This document provides strategies for teachers to support students with Attention-Deficit/Hyperactivity Disorder (ADHD) in secondary school. It notes that ADHD is a neurobiological condition that makes it difficult for students to control impulses, inhibit behavior, and sustain attention. Effective support requires a multi-faceted approach including structured support at home and school, therapeutic interaction, and often medication. The document recommends strategies for teachers such as providing clear instructions, breaking tasks into smaller parts, modeling the planning process, and creating a quiet learning environment with limited distractions. It emphasizes praising students' efforts and providing positive feedback.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
An acrostic poem is a poem where the first letter of each line spells out a word or phrase. The word or phrase can be anything the author chooses, such as a name. When writing acrostics, children often use their own name or a friend's name. To write an acrostic, the author decides what word to use, writes it vertically, then brainstorms words or phrases to use in the lines that start with each letter of the word.
Verb phrases are verbs made up of more than one word and consist of a helping verb and a main verb. Some common helping verbs include forms of "to be", modal verbs like "can" and "will", and verbs like "do" and "did". Examples of verb phrases given are "are chasing", which has the helping verb "are" and main verb "chasing", and "will be swimming", which contains two helping verbs, "will" and "be", and the main verb "swimming".
The document provides an introduction and analysis of Oscar Wilde's play "The Importance of Being Earnest". It examines the play's plot, characters, themes, language, settings and context. Specifically, it notes that the title plays on the homophone between "Ernest" and "earnest", and explores the different meanings and uses of being earnest in the Victorian society that Wilde satirizes in the play. It also provides context about Wilde and the Victorian era.
Thailand is the focus of the document. It provides background on Thailand such as its former names of Siam and Central Tai, its status as never being colonized, and being an absolute monarchy until 1939. It discusses Thai culture and customs including Buddhism being the dominant religion, traditions around respecting the king and royal family, and etiquette rules like removing shoes in homes and temples. It profiles famous Thai landmarks and places like Phanom Rung, Chiang Mai Night Bazaar, Ayuthaya, Bangkok, and national parks.
This document discusses similarities between Chinese and Filipino culture, including beliefs in horoscopes, strong family values, celebration of Chinese New Year, being family-oriented, superstitions, and festive festivals. It also talks about respect for elders. The document then discusses folktales and summarizes the Chinese folktale "The Soul of the Great Bell" about a daughter who sacrificed herself to be melted down to cast a bell for the emperor.
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined by a coordinating conjunction. A complex sentence contains one independent clause and one or more dependent clauses joined by a subordinating conjunction. Examples of each sentence type are given to illustrate their structures. Complex-compound sentences containing both independent and dependent clauses are also described.
The poem describes the poet's reaction to losing his sight. In three sentences:
The poet reflects on how he has spent the first half of his life able to see, but is now blind. He worries that his talent for writing will go to waste without his sight, and wants to use it to serve God. However, he realizes that even those who just wait can serve God, so he accepts his blindness.
Here are the questions regarding the text:
1. What does the text reveal about the African concept of deity?
2. According to the text, how do Africans view nature?
3. What are the African beliefs about the composition of man according to the text?
4. What insights does the text provide about the African worldview?
An acrostic poem is a poem where the first letter of each line spells out a word or phrase. The word or phrase can be anything the author chooses, such as a name. When writing acrostics, children often use their own name or a friend's name. To write an acrostic, the author decides what word to use, writes it vertically, then brainstorms words or phrases to use in the lines that start with each letter of the word.
Verb phrases are verbs made up of more than one word and consist of a helping verb and a main verb. Some common helping verbs include forms of "to be", modal verbs like "can" and "will", and verbs like "do" and "did". Examples of verb phrases given are "are chasing", which has the helping verb "are" and main verb "chasing", and "will be swimming", which contains two helping verbs, "will" and "be", and the main verb "swimming".
The document provides an introduction and analysis of Oscar Wilde's play "The Importance of Being Earnest". It examines the play's plot, characters, themes, language, settings and context. Specifically, it notes that the title plays on the homophone between "Ernest" and "earnest", and explores the different meanings and uses of being earnest in the Victorian society that Wilde satirizes in the play. It also provides context about Wilde and the Victorian era.
