Accommodations and Modifications Accommodations, modifications, and alternative assessments may be necessary for a special needs child to succeed while working on materials for learning. A student who cannot read nor write at grade level may be able to understand and participate in discussions about material that is read aloud and taught at the child's age-appropriate level. A child who cannot recall basic number facts may be able to do grade-appropriate problems using a calculator or working with number facts chart. A student with cerebral palsy may be able to take part in modified physical education with special equipment and carefully chosen exercises. The terms accommodations and modification are frequently used interchangeably, but they are not identical in their effect on teaching and learning. There are important differences in the meaning as they relate to special needs education. Because IDEA is a federal law, it primarily guarantees an appropriate, free, public education. Understanding Accommodations
Response: Several Ways To Help Students Become Better Listeners - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2011/08/response_several_ways_to_help_students_become_better_listeners.html ) = NO Internal request ( 94.23.9.226 ) = NO Open House ( 2014-04-14 09:19:08 ) = NO Site Licence : ( 94.23.9.226 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( c59a70f1-9618-7c6a-f057-612875f0e3ea : 3 / 3 ) = NO 0: /edweek/DigitalEducation/2012/09/start_a_computer_programming_c.html 1: /ew/articles/2012/02/24/22resources_ep.h31.html Access denied ( -1 ) = NO
Response to Intervention Ten Steps to Better Student Engagement Tristan de Frondeville As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously. Now, as I travel the country coaching teachers on how to successfully use project learning, my goal remains the same. A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." Project-based classrooms with an active-learning environment make such in-the-flow moments more common. The good news is that the strategies for creating and managing high-quality project-learning environments are productive in any classroom, whether project learning is a central part of the curriculum or not. Create an Emotionally Safe Classroom Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. Create an Intellectually Safe Classroom Begin every activity with a task that 95 percent of the class can do without your help.
Think Aloud Strategy: Teaching Method for Reading Page 1 of 2 What Is It? The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. Effective teachers think out loud on a regular basis to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, mathematical problem solving, and other cognitively demanding tasks. Thinking out loud is an excellent way to teach how to estimate the number of people in a crowd, revise a paper for a specific audience, predict the outcome of a scientific experiment, use a key to decipher a map, access prior knowledge before reading a new passage, monitor comprehension while reading a difficult textbook, and so on. Why Is It Important? By listening in as students think aloud, teachers can diagnose students' strengths and weakness.
Student Response Systems for K-12 Turning Technologies develops leading assessment delivery and data collection solutions for learning environments. Our response technology not only creates interactive presentations, but is proven to enhance effective instruction, increase retention, engage participants, and immediately assess understanding. Turning has expanded its portfolio of products to include data collection systems that securely transfer digital data for various assessment, testing and certification programs. Founded in 2002, the company began with the development of response technology that was affordable, user-friendly and better documented so that users could easily grasp its benefits. Today, an estimated six million ResponseCard keypads have been delivered to K-12 schools, universities and businesses worldwide. Explore how response systems are working for K-12, Higher Education and Corporate/Government customers. Partners Contact Us
50 Ways to Anchor Technology (Ways to Anchor Technology in Your Using Free Websites as Learning & Teaching Tools 1. Have students use Spelling City to learn their spelling words, vocabulary words, or site words through games, practice, and quizzes. Spelling City is a free resource for teachers. www.spellingcity.com 2. www.brainpop.com 3. www.dovewhisper.com 4. www.flashcardexchange.com 5. people.uncw.edu/ertzbergerj/ppt_games.html 6. www.clustrmap.com 7. www.ustream.tv 8. www.fanfiction.net 9. www.ccmixter.org 10. www.toolsforeducators.com 11. www.animoto.com/education Share your ideas for integration on Animoto. 12. www.makebeliefscomix.com 13. www.wordle.net 14. www.surveymonkey.com 15. www.readwritethink.org/materials/timeline 16. www.kerpoof.com 17. classtools.net 18. www.buildyourwildself.com 19. www.freerice.com 20. www.fluxtime.com Using Free Websites for Management 21. www.myavatareditor.com 22. www.dropbox.com 23. www.evernote.com 24. www.superteachertools.com 25. www.sharinglinks.com 26. www.bighugelabs.com 27. rubistar.4teachers.org 28. fur.ly 29. www.jingproject.com
Classroom Architect Dolch-Sight Words The Dolch-Sight Word List is a list compiled by E.W. Dolch in 1936. The list contains 220 commonly used words that should be recognized by "sight" for fast or "fluent" reading. The compilation excludes nouns, which comprise a separate 95-word list. Many of the 220 Dolch words do not follow the basic phonics principles, so they cannot be "sounded out." They should be learned by sight. Although the list is traditionally divided into grades, most school systems say that the Dolch words should be mastered by the end of 1st Grade. It has been rumored that Dr. You can import any of the Dolch-Sight Word Lists below and use them to play Dolch word games, create Dolch-sight words flash cards, or generate Dolch worksheets for your students. *To import a sample list, you must log in to your account before selecting the "Import" link. PreK Dolch Word List 1 of 4: a, and, can, for, make, me, my, not, red, run PreK Dolch Word List 2 of 4: funny, go, here, help, I, in, is, it, jump, little
Autism News and Resources Inclusion Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation. Human beings, regardless if they happen to have a disability or not, have basic needs that must be met in order to feel fulfilled. In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. Inclusion in school requires a shift in the paradigm, instead of getting the child ready for the regular class, the regular class gets ready for the child. Adaptations are made to the materials, the curriculum and/or the expectations of the activities for the individual child, maintaining achievement of all individual and academic goals.
The Three Principles Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines: Principle I: Provide Multiple Means of Representation (the “what” of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) Learners differ in the ways that they can navigate a learning environment and express what they know. Principle III: Provide Multiple Means of Engagement (the “why” of learning) Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. Learn more about UDL Guidelines 2.0:
Chapter 4: Teaching Every Student TOC: Information & Ideas Recognize essential cues and patterns. Master skillful strategies for action. Engage with learning. Consider an example. Suppose Mr.