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Make communication easy so that communicating is motivating. At this stage of development it is most important to make communication easy for your child so that s/he experiences success when communicating. Once your child is successful at communicating, s/he is more likely to understand and develop more sophisticated ways of communicating. Pick a type of communication for your child that is meaningful. If your child needs a lot of concrete visual information to communicate then use objects to help him/her communicate. If your child is able to understand pictures but has trouble using words, then use pictures. Your child will not be able to communicate successfully unless the form of communication that you teach, is a form that s/he can understand. Your child's communication development is likely to be uneven. Your child might start communicating using physical movements such as taking your hand to show you what s/he wants. Then s/he might start to use objects, then pictures, and then words. At any point in this progression, however, your child might use more than one method. Your child might use words some of the time and pictures at others. If your child is using several different levels of communication you should respond to all of them instead of "holding out" for the highest level. You should model the type of communication you want your child to use but still respect his or her initial response so that communication continues to be successful and motivating. The most important form of communication to teach is the form that your child will use spontaneously. If your child will show you a picture but will only do so when you say, "show me cookie," then your child is not communicating spontaneously. If this is the case, use an easier way to communicate and give your child lots of practice using that method. Teaching your child vocabulary words can be helpful. However, if your child doesn't use his vocabulary spontaneously, then the time will not have been useful. You will always need to spend as much if not more time teaching spontaneous communication than vocabulary. It takes more creativity to create an environment in which your child will communicate spontaneously. Your are, however, the best person to do this because you know your child well and are with him/her in many situations so you have many opportunities to encourage communication.

computers play an important role in helping students get their ideas down more easily, edit their work so they can see instant improvement, and share it with the class.

But Xavier is just shooting every target in sight. Over and over. Periodically, the game gives him a message: “Try again.” He tries again. “Even if he doesn’t get it right, it’s getting him to think quicker,”

Educational Technology in the Special Education Classroom In the special education classroom, attention should be given to optimum learning conditions, in the form of accommodations and modifications that will allow the student with learning disabilities to demonstrate his existing skills while learning new ones. In contrast to traditional paper-pencil tasks, interactive technology is providing many alternative methods for students to demonstrate what they have learned. Computers are powerful tools for students with special needs and should be utilized as much as possible.With the use of technology students who have difficulty getting their thoughts on paper because of poor handwriting skills, can write their thoughts with the use of a keyboard. A child whose visual processing disorder makes reading difficult can use his stronger auditory skills to listen to a recording of a book. When the visual book is utilized together with the auditory recording, the child receives the benefit of matching the sound with the words. This has the potential of improving his reading skills.

Children need real-life experiences with real people to truly benefit from available technologies. Technologies should be used to enhance curriculum and experiences for children. Children have to have an integrated and well-balanced set of experiences to help them grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities.

Unfortunately, technology is often used to replace social situations and I would rather see it used to enhance human interactions. And I think that can happen.

Libmedia201

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

About The Praxis Series® Tests The Pra

xis Series® tests measure teacher candidates’ knowledge and skills. The tests are used for licensing and certification processes and include:

Praxis® Core Academic Skills for Educators (Core) Tests These tests measure academic skills in Reading, Writing and Mathematics. They were designed to provide comprehensive assessments that measure the skills and content knowledge of candidates entering teacher preparation programs. See Praxis Core information for test takers. Praxis II® Subject Assessments These tests measure subject-specific content knowledge, as well as general and subject-specific teaching skills, that K–12 educators need for beginning teaching. See Praxis II information for test takers.

oard, laptops, tablet comput

Discovery Education offers a broad range of free classroom resources that complement and extend learning beyond the bell.  Foster deeper engagement and opportunities for students to take charge of their own learning with high quality, engaging, relevant tools designed for today’s busy teachers a

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