Thailand is the focus of the document. It provides background on Thailand such as its former names of Siam and Central Tai, its status as never being colonized, and being an absolute monarchy until 1939. It discusses Thai culture and customs including Buddhism being the dominant religion, traditions around respecting the king and royal family, and etiquette rules like removing shoes in homes and temples. It profiles famous Thai landmarks and places like Phanom Rung, Chiang Mai Night Bazaar, Ayuthaya, Bangkok, and national parks.
This document discusses similarities between Chinese and Filipino culture, including beliefs in horoscopes, strong family values, celebration of Chinese New Year, being family-oriented, superstitions, and festive festivals. It also talks about respect for elders. The document then discusses folktales and summarizes the Chinese folktale "The Soul of the Great Bell" about a daughter who sacrificed herself to be melted down to cast a bell for the emperor.
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one independent clause. A compound sentence contains two or more independent clauses joined by a coordinating conjunction. A complex sentence contains one independent clause and one or more dependent clauses joined by a subordinating conjunction. Examples of each sentence type are given to illustrate their structures. Complex-compound sentences containing both independent and dependent clauses are also described.
The poem describes the poet's reaction to losing his sight. In three sentences:
The poet reflects on how he has spent the first half of his life able to see, but is now blind. He worries that his talent for writing will go to waste without his sight, and wants to use it to serve God. However, he realizes that even those who just wait can serve God, so he accepts his blindness.
The document defines and provides examples of different types of verbals in English grammar: gerunds, infinitives, and participles. It explains that gerunds end in "-ing" and function as nouns. Infinitives consist of "to" plus a verb form and can function as nouns, adjectives, or adverbs. Participles end in "-ing", "-ed", or other suffixes and function as adjectives. It also discusses gerund, infinitive, and participle phrases.
The document provides an overview of the Renaissance period from 1450-1600 CE through summaries of key figures, inventions, artworks, and developments in music. It focuses on Leonardo da Vinci as an exemplar of a Renaissance man for his wide-ranging talents and inventions. Renaissance music is discussed including the mass, madrigals, motets and prominent composers like Palestrina and Morley. Musical instruments of the period like the lute and recorder are also noted.
This document describes the characteristics and types of sonnets. A sonnet has 14 lines that typically follow iambic pentameter and a specific rhyme scheme. The three main types are the English or Shakespearean sonnet which has 3 quatrains and a couplet, the Petrarchan sonnet which is divided into an octave and sestet with a shift in rhyme and subject at line 9, and the Spenserian sonnet which has a format similar to the English sonnet but with a 12 line problem and 2 line solution couplet.
James Joyce was an Irish novelist and poet born in 1882 in Dublin. He is best known for his landmark works Ulysses and Finnegans Wake. His collection of short stories Dubliners, published in 1914, depicts middle-class life in Dublin in the early 20th century. The stories are grouped thematically from childhood to public/adult life to death. Key motifs in Dubliners include paralysis, epiphany, betrayal, and the intersection of life and death. Through precise realism and attention to detail rather than overt commentary, Joyce sought to reveal the inner lives and frustrations of his characters.
The document outlines a lesson plan about verbs for English class. The objectives are for students to define a verb, describe verb tenses and types, and write 5 sentences using verbs. The teacher leads a discussion explaining verbs and their classifications. Students are asked to write 5 sentences using verbs and complete an assignment identifying nouns and verbs in sample sentences.
QUARTER 1, LESSON 3-Using the Passive and Active Voice meaningfully.pptxRosaliedelaCruz20
This document discusses the active and passive voice. It defines active voice as using the subject of the sentence to perform the action of the verb. Passive voice is defined as making the subject the recipient of the action using a form of "be" and the past participle of the verb. The document provides examples of transforming sentences from active to passive voice and vice versa. It also discusses the differences between the two voices.
