Sentences with phrase «individualized needs of your child»

DI moves beyond simple grouping of students by ability to consider how content, pacing, and presentation of the curriculum can support the individualized needs of each child based on their skill level, learning style, and interests.

A specialist can recommend a program of help tailored to the individualized needs of your child.

Not exact matches

They analyze the family needs and needs of the child to come up with an individualized plan for the child and family.

Using positive, gentle and developmentally appropriate methods, we create a step - by - step, individualized sleep plan tailored to your family's needs, your parenting style and your child's level of development and personality.

After reviewing the individualized education plan, parents, teachers, counselors and other members of the IEP team may decide that the child should receive new forms of individualized instruction or needs less SDI than he did the previous year.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.

The supports your child is being provided are a great start; if they're not allowing her to keep up with her classmates, she may need a higher frequency of services or more individualized services.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

Each child will have an individualized set of goals based on his or her needs.

Last week, Chancellor Carmen Fariña told parents who are part of a Brooklyn - based opt - out coalition that she «certainly as a parent would opt out,» if her child had special needs and received services through an Individualized Education Plan (IEP).

Peter Wright said he feels strongly that intensive, individualized instruction is the best way to help children with learning disabilities succeed, and while he was fortunate to have that, not all children with disabilities get the type of instruction they need.

This year, Immaculate also began accepting the Jon Peterson Special Needs Scholarship, a different kind of voucher that allows students on Individualized Education Plans to attend private schools and receive a voucher worth up to $ 20,000, depending on the severity of a child's disability.

The court emphasized that an IEP is not a one - size - fits - all document and that instruction should be «specifically designed to meet a child's unique needs with an individualized education plan,» based on close consideration of a child's present level of achievement, the nature of the disability, and his or her potential for academic and functional growth.

Through this platform, parents will have access to personalized information and resources on child development, as well as the opportunity to connect with a mentor or coach who can respond to the individualized needs of each family within their context through the use of video and other technologies.

Licensing would be a major advance if it were grounded in practical demonstration that teachers and teaching assistants have the right set of skills to educate young children, and know how to individualize instruction and interactions with young children who differ in their social and emotional needs, their linguistic needs, and their needs related to specific early academic skills.

Teaching and learning are highly individualized in schools and customized to the needs of children and communities.

(2) A program must use information from paragraph (b)(1) of this section with informal teacher observations and additional information from family and staff, as relevant, to determine a child's strengths and needs, adjust strategies to better support individualized learning and improve classroom practices in center - based and family child care settings and improve home visit strategies in home based models.

These laboratories, Reville hoped, would work to reimagine and implement new, personalized systems of education and youth development, focusing on expanding access to out - of - school learning, integrating health and social services into schools, and individualizing education to suit the needs of every child.

Second, Florida's accounts are available to a subset of children with special needs (the specific diagnoses are included in state law), while Arizona's program is available to all children with special needs who would qualify for an Individualized Education Plan or a 504 plan, as well as the several additional categories detailed above.17 (A 504 plan is a plan developed to provide appropriate accommodations for K - 12 students with special needs attending public schools, as detailed in Section 504 of the Rehabilitation Act of 1973.)

After reviewing the individualized education plan, parents, teachers, counselors and other members of the IEP team may decide that the child should receive new forms of individualized instruction or needs less SDI than he did the previous year.

There is traditionally no set curriculum as the program is individualized to the needs of each child.

Individualizing instruction means meeting the individual learning needs of each child.

Remain aware of student needs; participate in child study teams or individualized education planning; implement accommodations and modifications as indicated in student IEP's; seek advice and counsel from student support services areas when needed to ensure that all students are fully served.

This requirement ensures that IEEs actually serve the interests of children with disabilities by providing valid and accurate information that assists in the development of an educational program tailored to their individualized needs.

After it is determined that the child is eligible for special education services under IDEA, a multidisciplinary team of specialists and the parents review the child's levels of functioning and develop an Individualized Education Program (IEP) specifically designed to meet the child's educational needs in the least restrictive environment.

