1 Hour- I went to an autism walk at Madison Jr. High and was able to comunicate with the children there and better understand what they are thinking while at this activity. I was also able to talk to a few parents whos children have autism and it was a really cool experiance to be able to be there and experiance this fun filled day.
Friday/ April 1st: 2 Hours at the Developmental Workshop:
This experience was awesome! I loved working with the adults there. My job today was going out to the community and watching them in a social environment trying to find specific food items and the logical places of where they could be. They had to pay for their items with minimal help. It was really interesting to see as well how they had to cross the parking lot making sure there were no cars that would hurt them. It was fun to see everyone so happy to be able to do the things they were told.
2 hours(7 days) I work in an elementary school where I worked with two students. One of the two had ADD and the other was mute. It was interesting to see how the students were being observed and it was interesting to see how they would participate. The student with ADD loved attention and thrived off of being told he was right. I thought he was ahead and very smart but just got board easily. It was interesting to see the mute child use his hands to try to express himself. I had to help him try to answer questions or interact vocally with his peers. Really great experience.
Thursday, March 31, 2016
Saturday, March 26, 2016
Week 11
Differentiating Instruction
Learning the differences in rubrics
finding how to accomodate for everyone.
Follow Link:
https://drive.google.com/file/d/0B-SO3pMHriw7Q29FdENycGNtMXM/view?usp=sharing
Learning the differences in rubrics
finding how to accomodate for everyone.
Follow Link:
https://drive.google.com/file/d/0B-SO3pMHriw7Q29FdENycGNtMXM/view?usp=sharing
Monday, March 7, 2016
chapter nine c-map
·
Differentiating Instruction
o
How can you make accommodations for students
with special needs in basic skills instruction
§
Teaching pre-skills
·
Basic skills necessary for performing more
complex skills. Assess students on the relevant pre-skills and, if necessary,
teach them.
§
Selecting and sequencing examples
§
Deciding the Rate of Introduction of New skills
§
Providing direct instruction and opportunities
for Practice and Review
o
How can you make accommodations for students
with special needs when teaching subject area content?
§
Activating background knowledge
·
Using the Prep strategy
o
Preview the text or lesson and choose two or
three important concepts
o
Conduct a brainstorming session with students
o
Evaluate student responses to determine the
depth of their prior knowledge of the topic
·
Preparing anticipation guides
o
A series of statements, some of which may not be
true, related to the material that students are about to read.
·
Providing planning think sheets
o
Help writers focus on background info as well as
on the audience and purpose of a paper
§
Organizing content
·
Using advance organizers
o
Info presented verbally and or visually that
makes content more understandable by putting it within a more general framework
·
Employing cue words for organizational patterns
o
Descriptive list including the sequence of
events in time
·
Constructing study guides
o
Outlines, abstracts, or questions
·
Creating graphic organizers
o
Visual format to organize their thoughts while
looking for main ideas
§
Teaching terms and concepts
·
Using definitions
o
Positive and negative examples
·
Making concept diagrams
o
This combines graphic organizers with the
methods just described using definitions
§
Communicating clearly
·
Communicating clearly in writing
·
Communicating clearly orally
o
State commands specifically using concrete
terms.
o
Give “bite-size” directions
o
Accompany explanations with a demonstration
o
Use cuing words such as “look up here” or “Listen,
please” before giving directions.
o
Phrase questions clearly to ensure that students
know how to respond
o
Provide a balance between higher and lower level
questions
o
Adapt questions to the language and skill level
of the class, including differentiating your questions for individual students
in the class
o
Vary the wait time depending on the nature of
the questions asked
o
Involve all students in classroom questioning by
calling on nonvolunteers as well as volunteers
o
Scaffold incorrect answers and no responses
o
What accommodations can you make for students to
help them succeed in independent practice
§
Differentiating seatwork assignments
·
Verbally present the tasks
·
Add practice examples that you can do with the whole
class
·
Write alternative sets of directions
·
Highlight the important words in the directions
·
Have students help each other when the
directions are difficult.
§
Differentiating homework assignments
o
How can you involve parents in teaching their
children?
o
How can you make instructional modifications for
students with moderate to severe intellectual disabilities?
Saturday, March 5, 2016
Lesson 8
Chapter 8:
504: Gen. Ed. teachers are incharge of this and implementing it.
- only get federal funding from government even if student is not in Gen Ed class and are in sped classes for 60% still gen. ed. responsibility.
1966: ESEA(NCLB) (every student succeeds act)
- government cant tell what states should do but if they do what government says they will get paid.
1973: Rehabilitation Act
- designed for Veitnam War Vets to go back to school
- Cas law (lawsuits) all principles of IDEA, all 6 have been added to 504 Americans w/ disabilities Act (ADA) added provisions for what qualifies them for ADA it expanded to definition bit narrowed in some places.
Section 504: educating those w/ disabilities
- make accomodations and modifications
- due process began with complaints that go to the office of civil rights and the office of department of Education. Dear, cellege, to educate, "rules" loosley.
UDL & UDA
- Universal design for learning
- preparing curriculum before knowing students.
- build for success for all
- Universal design of assessments
- cross language and cross culture
- target skill vs access skill
-first 1000 days are crucial in the development of a child.
- need to be done in an enriched culture.
ABUSE & NEGLECT
Reporting:
- The law: most states require teachers to report first hand
- report to CPS or police
- Involve a supervisor or advisor when you have questions of something of this nature right away
- principal
-school psych
- school counselor
what to expect:
- phone interview
- 2/3 of cases are investigated nationally
-report within 24 hours
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