Learn about some of the differences between teaching phonics to ELLs and native English speakers. Also discover some new resources.
Poorly implemented co-teaching practices may be taking the “special” out of special education, say many who train teachers and districts in collaboration.
This article includes basic information to give an introduction or overview of what is inclusion and some tips for implementing it.
How often are you observed by your principal? I have taught in different districts in different states. It seems like each district has a different policy when it comes to teacher observations. One thing that all of these observations shared was the ability to induce anxiety in even the most experienced teacher. Whether you are a first year teacher or a seasoned teacher, rest assured that we all feel a few butterflies when it is our turn to be observed. There have been a few things through the years that I have found that helped me feel a little more comfortable when it was my turn in the hot seat. This is probably just a personal quirk of mine, but I find it relaxing to clean. Odd quirk, I know, but when I am stressed I like to dig in and clean. I once had a very intuitive custodian that noticed that I rearranged my classroom when my class had a bad week. My thought was, a new student to sit next to, might solve the chatting issue or other classroom management problems. Most of the time this did solve many problems. I wouldn't change the seating chart the day before an observation, but it can be very helpful to do it a few days before. A clean and tidy room also makes a nice impression, too. It is much easier to find all of your supplies when everything is in the right place. I have also found that when I'm cleaning, I find these activities, resources, and manipulatives that I forgot that I owned. Thankfully, I've never had a principal look in my closet. (Because that becomes my dumping ground if I run out of time!) Differentiation is part of all evaluations. One way to enrich your bright students is with your questions during your lessons. Asking higher order level questions and extending your lesson this way is easy to do and models great thinking for all of your students. I student taught in a self-contained gifted and talented classroom. One of the things I noticed in the GT classrooms was some type of poster or bulletin board with Bloom's Taxonomy. I made my own version with the flower pots you see in the picture above. On the leaves are words that remind me how I should use this with my lessons. I usually hang these on the wall that I face when I teach. The visual reminder is helpful during all lessons and especially evaluations when you might be a little anxious and forget to do something. You want your students to be engaged and doing high quality work with the assignment you give them at the end of your lesson, right? The best way I have found to do this is to give my class a new freshly sharpened pencil to complete the assignment. There is nothing like a new sharp pencil to get everyone's attention. Make sure all of the pencils are the same or it will cause a distraction. One time I bought a new packet of pencils that had different colors which caused a squabble because some students wanted a certain color. Have a few extras in case one or two of your students break the lead. Everyone has their own favorite way of managing things. For me, clipboards was my "go to" tool. I had different colored clipboards that I used for different things. I had clipboards for: Behavior management - if I had a challenging class or a student that was on a discipline plan, this clipboard went with my class to specials and lunch. Attendance/lunch count: even though many districts now do this electronically, I still like a paper copy. Misc.: This is for all of those extra things a teacher has to deal with like book orders, field trip, PTA fundraisers. I keep extra class charts on this clipboard so I can document who brought in their paperwork. This is much quicker than digging through a pile of envelopes of stack of paperwork. Groups: each group has their own clipboard I keep track of testing, notes, observations on the clipboard until I am either no longer need the information and can file it or can throw it away. ***MY BRAIN***: I keep an outline of my plans, schedule, and other important information. This clipboard is usually full of post its because there are usually changes like assemblies, pullouts, staffings, change in how a student goes home and all of the other details we have to keep up with on a daily basis. It is a funny story about how my clipboard called "My Brain" got its name. One day I couldn't find this clipboard. Keep in mind, this is my most important clipboard. It has all of the details that I have to keep track of for the week. You know all of those memos, notes from parents, emails from parents/team leaders/administrators/reading specialist, and calendar of events that we are responsible for on a daily basis. I had tried different methods to keep up with all of those details and eventually I began using the clipboard. It is small, portable and fits anywhere that I need to put it. I had looked everywhere and by the time my students arrived I was getting frantic. I explained to my students that I needed their help to find my very important clipboard. They wanted to know why this was so important. I told them that it helped me remember things. So, one of my little boys asked me if it was my brain. I said yes, at times it feels like it is like my brain, helping me think and remember things. After that, my class always called my red clipboard "My Brain" and it was never lost again! During evaluations, I usually put a more detailed outline of my lesson on "My Brain" which is usually near me when I teach. I look at it as my little insurance policy to make sure I cover all that I want to plan. Do you have any teacher evaluation tips to share? Sources to make my blog post graphics can be found HERE. Click HERE to read my blog's disclosure statement.
