Sentences with phrase «address students with learning disabilities»

Critics have claimed that the Common Core do not adequately address students with learning disabilities or bilingual education.

Not exact matches

Students with IDs often have a learning disability or anxiety disorder that needs to be addressed in the classroom.

There are also two additional elements of focus: improving early learning outcomes: increasing college access and success; addressing the unique needs of students with disabilities and those with limited English proficiency; as well as improving productivity, or using technology.

The Students with Disabilities Institute comes complete with a rich set of learning materials that address every aspect of supporting inclusion for students with disabStudents with Disabilities Institute comes complete with a rich set of learning materials that address every aspect of supporting inclusion for students with dDisabilities Institute comes complete with a rich set of learning materials that address every aspect of supporting inclusion for students with disabstudents with disabilitiesdisabilities.

Figure 4 is a Force Field Analysis Diagram depicting a framework for preservice teachers to examine how technology integration factors (forces) can potentially address learning barriers for students with learning disabilities.

In addition to a general form for all students with disabilities, there are disability specific forms that address learning disabilities, early childhood, intellectual disabilities, physical disabilities, and emotional disabilities.

In addition, competitive preference will be given to applications that focus on up to two of the following areas: improving early learning outcomes, increasing college access and success, addressing the unique needs of students with disabilities and those with limited English proficiency, improving productivity, and using technology.

Behavioral Intervention Plan (BIP)-- A plan that utilizes positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities or the learning of others or behaviors that require disciplinary action.

This memo will not deal directly with professional learning related to the achievement of students with disabilities, though that challenge is important to address.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

Finding effective, research - based strategies that address the needs of students with disabilities as well as other general education students who may be experiencing difficulty in learning.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Competitive Preference Priorities Applicants may also choose to write to any of four competitive preference priorities: Improve Early Learning Outcomes, Support College Access and Success, Address the Unique Needs of Students with Disabilities and Limited English Proficient Students, and Serve Schools in Rural LEAs.

The Individual with Disabilities Education Act (IDEA) Amendments of 1997 require educators to address the behavioral as well as learning problems of students with dDisabilities Education Act (IDEA) Amendments of 1997 require educators to address the behavioral as well as learning problems of students with disabilitiesdisabilities.

States can address this issue by eliminating exclusionary discipline in preschools.27 New evidence shows that children with disabilities are at the greatest risk of suspension; if states outlaw preschool suspension and expulsion, they will affirm the rights of our most vulnerable students at the earliest stages of learning.