. When does coverage start? MA may pay for medical bills going back three months from the month we get your application.
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Medical Assistance (MA) is Minnesota’s Medicaid program for people with low income.
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What about the other kids in the room? - Unconditional - 4 views
unconditionallearning.org/...out-the-other-kids-in-the-room
trauma-informed-pedagogy Jessamay_Pesek EdPsych 3110-5110 Adaptations 3780-5780
shared by Siri Anderson on 23 Feb 23
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rebeccadavidson liked it
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The “other students” in the room have agency over how they show up in difficult moments. Just like we support students to practice and use their agency responsibly in their learning, friendships, and community, we can do the same when it comes to moments of crisis
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What’s the dividing line between stress and trauma? While there’s no clear answer, one key element is sense-making
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Our students need us to help them understand what it means when a classmate is struggling. They need us to create space and hear how they felt, and validate their emotions. They need help understanding why a situation got so big and scary all of a sudden. They need to hear us say that their classmate is getting the support they need (and mean it), and to hear us say that their classmate is still a cherished member of our community
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Federal Poverty Level (FPL) - HealthCare.gov Glossary | HealthCare.gov - 1 views
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A measure of income issued every year by the Department of Health and Human Services (HHS). Federal poverty levels are used to determine your eligibility for certain programs and benefits, including savings on Marketplace health insurance, and Medicaid and CHIP coverage.
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The 2021 federal poverty level (FPL) income numbers below are used to calculate eligibility for Medicaid and the Children's Health Insurance Program (CHIP).
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How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used?... - 0 views
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The term "hearing impaired" is often used to describe people with any degree of hearing loss, from mild to profound, including those who are deaf and those who are hard of hearing. Many individuals who are deaf or hard of hearing prefer the terms "deaf" and "hard of hearing," because they consider them to be more positive than the term "hearing impaired," which implies a deficit or that something is wrong that makes a person less than whole.
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Deaf, deafened, and hard of hearing individuals may choose to use hearing aids, cochlear implants, and/or other assistive listening devices to boost available hearing. Alternatively, or in addition, they may read lips, use sign language, sign language interpreters, and/or captioning.
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People who are deaf or hard of hearing may have speech that is difficult to understand due to the inability to hear their own voice.
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HippoCampus US History - AP US History I - Homework Help - 1 views
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6 Tips for Teaching in a Diverse Classroom | Imagine Learning - 0 views
www.imaginelearning.com/...esl_struggling-readers-2
Human_Relations Cultural_Awareness Cultural_Diveristy
shared by madisonryb on 08 Sep 21
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Cultural Diversity in the Classroom: 1) Learn about your own culture 2) Learn about your student's culture 3) Understand your students; linguistic traits 4) Use this knowledge to inform your teaching 5) Use multicultural books and materials to foster cross-cultural understanding 6) Know about your students' home and school relationships
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score <16 = Minimal Risk Total Score 16-21 = Moderate Risk Total Score >21 = Significant Risk
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About Us | SAMHSA - 1 views
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The Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. SAMHSA's mission is to reduce the impact of substance abuse and mental illness on America's communities.
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Congress established the Substance Abuse and Mental Health Services Administration (SAMHSA) in 1992 to make substance use and mental disorder information, services, and research more accessible
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SAMHSA has advisory councils or committees to advance its goals. Through these councils and committees, SAMHSA draws advice from public members and professionals in the field of substance abuse and mental health.
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SAMHSA has advisory councils or committees to advance its goals. Through these councils and committees, SAMHSA draws advice from public members and professionals in the field of substance abuse and mental health.
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What is the Difference Between a Speech Therapist and a Speech Pathologist? Donald Full... - 0 views
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In the past, the term "speech pathologist" was used by professionals to describe themselves, but the term most commonly used today is "speech-language pathologist" or "SLP." Lay people have more often referred to us as "speech therapists," "speech correctionists," or even "speech teachers."
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The term "speech" is used to denote the components of vocal activity such as phonation (the production of a vocal tone via the larynx or "voice box"), articulation (the movement of the structures in the mouth to create speech sounds to produce words), resonance (the overall quality of the voice as well as the process that transforms the vocal tone into what we recognize as a person's "voice") and fluency (the timing and synchronization of these components of the complex speech act). "Language" refers to the comprehension and production of language, including the mode in which it is comprehended or produced (oral, gesturing, writing, or reading).
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Even the term "speech-language pathologist" doesn't quite capture the totality of our scope of practice.