ncourage your students to exercise their helpful reactions in their everyday lives, using the song as a reminder.
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If You're Angry and You Know It | LearnIng for JustIce - 2 views
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Have students act out the lyrics with dramatic body language and gestures, using scenarios from both lists.
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nvite students to create additional helpful reactions to include in the song.
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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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5 Effective Strategies for the inclusive Classroom | KQED Education - 0 views
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One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk
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Many general education mainstream students cannot perform the following simple tasks: telling time from an analog clock writing a simple letter signing their name in cursive note taking and study skills
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Collaborative teaching looks differently depending on what school, level, and setting you are working. i am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together.
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Posting daily schedules Displaying classroom rules and expectations Encouraging peer to peer instruction and leadership Using signals to quiet down, start working, and putting away materials. Giving students folders, labels and containers to organize supplies. Checking in with students while they work Utilizing proactive rather than reactive interventions as needed Speaking to students privately about any concerns Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.
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Summary Objective 16 | Learning for Justice - 1 views
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This is a great resource for incorporating critical pedagogy theory into your classroom. Would you include lessons like this into your coursework in addition to your current curriculum? Why or why not?
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I strongly belIeve that lessons lIke these can and wIll provIde great thInkIng and questIonIng of the status quo. GettIng students to stand up for what they are learnIng Is huge and lessons lIke what are lIsted here can really help students thInk deep about what they know and are learnIng.
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shared by emilyfratzke on 01 Sep 21
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Five Keys to Successful Parent-Teacher Communication | Scholastic - 0 views
www.scholastic.com/...l-parent-teacher-communication
preschool school beginning start first-year education Parent communication
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To reach girls in classroom, align practices to specific learning needs - kappanonline.org - 1 views
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Characteristics of lessons Clear lessons; Lessons relevant to students’ lives; and Collaborative lessons. Particular activities Class discussions; Hands-on; Multimodal; Creativity and the creative arts; and Out-of-class experiences.
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Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
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One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
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Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
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How to Improve DIstance LearnIng for Students WIth IEPs | EdutopIa - 0 views
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The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.
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ncluded in these schedules are their assignments and expectations with links to documents, websites, or other materials in a centrally located document. These schedules assist the students and caregivers with pacing, planning, organization, and task completion, among other functional skills.”
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Teaching Gifted Students in Full-inclusion Classrooms - Blog | USC Rossier - 0 views
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One of the benefits of teaching gifted children in a full-inclusion classroom is the ability to focus on their specific areas of giftedness
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Unfortunately, when students are identified as gifted, they are often treated as if they are gifted in every area and therefore receive high-level instruction in every area, even if they are not ready for it.
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Being gifted is not easy. Often when gifted children are pulled out of the general education classroom they face ridicule from their peers.
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The First 10 Days of School - Simply Special Ed - 0 views
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Academics Back to School Behavior Blog Fall Schedules Seasonal Simple Classroom VocabularyThe First 10 Days of School if you are anything like me, the first 10 days are a struggle. You have so many new ideas for the new year, so many things you want to implement, and you feel pressure to start on the very first day. Here’s my number one tip: DON’T. Just don’t. in special education, and more specifically the self contained setting, what our kids really need is STRUCTURE.
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Do my students know these words? of course. Especially those who have been to school before. i mainly use this lesson to model how lessons will take place, and how to socially act during lessons, and follow the expected routines.
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Defining Visual impairment for Parents and Special Education Teachers - 0 views
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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.”
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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.
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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
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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.
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Visual impairment (for Teens) - Nemours KidsHealth - 0 views
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Just as you don't think about your eye color every day, people with visual impairment don't always think about their condition every day either.
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If a vIsually ImpaIred person asks for assIstance, don't hesItate to help.
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People rarely lose their eyesight during their teen years. When they do, it's usually caused by an injury like getting hit in the eye or head with a baseball or having an automobile or motorcycle accident.
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This seems unclear to me. There are many causes for visual impairment, whether they stem from an accident or are genetic. Although, they do not have to be either of these, visual impairments can happen to anyone. This portion goes on to specify conditions that may cause loss of vision after birth, which to me would mean in infancy. Loss of vision doesn't have to happen at any said time in your life.
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Some people are completely blind, but many others have what's called legal blindness. They haven't lost their sight completely but have lost enough vision that they'd have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.
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Acceleration institute - 0 views
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Academic Acceleration For teachers, gifted coordinators, administrators, and parents. This 3 credit course is offered once a year through the University of iowa Belin-Blank Center using an online format. For information about the course schedule and how to register, email acceleration@belinblank.org.
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"Acceleration is one of the most curious phenomena in the field of education. i can think of no other issue in which there is such a gulf between what research has revealed and what most practitioners believe. The research on acceleration is so uniformly positive, the benefits of appropriate acceleration so unequivocal, that it is difficult to see how an educator could oppose it."
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shared by crispinfletcher on 21 Sep 21
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Trauma-Informed Schools | NEA - 7 views
www.nea.org/...trauma-informed-schools
trauma-informed-pedagogy trauma help strategies PTSD poor ACE
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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.
Welcome! - 11 views
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Frontiers | Could Acting Training improve Social Cognition and Emotional Control? - 0 views
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Goldstein et al. (2013) found that a year of acting practice decreased the use of emotional suppression in children aged 7–10, while adolescents majoring in acting at high school (compared to other art majors e.g., music) used less suppression. Additionally, 4–5-years olds randomly assigned to an 8-week drama condition (compared to block building or reading) showed increased emotional control (i.e., inhibition of affective responses to observed or discussed distress; Goldstein and Lerner, 2018).
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The ability to represent others' mental states, referred to as ToM or cognitive empathy, plays a critical role in understanding and navigating social situations
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What does OHI Mean? (wIth pIctures) - 1 views
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other health impairment" (OHi) refers to physical or mental impairments that can affect a child’s performance at school.
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association with drawing up an individualized Educational Plan (iEP), or a 504 Education Plan, for a student in a public school setting
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other health impairment" (OHi) refers to physical or mental impairments that can affect a child’s performance at school. The term is usually used in association with drawing up an individualized Educational Plan (iEP), or a 504 Education Plan, for a student in a public school setting
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OHI
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The degree to which a condition can be treated will be taken into account in an education plan formed for the child.
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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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Free Appropriate Public Education under Section 504 - 2 views
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The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.
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How Is an ApproprIate EducatIon DefIned?
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Education Services Must Meet individual Needs
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All qualified persons with disabilities within the jurisdiction of a school district are entitled to a free appropriate public education. The ED Section 504 regulation defines a person with a disability as “any person who: (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.” 3