The document summarizes the creation myth and early history of the gods in Mesopotamian mythology according to ancient Sumerian texts. It describes how the first gods arose from the mixing of sweet and salt waters. It then details the rise of Marduk as the chief god after defeating Tiamat, and his creation of humanity from her blood. It also recounts the stories of the great hero Gilgamesh, including his friendship with Enkidu, quest for immortality after Enkidu's death, and his failure to attain eternal life.
The story follows an unnamed narrator who develops a crush on his neighbor Mangan's sister. One day, she asks him to go to Araby, a bazaar, and buy her something, as she cannot attend. He eagerly awaits the day of the bazaar. However, on the day of the event, his uncle is late coming home with money for travel. By the time the narrator arrives at Araby, it is almost closed. He feels frustration as his romantic notions about the bazaar are shattered, realizing he was naive to think it could relieve his boredom.
This document discusses different types of sentences including declarative sentences which make statements, interrogative sentences which ask questions, and imperative sentences which are commands or requests. It provides examples of each type of sentence such as "I am handsome" for declarative, "Am I handsome?" for interrogative, and "Hand me the mirror" for an imperative command versus "Please, hand me the mirror" for an imperative request. The document stresses not confusing sentence function, which was the topic discussed, with sentence structure, which will be covered in a future lesson.
History of English Literaure- 1350- 1900Jheel Barad
This is my class presentation of M.A, Sem-1 on Paper no.: 105A: History of English Literature – From 1350 to 1900. In this presentation I am dealing with general characteristics of all the ages. Here, I have tried to bring out the outline of history of English Literature.
The document provides background information on William Shakespeare and analyzes his famous sonnet 18. It discusses Shakespeare's life and work, defines poetic devices and a sonnet, and analyzes the structure, rhyme scheme, and themes of sonnet 18. The analysis indicates that the poem compares the beloved to a summer's day, saying their beauty is eternal unlike the fleeting nature of summer. It concludes by professing the poet's undying love for the subject of the sonnet.
Lesson Plan in British and American LiteratureDenmark Aleluya
The document outlines a lesson plan for teaching 9th grade students about the short story "Locomotive" by William Saroyan. It includes learning objectives, materials, and a detailed schedule of activities like introducing vocabulary, discussing characters, identifying the plot structure, and answering comprehension questions. Students will define short stories, discuss their personal experiences, read about the author, and reflect on themes regarding friendship, trust, and humanity.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
Module-3 American Poetry "O Captain! My Captain!jitugohil
The poem mourns the death of Abraham Lincoln, who was the captain and hero of the American people. The speaker uses the metaphor of a ship returning safely home after a long and difficult voyage, with everyone celebrating the victory except the speaker. Upon seeing the captain lying dead on the deck, the speaker realizes with great sadness that Lincoln has been assassinated just as the Civil War was won.
This document discusses idiomatic expressions and provides examples. It defines idioms as expressions that cannot be understood by analyzing individual words alone and must be memorized as a whole phrase. Some key points:
- Idioms originate from literature, films, and quotations and knowing their background can help remember them.
- Examples of English idioms include "full of beans," "keep one's head above water," and "catch someone red-handed."
- The document provides a quiz to test understanding of idioms like "raining cats and dogs" and "pulling my leg."
- Idioms should be used appropriately and changing their grammar or words removes their intended meaning.
This document provides context and analysis of Lord Byron's poem "She Walks in Beauty". It discusses Byron's background and scandalous lifestyle. It then analyzes the poem's themes of beauty, its ABAB rhyme scheme and iambic tetrameter structure, use of imagery contrasting light and dark, and devices like simile and metaphor. Students are prompted to discuss the poem in pairs and consider questions about its content, form, descriptions of beauty, and possible themes.
The document discusses various elements of children and adolescent literature. It covers elements such as characterization (including main characters, supporting characters, round/flat characters), setting, plot structure (including beginning, middle, end, exposition, climax, resolution), conflict types (man vs self, man vs man), theme, moral, point of view and more. The learning outcomes are to demonstrate knowledge of literary elements, analyze elements in literature, and produce a creative written piece applying this understanding.