Free and appropriate public education (FAPE)-- Special education and related services provided pursuant to the federal Individuals with Disabilities Education Improvement Act of 2004 for students with disabilities at public expense, under public supervision, at no charge to the parents and based on the child's unique needs as set forth in the student's individualized education program.

Such a change would require that Bridgeport revise each student's IEP (Individualized Education Program), a process that is both complex, lengthy and requires full participation by all of the individuals and entities that are responsible for determining each child's educational and social needs.

At Broomfield Academy, teachers create individualized learning goals for each child to help develop every aspect of a child's learning needs.

As parents of students with special needs know, the school system develops an Individualized Education Program (called an IEP) that is designed to address each individual child's needs.

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.

«The first one would be to have them get an individualized education that meets the needs of each student; the second was that we were drawn to a classical curriculum; and the third would be flexibility in time with family,» said Banks, a resident of Fredericksburg, Va., who added that her elementary - age children went back and forth between home education and Catholic school over the past few years before they settled on home education.

The program immediately assesses and diagnoses each child's area of need, provides individualized instruction and scaffolding, and suggests materials to help the teacher continue scaffolding when students log off.

«That is what makes this legislation and this type of ESA program so innovative — it would give parents the ability to manage funds that pay for their child's education, allowing them to create an individualized program based on their child's needs.»

(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?

KEY ACHIEVEMENTS • Developed and implemented a series of interventions for a 5 year old with severe behavioral issues, resulting in him mellowing down without the use of medication • Suggested introduction of group therapy sessions to bring patients with behavioral problems (due to chronic illnesses) together, which decreased treatment time considerably • Introduced a special needs assistance unit within the facility, resulting in increased number of patients signing up • Devised a basic intervention plan to treat children with Autism which reduced time and difficulty in developing individualized plans

Exceptionally well - versed in creating individualized meal plans to meet the nutritional needs of each child.

1/2009 to 5/2010 Early Autism Project, Nantucket, MA Behavior Coach • Engaged children in conversation to determine extent and type of autism • Indulged in activities to ensure children's comfort and to win their confidence • Gauged need for intervention and developed core individualized plans for each child • Handled skills assessment activities and one - on - one instructions • Monitored students to gauge response to implemented programs • Completed progress reports on each child and provided feedback to parents

• 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

Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to meet the educational needs of participating parents • Proactively provide professional instruction and delivery of information to families implementing specified curriculum • Coordinate services with community programs to meet the individual needs of each parent education program • Assess the needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such as seminars and meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teaindividualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teaIndividualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

• Adept at developing individualized learning programs and catering for specific needs of every child effectively

Phoenix Children's Academy, Merrimack, NH 2011 — Present Preschool Director • Develop weekly academic schedules for preschool teachers • Assist in developing individualized class curriculums • Provide feedback on lesson plans and interactive activities • Assume responsibility for the daily operational and administrative needs of the preschool • Provide community outreach support and act as a liaison between preschool staff and students» families • Supervise student registration and enrollment procedures

· Duration of treatment for each child is very individualized and is based on the child's treatment needs and their progress.

wraparound services An arrangement of individualized, coordinated, family - driven care to meet complex needs of children and families who are involved with several child - and family - serving systems (such as mental health, child welfare, juvenile justice, and special education).

Others that may benefit include agencies developing a coordinated response to address the complex needs of children and families as well as organizations or community groups considering policies that promote family engagement, advance culturally responsive and individualized approaches, and strengthen community services and supports.

This data is used to inform each site's continuous program improvement efforts, individualize their practices to the needs of the children and families they serve, and to satisfy accountability requirements set by funding agencies.

They can enhance developmentally oriented anticipatory guidance with individualized content that meets families» individual needs.42 Home - visiting programs include a «degree of social support that is difficult to provide in most clinical settings; outreach and liaison between the pediatrician, the family, and the community; involvement with socioeconomic issues that directly affect the well - being of the child and family; reinforcement and follow - up of preventive care, peer helper support, as well as encouragement by the home health visitor who has the advantage of being with the family in its own home, a more accepting, less threatening setting for the family.7

I will meet your child at their level, working with them to build rapport so we can develop an individualized plan to best address their needs and support a reduction of symptoms along with emotional growth.

The content of classroom assignments is individualized according to each child's academic needs.