Sentences with phrase «children with diverse learning»

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In this setting, she conducted comprehensive psychoeducational evaluations for children and adolescents with a diverse range of issues including ADHD, Learning Disabilities, mood disorders, and anxiety disorders.

To help our children explore their world and satisfy their curiosity, we seek educational situations that are no more than a 1:6 teacher to child ratio and learning opportunities that are rich with movement, multisensory, project based and diverse.

I enjoy working with children in diverse cultural settings, and I find great satisfaction in passing along my passion for learning, technology, graphic design, photography, writing, adventure, and self - determination to my students.

Teaching children to read is central to a teacher's calling, but a large body of evidence shows that teachers get weak training in individual learning differences and in teaching reading to students with diverse backgrounds and abilities.

With an increasingly linguistically - diverse population in schools, it is important to understand children's language background and its relation to learning.

Working in collaboration with a diverse group of educators, advocacy groups, community organizations, and policymakers, the project ultimately aims to grow the number of quality schools where all children can have equitable learning outcomes, feel like their culture is valued, learn to live together with appreciation of differences, and be engaged in understanding how to dismantle racism and systemic oppression.

We also propose revisions throughout this subpart to better support the ability of programs to serve children from diverse economic backgrounds, given research that suggests children's early learning is positively influenced by interactions with diverse peers [1112] We also require programs to prioritize serving younger children in communities where there is publicly funded high quality pre-kindergarten for four year olds.

Research suggests children's early learning is positively influenced by interactions with economically diverse peers.

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organilearning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organilearning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organiLearning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

Leckie is a child - centered, diverse learning community providing each student with the opportunity, accelerate in math, science and humanities leaving with High School Math & Language credits.

Grounded in research and strengthened by the author's personal experience as a student learning English, Connecting Right from the Start helps teachers understand the culturally and linguistically diverse children in their classroom, as well as those with disabilities.

The ability to speak with greater precision and cohesion would help diverse stakeholder groups create policies and support practices that address the multifaceted and individualized learning needs of each (whole) child, regardless of geographic location, ethnicity, socioeconomic status, and mental or physical abilities.

(3) Family Based Special Education Support empowers families with the tailored tools they need to best support the diverse learning needs of their child at home, accelerating learning at school.

The findings suggested that involvement in the editing of the video footage provided the science methods students with a deeper insight into the children's understanding of scientific concepts and enabled them to identify areas within their lessons that needed to be redesigned to accommodate students» diverse learning styles.

E.L. Hayne's diverse student population includes many children with learning disabilities and attention issues.

UF scholars — in fields as diverse as education, medicine, law, public health and the life sciences — work with local, state and national partners to advance the science and practice of early childhood development and enhance early learning opportunities and healthy development for our youngest children.

It serves a socio - economically, racially, and culturally diverse community of children because all children learn about different backgrounds and perspectives by living and working with people from those backgrounds and perspectives.

The asset - based approach builds on assets that children from diverse backgrounds bring with them into learning settings, so long as classroom conditions encourage the expression of these assets (Boykin, 2012; Boykin & Noguera, 2011).

We are a state affiliate of the National AfterSchool Association (NAA), the membership association for professionals who work with children and youth in diverse school and community - based settings to provide a wide variety of extended learning opportunities and care during out - of - school hours.

In implementing this policy, state and local leaders will need to better understand how instructional change and organizational learning happen by targeting the development of teachers and administrators so that they are able to collaborate in new and authentic ways to develop instructional approaches based upon the emerging body of research on how children — particularly from diverse backgrounds and with diverse needs — learn.

And these charter schools understand the benefit of a diverse educational community, with children of different socioeconomic status, race, and background all learning together.

Our online courses are created to engage students with diverse learning styles, so every child has the tools needed to succeed academically.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Cultural Diversity E604: Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility (2000) E584: Critical Behaviors and Strategies for Teaching Culturally Diverse Students (1999) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E500: Empowering Culturally and Linguistically Diverse Students with Learning Problems (1991) E500s: Reforzando a los alumnos Diversos Culturalmente y Lingüí con Aprendizaje (1999) E596: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education (2000) E520: Identifying and Serving Recent Immigrant Children Who Are Gifted (1993) E601: Infusing Multicultural Content into the Curriculum for Gifted Students (2000) E589: The Implications of Culture on Developmental Delay (1999) E566: Reducing the Disproportionate Representation of Minority Students in Special Education (1998) E544: Underachievement Among Gifted Minority Students: Problems and Promises (1997) E614: Cultural Reciprocity Aids Collaboration with Families (2001)

• Demonstrated ability to work with children in groups or individually depending on the requirements of children and the subject matter • Able to organize activities so children can learn in relation to the world, explore interests, and build up talents • Highly skilled in planning and carrying out a set of courses that targets diverse areas of child development, including language, math, and social skills • Proven ability to work with children from diverse cultural and socioeconomic backgrounds

Having worked on the same position with the Rising Sun Institute for six long and productive years, I worked for a diverse group of children with special needs including children who had autism, speech impairments, learning disabilities, non compliant behavior and physical challenges.

As noted on the enclosed resume, I have worked as a Teaching Assistant with The Northwest School of Innovative Learning during which I came in direct interaction with children that were not only from diverse cultural backgrounds but also possessed linguistic diversity.

We set the standard for superior child care by partnering with parents and the community to create a diverse, innovative, and nurturing environment that provide a foundation for learning.

By reading children's books about feelings your child will understand they are not alone in their feelings, they will develop empathy with the characters and learn to develop diverse ways of dealing with their own emotions.

What learning or training experiences might be helpful to you in working with culturally and linguistically diverse children, families, staff, and communities more effectively?

With this invaluable program, early childhood professionals will develop the skills, sensitivity, and knowledge to meet the developmental and learning needs of the diverse children in their program.

The program employs and supports a teaching staff with the educational qualifications, knowledge, and professional commitment necessary to promote children's learning and development and to support families» diverse needs and interests.

You will benefit immediately from her extensive experience working with children and adolescents in families facing complex issues such as trauma, mental health disorders, substance abuse, developmental delays, and diverse learning issues.

We may learn what treatment arrangements and combinations of strategies, at what levels of intensity, are most effective for children with diverse presentations of bipolar illness.

Employ a teaching staff that has the educational qualifications, knowledge, and professional commitment necessary to promote children's learning and development and to support families «with diverse needs and interests.

Head Start's rigorous quality standards and monitoring processes, commitment to serving children with disabilities, and leadership in serving children from diverse backgrounds all make it a model of a high - quality program and a foundational component of our early learning system.