The poem describes feeling a change coming over the speaker's body. Their body glows red as the morning light and shines like a witch burning children. A loud noise escapes their mouth like the scream of an antelope being crushed. A light flashes from their eyes, blinding everyone like a deer in front of an oncoming train. Then suddenly, like being struck by lightning, the speaker has changed.
This lesson plan is for a 7th grade English class on transition words. The objectives are for students to identify different transition words, draw a picture of a bridge, and recognize the importance of transition words in writing. The lesson will involve motivating students by having them draw bridges, discussing how bridges and transition words connect ideas, listing different types of transition words, underlining transition words in a sample story, and writing a paragraph using transition words on an assigned topic.
Classroom accommodations & teaching strategies for Intellectually disabled, C...Nusrat Zerin
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
ADHD is a disorder characterized by inattentiveness, hyperactivity, and impulsivity that is present in about 3-5% of children globally. There are three main types of ADHD - predominantly inattentive, predominantly hyperactive-impulsive, and a combined type. The document provides characteristics and strategies for working with students who have the predominantly inattentive or hyperactive-impulsive types of ADHD.
The document defines and provides examples of different types of verbals in English grammar: gerunds, infinitives, and participles. It explains that gerunds end in "-ing" and function as nouns. Infinitives consist of "to" plus a verb form and can function as nouns, adjectives, or adverbs. Participles end in "-ing", "-ed", or other suffixes and function as adjectives. It also discusses gerund, infinitive, and participle phrases.
The document provides an overview of the Renaissance period from 1450-1600 CE through summaries of key figures, inventions, artworks, and developments in music. It focuses on Leonardo da Vinci as an exemplar of a Renaissance man for his wide-ranging talents and inventions. Renaissance music is discussed including the mass, madrigals, motets and prominent composers like Palestrina and Morley. Musical instruments of the period like the lute and recorder are also noted.
This document describes the characteristics and types of sonnets. A sonnet has 14 lines that typically follow iambic pentameter and a specific rhyme scheme. The three main types are the English or Shakespearean sonnet which has 3 quatrains and a couplet, the Petrarchan sonnet which is divided into an octave and sestet with a shift in rhyme and subject at line 9, and the Spenserian sonnet which has a format similar to the English sonnet but with a 12 line problem and 2 line solution couplet.
James Joyce was an Irish novelist and poet born in 1882 in Dublin. He is best known for his landmark works Ulysses and Finnegans Wake. His collection of short stories Dubliners, published in 1914, depicts middle-class life in Dublin in the early 20th century. The stories are grouped thematically from childhood to public/adult life to death. Key motifs in Dubliners include paralysis, epiphany, betrayal, and the intersection of life and death. Through precise realism and attention to detail rather than overt commentary, Joyce sought to reveal the inner lives and frustrations of his characters.
The document outlines a lesson plan about verbs for English class. The objectives are for students to define a verb, describe verb tenses and types, and write 5 sentences using verbs. The teacher leads a discussion explaining verbs and their classifications. Students are asked to write 5 sentences using verbs and complete an assignment identifying nouns and verbs in sample sentences.
QUARTER 1, LESSON 3-Using the Passive and Active Voice meaningfully.pptxRosaliedelaCruz20
This document discusses the active and passive voice. It defines active voice as using the subject of the sentence to perform the action of the verb. Passive voice is defined as making the subject the recipient of the action using a form of "be" and the past participle of the verb. The document provides examples of transforming sentences from active to passive voice and vice versa. It also discusses the differences between the two voices.
The document summarizes the creation myth and early history of the gods in Mesopotamian mythology according to ancient Sumerian texts. It describes how the first gods arose from the mixing of sweet and salt waters. It then details the rise of Marduk as the chief god after defeating Tiamat, and his creation of humanity from her blood. It also recounts the stories of the great hero Gilgamesh, including his friendship with Enkidu, quest for immortality after Enkidu's death, and his failure to attain eternal life.
The story follows an unnamed narrator who develops a crush on his neighbor Mangan's sister. One day, she asks him to go to Araby, a bazaar, and buy her something, as she cannot attend. He eagerly awaits the day of the bazaar. However, on the day of the event, his uncle is late coming home with money for travel. By the time the narrator arrives at Araby, it is almost closed. He feels frustration as his romantic notions about the bazaar are shattered, realizing he was naive to think it could relieve his boredom.
