IEP WORKSHOP

ATTENTION SOE STUDENTS!

The Career Immersion Program has scheduled an IEP Workshop with Professor Bonnie DiFolco. Whether or not you are studying to work in the Special Education field, this seminar will be helpful for all future teachers. Throughout the City, there are a lot more CTT and Inclusion classrooms and it is always good to have background knowledge that can help you meet the needs of all your students.      

IEP WORKSHOP:

APRIL 8TH, 2013

COMMON HOUR, 1:50PM-3:15PM

DAC, ROOM 306

If you have any questions or concerns, please contact us at career.immersion@gmail.com

 

 

Have a wonderful Day!

Career Immersion Coordinators 

Elementary and Middle School Worksheets for Writing

ATTENTION STUDENTS: 

WRITING PROMPTS

In every grade, students are hesitant to write and as a teacher it is our job to make it more appealing to the students. The links below are filled with writing prompts and worksheets with the appropriate grade levels. This will be an extremely helpful resource for you in the future so take advantage of it. Encourage students to become creative with their writing by starting off with a creative and interesting topic         

Elementary Writing Prompts: http://www.k12reader.com/subject/writing-prompts/

Middle School Writing Prompts: ://my.hrw.com/support/hos/hostpdf/hostmsprompts.pdf

Down Syndrome

Tips for Teaching Students

with Down Syndrome

1) Have high expectations for the student. Be enthusiastic and encouraging.

2) When planning a student's instructional program, be guided by the student's individual ability and needs, and not the label of Down syndrome.

3) If the student is highly distractible, seat the student away from windows and doors to minimize distractions in the environment.

4) Small group instruction may be more beneficial to the student than whole class instruction. Try to also set aside some time for one-on-one instruction.

5) Model the task and give the student many opportunities to perform it. Break down tasks into smaller sequenced steps.

6) Ask the student to repeat or rephrase instructions. Ask the student specific step-by-step question to make sure the student has understood the instructions given.

7) Set aside time for frequent review and practice of tasks.

8) Allow the student adequate response time.

9) Provide consistent positive reinforcement immediately after the student produces a correct response.

10) If the student makes a mistake, do not say "that’s wrong." Ask the student to try again, or provide the correct response and require the student to repeat the correct response immediately. Immediate corrective feedback is more effective than delayed.

11) Give clear signals about the end of one activity and the beginning of the next. Use picture cues or audio cues with young children. For example, use picture symbols representing activities or sing a certain song before a specific activity.

12) Present only a few stimuli or objects at a time. For example, if you are using worksheets, create worksheets that to not have too many pictures or sentences with complicated wording. Highlight or print key words in bold.

13) Use concrete objects/manipulative along with verbal explanations. For example, while teaching counting use manipulatives that are alike in shape, size and color, so that the student concentrates on counting, rather than being distracted by shapes, etc.

14) Be flexible with attaining educational goals. For example, if the student has difficulty writing with a pencil, teach the student to write using a computer.

This information was taken from the Down Syndrome- Aim High Resource Center

For more information, visit the site: http://www.aim-high.org/professional-resources/educators/item/41-tips-for-teaching-students-with-down-syndrome

Reader's Notebook

ATTENTION: GREAT RESOURCE FOR ANY TEACHER!

READER'S NOTEBOOK: The Reader's Workshop is an approach that we learn about in EDU 1004 and other EDU courses as well. This is a great, interesting way to incorporate it into your classroom. On the website below, you will be able to download all of the resources to put into a binder. In your classroom, each student would have their own binder so this will teach them responsibility and organization skills as well, which is great! I hope you will all read this and possibly use it in your future classroom. 

  

http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook

TIPS FOR TEACHING STUDENTS WITH ADHD

It is frustrating when a child won't listen or pay attention and is having difficulty writing, completing assignments, or sitting still every day. However, in most cases, it is inevitable that all of us will experience having a student with ADHD in our classroom. Here are some suggestions to help you accommodate the special needs of those children.


TIPS:

1. Distractions: In order to keep the student on task, it is better to seat him/her near the teacher and away from doors and windows. This helps the student stay focused on the teacher.

2. Tape assignments: Kids with ADHD tend to have trouble remembering spoken instructions and feedback immediately so it is important to tape them so if they forget, they just have to play the tape and listen to them again.

3. Note-taking partner: ADHD-related handwriting problems can make it hard to keep up when taking notes. By providing the student with a partner, they can share notes and the partner can explain them if it is confusing.

4. Giving a lighter workload: This is appropriate for children with ADHD who struggle to get their class work or homework done. The questions are just as hard - there are just fewer of them. Academic assignments should be brief! Longer projects should be broken up into manageable parts.

5. Extra time for test taking: The idea is not to make the exam easier for the child but to level the playing field, by providing sufficient time for the child to show what he/she knows.

6. Run errands for the teacher: It is great to send students with ADHD on simple errands because it can help hyperactive kids burn off some energy.

7. Time limits for task completion: Time limits should be specified and can be enforced with timers.

8. Scheduling: On-task behavior of students with ADHD progressively worsens over the course of the day, it is suggested that academic instruction be provided in the morning. During the after-noon, schedule more active, nonacademic activities.

9. Manipulatives: Presentation of material should include increased stimulation such as different colors, shapes, and textures. These will reduce activity level, enhance attention and improve overall performance.

10. Instructions: Students with ADHD have difficulty following multi-step directions, it is important for instruction to be short, specific and direct. Repeat directions frequently.

11. Productive physical movement: As we all know, students with ADHD may have difficulty sitting still. Productive physical movement should be planned. It is appropriate to allow the student with ADHD opportunities for controlled movement and to develop a repertoire of physical activities for the entire class such as stretch breaks. Other examples might include a trip to the office, a chance to sharpen a pencil, taking a note to another teacher, watering the plants, feeding classroom pets, or simply standing at a desk while completing classwork. Alternating seatwork activities such as rotating stations will also be productive. It is also important to keep in mind that on some days it will be more difficult for the student to sit still than on others.