Echolalia- Learn strategies for your Autism classroom. What echolalia is and how to reduce it with activities to decrease repetitive speech or non-authentic communication.
Social emotional learning is the foundation of a successful classroom by creating an environment of inclusion and respect.
Have you ever thought about using wordless videos in your speech therapy lessons? It increases engagement! Start with these videos...
This 88 slide PowerPoint teaches the demonstrative adjectives este, esta, estos, estas, ese, esa, esos, esas and aquel, aquella, aquellos and aquellas. There are notes, practice slides using CLOTHING, a 25 slide quiz. Then there are review slides for the second day with addtional practice slides.
As a new teacher concerned with lesson plans, testing, assessment and extracurricular activities another important issue is accommodations for exceptional students. In your classroom you may have a number of students in special education which is “an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil” (Education Act, Section 1). The school principal is required to ensure that an Individualized Education Plan (IEP) is developed for each student who has been identified as exceptional by an Identification, Placement and Review Committee (IPRC), within 30 school days of the student’s placement in a special education program. At this point you may be asking your self, “Who is an exceptional child?” Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program and related services to fully benefit from their education. Thus, “exceptional” is an inclusive term that refers to children with learning and/or behavior issues, children with physical disabilities or sensory impairments and children who are intellectually gifted or have a special talent (Heward, 2006, 10). You may have students in your class that fall in the following categories of exceptionality that require an IEP: • developmental disabilities • learning disabilities • emotional and behavioral disorders • Autism • communication disorders (speech and language disorders) • hearing impairments • visual impairments • physical and health impairments • multiple disabilities • giftedness and special talents What is an Individual Education Plan (IEP)? An IEP is… • A written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning; • a record of the particular accommodations (supports or services that are not provided to the general student population but that are required by individual students with special needs to help them achieve learning expectations and demonstrate learning), needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs; • a working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum; • a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations; • an accountability tool for the student, the student’s parents and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. The IEP process involves the following five phases: 1. Gather information • review the student’s record • consult with parents, the student, school staff and other professionals • gather information through observation of the student • consolidate and record information. 2. Set the direction • begin work on the IEP (e.g., record the reason for the IEP, record personal information, list relevant assessment data) • indicate the student’s areas of strength and areas of need on the IEP • establish a collaborative approach – the IEP team. 3. Develop the IEP as it relates to the student’s special education program and services • record decisions about program exemptions, course substitutions and eligibility for a diploma or a certificate • determine accommodations; record subjects or courses with accommodations only • determine teaching strategies and assessment methods • record information about evaluation, reporting and provincial assessments • record information about the IEP development phase (including details of parent/student consultations); secure principal’s approval. 4. Implement the IEP • share the completed IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 years of age or older) • put the IEP into practice • continuously assess the student’s progress • adjust the IEP as necessary (recording any changes in goals, expectations, accommodations, teaching strategies, and so on) • evaluate the student’s learning and report to parents. 5. Review and update the IEP • update the learning expectations at the beginning of each reporting period • review the IEP regularly and record revisions • plan for the transition from elementary to secondary school, or for a transfer to another school. A list of accommodations the student requires to help him or her learn and demonstrate learning includes the following: Instructional Accommodations: adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum. • buddy/peer tutoring • note-taking assistance, duplicating notes • ability grouping • graphic organizers • manipulatives, concrete/hands-on materials • more frequent breaks Environmental Accommodations: changes or supports in the physical environment of the classroom and/or the school. • alternative work space • strategic seating, proximity to instructor • reduction of audio/visual stimuli • minimizing of background noise, quiet setting • special lighting Assessment Accommodations: adjustments in assessment activities and methods required to enable the student to demonstrate learning. • extended time limits • alternative settings • more frequent breaks • prompts to return student’s attention to task • extra time for processing • reduction in the number of tasks used to assess a concept or skill Sources: “About: Special Education” http://specialed.about.com “The Individual Education Plan (IEP), A Resource Guide” http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html “Individualized Education Program” http://en.wikipedia.org/wiki/Individualized_Education_Program “Special Education” http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html “Wythe County Special Education: The Special Education Cycle” http://wcps.wythe.k12.va.us/public/speced/pages/sped1.htm
The schwa is the most common vowel sound. It is found in the unaccented (unstressed) syllable of a word. It makes the lazy short u sound.