This document discusses different types of sentences including declarative sentences which make statements, interrogative sentences which ask questions, and imperative sentences which are commands or requests. It provides examples of each type of sentence such as "I am handsome" for declarative, "Am I handsome?" for interrogative, and "Hand me the mirror" for an imperative command versus "Please, hand me the mirror" for an imperative request. The document stresses not confusing sentence function, which was the topic discussed, with sentence structure, which will be covered in a future lesson.
History of English Literaure- 1350- 1900Jheel Barad
This is my class presentation of M.A, Sem-1 on Paper no.: 105A: History of English Literature – From 1350 to 1900. In this presentation I am dealing with general characteristics of all the ages. Here, I have tried to bring out the outline of history of English Literature.
The document provides background information on William Shakespeare and analyzes his famous sonnet 18. It discusses Shakespeare's life and work, defines poetic devices and a sonnet, and analyzes the structure, rhyme scheme, and themes of sonnet 18. The analysis indicates that the poem compares the beloved to a summer's day, saying their beauty is eternal unlike the fleeting nature of summer. It concludes by professing the poet's undying love for the subject of the sonnet.
Lesson Plan in British and American LiteratureDenmark Aleluya
The document outlines a lesson plan for teaching 9th grade students about the short story "Locomotive" by William Saroyan. It includes learning objectives, materials, and a detailed schedule of activities like introducing vocabulary, discussing characters, identifying the plot structure, and answering comprehension questions. Students will define short stories, discuss their personal experiences, read about the author, and reflect on themes regarding friendship, trust, and humanity.
The document discusses different types of sentences according to their structure: simple sentences contain one independent clause; compound sentences contain at least two independent clauses joined by coordinating conjunctions; complex sentences contain an independent clause and at least one dependent clause joined by a subordinating conjunction; and compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are provided for each sentence type.
Module-3 American Poetry "O Captain! My Captain!jitugohil
The poem mourns the death of Abraham Lincoln, who was the captain and hero of the American people. The speaker uses the metaphor of a ship returning safely home after a long and difficult voyage, with everyone celebrating the victory except the speaker. Upon seeing the captain lying dead on the deck, the speaker realizes with great sadness that Lincoln has been assassinated just as the Civil War was won.
This document discusses idiomatic expressions and provides examples. It defines idioms as expressions that cannot be understood by analyzing individual words alone and must be memorized as a whole phrase. Some key points:
- Idioms originate from literature, films, and quotations and knowing their background can help remember them.
- Examples of English idioms include "full of beans," "keep one's head above water," and "catch someone red-handed."
- The document provides a quiz to test understanding of idioms like "raining cats and dogs" and "pulling my leg."
- Idioms should be used appropriately and changing their grammar or words removes their intended meaning.
This document provides context and analysis of Lord Byron's poem "She Walks in Beauty". It discusses Byron's background and scandalous lifestyle. It then analyzes the poem's themes of beauty, its ABAB rhyme scheme and iambic tetrameter structure, use of imagery contrasting light and dark, and devices like simile and metaphor. Students are prompted to discuss the poem in pairs and consider questions about its content, form, descriptions of beauty, and possible themes.
The document discusses various elements of children and adolescent literature. It covers elements such as characterization (including main characters, supporting characters, round/flat characters), setting, plot structure (including beginning, middle, end, exposition, climax, resolution), conflict types (man vs self, man vs man), theme, moral, point of view and more. The learning outcomes are to demonstrate knowledge of literary elements, analyze elements in literature, and produce a creative written piece applying this understanding.
The poem describes feeling a change coming over the speaker's body. Their body glows red as the morning light and shines like a witch burning children. A loud noise escapes their mouth like the scream of an antelope being crushed. A light flashes from their eyes, blinding everyone like a deer in front of an oncoming train. Then suddenly, like being struck by lightning, the speaker has changed.
