Sentences with phrase «as students with special learning needs»

Not exact matches

An outside report in 2017 identified the lack of bilingual teachers as a barrier for all English - learning students, not just those with special needs.

NYFAC also serves professionals and students who want to learn how to better handle children with special needs and is recognized as a worldwide leader in the development of training materials for professionals working with children with autism spectrum disorders.

In urban central cities, funding levels per student tend to be at least average, but student needs (e.g. for special education for students with learning disabilities and for general support for very poor students such as homeless students) tend to be much greater.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

As a school leader, what are the professional learning needs of your teaching and support staff in relation to students with special needs?

My mission, like yours, is to continue to learn about what I can do to provide the very best education possible to all students, including students with special needs because they deserve the chance to thrive and reach their full potential just as much as the next child.

By not classifying students with dyslexia and other learning disabilities as special needs students, which is declining consistently across the U.S since 2006, these students can be put in the best situation to thrive.

The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) research on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to learning styles and curriculum compacting; and (h) longitudinal research on the SEM.

Although placement decisions are made by the Individualized Education Program (IEP) Team, parents have expressed concerns about inclusion opportunities for students with significant disabilities and learning needs to the State Special Education Advisory Committee (SSEAC), and as part of an inclusive practice workgroup with stakeholders (June 2016).

Uniquely Gifted This site is devoted to providing resources and meeting the needs of twice - exceptional students — those with special needs such as learning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, ADHD, Asperger Syndrome, etc. http://www.uniquelygifted.org National Center for Learning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportLearning Disabilities NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning disabilities, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportlearning, and advocates for policies to protect and strengthen educational rights and opportunities.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

In keeping with this theme, ASCD's conference includes more than 50 technology sessions spanning topics from empowering special needs students through technology and arts integration to raising student achievement by using mobile devices, such as the iPod Touch, to create conversations and learning communities.

A student with a learning disability may be assigned school work that teaches the same academic standard as her typical peers, but the teacher may adjust the way the special needs student is taught the standard or completes the assignment to meet the child's unique needs.

In 2014, Florida lawmakers enacted an education savings account law for students with special needs.6 As of the 2015 - 16 school year, 2,400 Arizona students and about the same number of Florida students used such accounts (called Personal Learning Scholarship Accounts, or PLSAs, in Florida).7 In the 2015 legislative session, Florida lawmakers tripled the state's appropriation for PLSAs, and more than 5,000 students still could apply for an account in the 2015 - 16 school year.

This, paired with the multi-sensory nature of the program, is the reason students with learning disabilities (such as dyslexia) and special needs can grasp the program easier than alternative interventions.

Special Education Teachers work with students who have a wide range of special needs such as: learning, mental, emotional, and physical disabiSpecial Education Teachers work with students who have a wide range of special needs such as: learning, mental, emotional, and physical disabispecial needs such as: learning, mental, emotional, and physical disabilities.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school pSpecial Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school pspecial needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Like many school choice programs designed for students with special needs, it started out slow with low enrollment and grew steadily year - over-year as more people learn about the program.

Enrollment is broken down as follows: More than 77,000 low - income students receive tax credit scholarships, more than 28,000 students with special needs receive a scholarship to attend private school, and around 3,900 students utilize the Personal Learning Scholarship Accounts (PLSA).

Additionally, internal resources such as staffing for programs to address students with special needs, social - emotional learning and therapeutic services often are unavailable.

In curriculum overlapping, special needs students work with nondisabled students, but the special needs students have different learning outcomes drawn from separate curricular areas, such as learning basic social and communication skills.

The course emphasizes mastery of instructional strategies that create opportunities for all students, including English learners and students with special needs, to read and write about how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express and visually represent meaningful learning.

She learned a lot from her experiences at Kingsley, a place she describes as the ideal school environment for the education of preschool students with special needs.

Meanwhile, compared to high - poverty districts, few, if any, Commonwealth charter schools enroll the same percentage of children from low - income families, children with special needs, or children learning English as a second language — the very students who struggle most with standardized MCAS tests.

(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.

As with Connecticut's privately owned, but publicly funded, charter schools in Bridgeport, (See Bridgeport Charter Schools Discriminate Against Connecticut Children), the charter schools in Hartford also refuse to accept and educate students who require help learning the English language and those who need special education services.

Imagine a political environment in which charter schools were celebrated for reclassifying English learners, for insisting that students with special needs can learn in the same classroom as other students, and for ensuring that students take the classes they need to qualify for college admission.

When parents are thinking about a school, they will want to think about what learning environment is best for their child and how the school accommodates different styles as well as students with special needs.

Separate Alternative Learning Center — designed for students needing a special curriculum, such as parenting skills or special job skills, and a separate location from the traditional school, many times located in business environments, churches, or remodeled retail centers with excellent transportation services;

Modeled after Arizona's popular education savings account (ESA), the PLSA would provide ESAs to families of students with special needs, which they could use to pay for a wide variety of educational expenses, such as tuition, tutoring, textbooks, online learning, and educational therapy.

As with all students, these students with special needs deserve a least restrictive learning environment that lifts the ceiling, fuels their creativity and passions, pushes them to make continuous progress throughout their academic careers, and supports them in the fulfillment of their personal potential.

The new online homepage will be a place where parents can search for all kinds of information about their schools, such as how often kids and teachers come to school, how fast schools are getting their English learners ready to learn at grade level, how test scores are improving, how long students with special needs are receiving extra help, how much money is sent to underperforming schools, and where early education is available.

An outside report in 2017 identified the lack of bilingual teachers as a barrier for all English - learning students, not just those with special needs.