Learn about the benefits, challenges, and tips for co-teaching between a classroom and ESL or ESOL teacher. This is a great way to support ELLs but...
Using social stories to teach social skills gives students direct and meaningful direction in learning essential social skills.
When setting up your classroom and lessons to give them the best education, here are some strategies for teaching students with an intellectual disability.
A blog about raising children and teens with Asperger's and High-Functioning Autism.
Teaching & learning resources for parents, children and teachers.
A practical list of ideas to use when teaching students who are anxious or nervous. There are small changes we can make to improve focus and anxiety.
Teach and reinforce important social skills with social stories. This story focuses on strategies to use to stay calm in the classroom.
Executed well, student-centered instructional methods can disarm some of the more intimidating parts of academia.
It’s demoralizing. You plan a great lesson. You give it your enthusiastic best. But your students don’t respond well. At all. They’re distracted and sleepy. They’re bored and slouched in their seats. They’re uninspired and blase’ about what you have to teach them. When ... Read more
When setting up your classroom and lessons to give them the best education, here are some strategies for teaching students with an intellectual disability.
Differentiation is a word that is used a lot in teaching. We know a good teacher uses differentiation strategies daily to meet the needs of…
This is for basically anyone who has trouble communicating what is wrong with them. This, of course, applies to non-speaking people, but it fits a larger group. Young children who can't quite express themselves yet. People on the autism spectrum who can normally communicate, but "lose their words" w...
What are the social skills autism classrooms need? Social skills for autism support classes.
A little speech talk here. Wait! Don't go! You just might learn something awesome. ;) Language development of a typical child includes expressing: 5-20 words at 18 months of age 150-300 words at 24 months 900-1000 words at 36 months Although the vocabulary expansion throughout early childhood is tremendous, about 80% of everything that is
Teaching phonemic awareness is important for all readers, especially those who struggle. Check out my top tips with sample activities!
Kids and young adults need extensive practice in strengthening their executive functioning skills. Executive functions are the processes in our brains that help us accomplish all tasks from beginning to end. We use them when we plan our day, organize our materials, begin a chore, focus on important
Teaching schema and metacognition beginning with a concrete experience makes thinking visible, creates strong connections, and anchors future learning.
Specially designed instruction means the adapting the content, methodology, or delivery of instruction to address the unique needs of the child that have been outlined in the Individualized Education Program. Special education teachers should be skilled in providing SDI to students with disabilities. Learn more.
If we want language to come OUT of our students’ mouths, we must get language IN to their heads. They need INput so that they can produce OUTput. » Input is reading and listening » Output is speaking and writing This is common sense. A learner cannot utter an expression in a new language if…
This is for basically anyone who has trouble communicating what is wrong with them. This, of course, applies to non-speaking people, but it fits a larger group. Young children who can't quite express themselves yet. People on the autism spectrum who can normally communicate, but "lose their words" w...
This is for basically anyone who has trouble communicating what is wrong with them. This, of course, applies to non-speaking people, but it fits a larger group. Young children who can't quite express themselves yet. People on the autism spectrum who can normally communicate, but "lose their words" w...