This lesson plan is for a 7th grade English class on transition words. The objectives are for students to identify different transition words, draw a picture of a bridge, and recognize the importance of transition words in writing. The lesson will involve motivating students by having them draw bridges, discussing how bridges and transition words connect ideas, listing different types of transition words, underlining transition words in a sample story, and writing a paragraph using transition words on an assigned topic.
Classroom accommodations & teaching strategies for Intellectually disabled, C...Nusrat Zerin
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
ADHD is a disorder characterized by inattentiveness, hyperactivity, and impulsivity that is present in about 3-5% of children globally. There are three main types of ADHD - predominantly inattentive, predominantly hyperactive-impulsive, and a combined type. The document provides characteristics and strategies for working with students who have the predominantly inattentive or hyperactive-impulsive types of ADHD.
Educational consideration for children with ADHDGeniva Timbang
Educational considerations for children with ADHD include evaluating each child's individual needs and strengths through assessments and observations. It is important to provide clear expectations, routines, instructional practices tailored to learning styles, and accommodations. Examples of accommodations are advance organizers, low distraction work areas, activity reinforcement, visual cues, tangible rewards, and behavioral contracts. Due to the variability between individuals with ADHD, there is no single best educational program.
This document contains a teacher's resource notebook for a first grade classroom. It includes sections on strategies, parent resources, laws, and references. The strategies section lists accommodations and techniques for students with learning disabilities, ADHD, autism, and behavioral/emotional issues. Examples include visual cues, positive reinforcement, social skills training, modifying the environment, and monitoring behaviors. The parent resources section will provide information from agencies and publications. The law section covers IDEA, ADA, and state mandates regarding special education. References will be cited for each section.
Memory and creating patterns of meaning 2nikkisue72
Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
The document discusses various intervention strategies for supporting students with emotional or behavioral issues. It describes strategies like using a wrap-around intervention plan, motivating students, classroom management techniques, behavior modification, social skills training, and crisis intervention. Specific disorders mentioned include ADHD, autism, oppositional defiant disorder, and conduct disorder. For each, it outlines characteristic issues and recommends intervention approaches like encouraging motivation, preventative management, structure, therapy, social skills building, and least intensive interventions.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Inclusion and supporting learners with SENdringl01
This document discusses strategies for supporting learners with special educational needs (SEN) in mainstream classrooms. It covers national policies on SEN, the graduated approach of assess-plan-do-review, involving specialists, requesting Education, Health and Care plans, the Disability Discrimination Act, and mental health issues in schools. Specific strategies are provided for difficulties with literacy, numeracy, autism spectrum disorder, ADHD, dyslexia, attachment issues, and complex learning needs. The importance of understanding individual learners, pupil-centered planning, and developing nurturing classroom environments is emphasized.
The document provides information on assistive technology and its use for students with disabilities. It defines assistive technology as any device or service that helps individuals with disabilities function. Studies show assistive technology can significantly improve educational and social outcomes. Schools are required to consider assistive technology needs annually in students' IEPs. Examples of assistive technologies discussed include hearing aids, FM systems, and tools to help students with ADHD focus and organize their work.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
The document discusses strategies for preventing challenging behaviors in students with low incidence disabilities. It describes using positive relationships, schedules and routines, engaging activities, explicit teaching of social skills, and prevention as the first step. Expert teachers emphasize high expectations, effective communication, respect, professional knowledge, and relationships. Strategies mentioned include visual schedules and expectations, reinforcement systems, peer support, tiered instruction, praise, problem solving lessons, self-regulation tools like breathing, and engagement through collaborative learning structures. Overall the document provides background on low incidence disabilities and recommends prevention through structured environments, skill building, and active engagement of students.
The document provides an overview of the Center for Autism & Related Disorders (CARD) and their approach to Applied Behavior Analysis (ABA) therapy for children with autism. Some key points:
- CARD was founded in 1990 and uses ABA to teach skills to children with autism through one-on-one therapy. They have clinics across the US and internationally.
- ABA is based on scientific principles of learning and uses positive reinforcement to teach skills in small steps. It has been shown to significantly improve outcomes for children with autism.