The Special Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as asSpecial Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as alearning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as asspecial needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as alearning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as alearning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as aLearning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as asspecial education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as asspecial adaptations that are required based on the IEP; and + Other duties as assigned.

It calls for a paradigm shift that is required in the law: the student (if appropriate), special and general education teachers, parents, a district representative, and representatives of other agencies necessary to best serve the student's needs are required to take part in the student's educational planning, with improved learning in the general education curriculum as a goal.

This, paired with the multi-sensory nature of the program, is the reason students with learning disabilities and special needs, as well as ESL students, can grasp the program more readily than alternative interventions.

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Possible topics about pedagogy include: • Structuring statutory drafting courses • Simulation courses designed using mock legislatures or committees • Course linkages with real - world legislators and special interest organizations • Service learning or clinical opportunities for law students • Courses focused on law reform efforts • How to employ Plain - English principles in statutory and rule drafting • Theoretical perspectives on statutory drafting • Involving political realities in law school drafting courses • Teaching practical aspects of drafting that addresses theories and principles of statutory interpretation and construction Possible topics about practice include: • Unique challenges of drafting laws and / or regulations in specific areas such as criminal law, environmental, health law, etc. • Lawyering for non-profits, federal and state agencies, local governments, and other clients in frequent need of rule - drafting • Practicing in employment law, health law, environmental law, and other heavily regulated fields where private clients require rule and policy drafting • Non-legal drafting opportunities, such as sports league rules, industry trade group policies, and university rules Possible topics about politics include: • Political influences affecting legislative drafting • Direct democracy and the unique challenges of drafting initiatives and referenda • The implications of special interests driving drafting decisions • Polictics and its influence on legislative history • Lobbyists as legislative drafters.

Instructed students (grades K - 3) with special needs in small group settings ranging from 1 - 5 students using a variety of strategies such as (but not limited to) phonetics, multi sensory learning, or repetition to reinforce learning and to meet students» varying needs.

The estimated nationwide growth rate from 2012 to 2022 is 11 percent and, according to the American Psychological Association, this growth will remain constant as students with special needs, learning disabilities and behavioral issues need their services.

The ideal candidate should be creative, proficient with technology, able to work as part of a team, have experience teaching students in exceptional education and understanding of the challenges and rewards of working with students with special learning needs.

Served as a teacher within the public school system and within a private school teaching students with special needs and learning differences.

Work with colleagues and administrators to plan, prepare, and execute instruction for students with special learning needs as outlined in IEPs.

PROFESSIONAL EXPERIENCE REGINA CHILD DEVELOPMENT CENTER, Susanville, CA (11/2010 to Present) Special Education Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating Special Education Teacher Assistant • Provide support to lead special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating special education teacher in developing lesson plans and imparting education • Supervise students with special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating special needs on a constant basis to ensure that they are safe and settled • Prepare learning materials specific to each student's special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating special needs and abilities • Encourage students to communicate by dealing with them in a gentle manner • Assist students during in - school therapy sessions • Recognize when students are distressed and attempt to assist them out of their situations • Look after students physical needs such as feeding and toileting • Supervise students during lunch and play times • Assist students with mobility needs such as lifting and positioning them or helping them in and out of wheelchairs and adaptive equipment • Create and maintain student records and ensure that they are kept safe and confidential • Provided support in evaluating students» progress and need for additional care and created correlating reports

• Acted as mentor and counsel to students to ensure their comfort and wellbeing within the classroom • Assessed each student on an individual basis to determine their learning abilities and limitations • Communicated assessment results to the school office to be incorporated into the students» files • Incorporated special courses for students with additional (special) needs to provide them with a chance to gel into regular curriculum

COMMUNITY ACTION SPECIAL NEEDS ASSISTANCE, Susanville, CA (11/2009 to 11/2010) Special Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maiSPECIAL NEEDS ASSISTANCE, Susanville, CA (11/2009 to 11/2010) Special Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maiSPECIAL NEEDS ASSISTANCE, Susanville, CA (11/2009 to 11/2010) Special Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintNEEDS ASSISTANCE, Susanville, CA (11/2009 to 11/2010) Special Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintNEEDS ASSISTANCE, Susanville, CA (11/2009 to 11/2010) Special Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maiSpecial Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maiSpecial Needs Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintNeeds Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintNeeds Assistant • Assessed students to understand their limitations and special needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maispecial needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maispecial needs • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintneeds • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintneeds • Provided physical care such as support with mobility, partaking food and handling their toileting needs • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintneeds • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintneeds • Assisted students in learning concepts by providing them with additional instructional support • Created materials to help students understand difficult concepts • Provided support by counseling them and ensuring their physical and emotional health is maintained

• Comprehend the basics of academic programs assigned to students and create lesson plans accordingly • Assist students in learning concepts by providing them with augmentation on concepts already taught in class • Ascertain that students» weak areas (subjects) are paid special attention to • Motivate and encourage students to provide them with confidence so that they can thrive in an actual classroom environment • Set ground rules for online behavior so that class interruption is minimized • Assist students in developing their study skills in accordance to the needs of each subject • Monitor student progress and ensue that a periodic evaluation is conducted • Handle online technical problems such as video issues or connectivity problems

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

Other authors also state that this work brings results in Primary School, as in the case of research by Cacheiro & Martins (2012), who found indicators of reduction in anxiety about learning and fear of being exposed to a group, including those students with special educational needs, through the development of social and emotional competencies.

She retired as a School Psychologist from a large urban public school system in New Jersey where she was employed as an elementary school teacher and worked with special needs students as a Learning Disabilities Teacher - Consultant.