- CARD's comprehensive ABA program incorporates techniques like discrete trial training, natural environment training, and teaching verbal behavior. It also addresses challenging behaviors and collects ongoing data
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
School libraries serving special needs studentsLisa Perez
1) The document provides guidance for librarians on including students with special needs such as autism, emotional-behavioral disorders, intellectual disabilities, and learning disabilities in mainstream classrooms.
2) It recommends nine strategies: using visual schedules and cues, clear communication, reinforcement, choice-making, addressing sensory needs, peer and paraprofessional support, collaboration, and accountability measures.
3) The strategies are meant to help librarians implement accommodations from students' IEPs and meet the varied needs of all students in an inclusive setting.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
1. Classroom Strategies for
Secondary School Teachers
Stephanie Hepner
Leigh Heglund
Tracy Toh
ISB HS
LEARNING SUPPORT
Strategy Suggestions From
Attention-Deficit/Hyperactivity Disorder is a
medical condition which is neuro-biological in
origin. Students who have been diagnosed as
having ADHD have difficulty controlling impulses,
inhibiting their behavior, and sustaining their
attention. Therefore, they often demonstrate
inconsistent performance and may require
different strategies at various times.
Students with ADHD are especially sensitive to
perceived criticism and actively seek praise. They
thrive in safe environments, where they are
encouraged and feel comfortable enough to take
risks and make mistakes.
ADHD is best treated and managed with a multi-
faceted approach, including structured supports
at home and school, regular therapeutic
interaction, and, often, a pharmaceutical
intervention such as stimulant medication.
Research suggests that the most effective
approaches include all three components and
that medication alone is not sufficient.
As a school, ISB does not make targeted medical
recommendations to families. Teachers may,
however, be asked for feedback on changes in
behavior following the start of doctor-
recommended medical treatment.
What is ADHD?
ADHD
Strategies to Support Study Skills:
• Coach and model the planning process for long-
term assignments
• Make students aware of time passage to help
them understand how much time something
takes
• Teach how to use key words (command terms,
operations, etc.) when reading instructions or
questions
• Teach how to use the features of texts in your
subject area so students can easily identify key
information
• Provide time for and regularly reinforce practice
of proof-reading all work before submission
• Remind students to take out agenda and
write down assignments, especially in classes
where homework is not regular
2. In school, teachers can use the following
strategies, along with specific recommendations
from the student’s Individual Learning Plan, to
support student learning in all classes.
• All multi-step, complex instructions written
down & numbered
• Write key words on board
• Use engaging visual images in lessons to
support content instruction
• Encourage use of color to highlight
instructions and content
• Check in with students once they have begun
to ensure they’re following instructions and
to redirect, if necessary
• Encourage use of visuals, mind-maps, or web
diagrams when planning longer written work
• Break large tasks into smaller mini-
assignments
• Documents (hand-outs, tests, etc.) should be
typed and clearly presented. Reduce visual
distractions on the page
• Provide models and exemplars of work so
students can ‘see’ what is expected of them
Strategies:
Instructional Tasks and Activities
“Everybody is a genius. But if you
judge a fish by its ability to climb
a tree, it will live its whole life
thinking it’s stupid.”
—Albert Einstein
Strategies:
Learning Environment
• Provide quiet space to do independent
work, with limited auditory and visual
distractions
• Seat student near source of instruction &
near positive peer role models
• Allow movement breaks (in classroom or
water/bathroom break)
• Provide opportunities for physical
activities
• Use stress ball or similar thinking toy in
class
• Structured learning environment helps
students know expectations and develop
habits to bring the right materials.
Management Tips:
• Cue student before calling on
him/her by saying student’s
name
• Take advantage of student
strengths
• Praise publicly, reprimand
privately
• Provide positive feedback, with
specific examples, for things
done well
• Indicate important information
while teaching to assist with
note-taking and focus (e.g.
“This is a major point.”)
• Avoid sarcasm or singling out
the student’s differences
• Use humor and engage with
the student personally
Photo Credit: Life Mental Health
雅虎竞拍
煤炉代买
paypay商城
乐天二手
日本亚马逊
乐天新品
ZOZOTOWN
