Sentences with phrase «learners with special needs who»

Serious games are the ideal microlearning tool, particularly for online learners with special needs who may experience cognitive overload more quickly.

Not exact matches

The children who have not done well historically out of the comprehensive system are our least able learners, vulnerable children, children with special educational needs and those living in poverty.

Jennifer Ronayne, a fifth - grade teacher at the Connetquot schools with 13 years of experience, said Cuomo has little understanding of how classrooms work — and of how harmful his policies have been for teachers and students, particularly those children who have special needs or who are English language learners.

Firstly, they may be a roadblock for online learners with special needs, such as those who have reading difficulties.

The formula included weights for housing prices, minority, English - as a second language learners, children with special needs, children who are permitted free school meals, schools located in rural under - privileged areas, rusting economic areas and with high percentages of «working classes».

Particularly online learners with special needs or those who are using their mobile devices to explore the subject matter.

The briefing paper specifically examines the ability of the OMPG schools to meet the instructional needs of English Language Learners (ELLs), students with special education needs, students who are older with few or no credits and students who are pregnant and parenting....

From there the groups should be further refined to include schools comparable on the socio - economic demographics and that have similar percentages of students with special needs (excluding students who receive speech / language services) and English language learners.

Overall, a third of the school's students are identified as «high needs,» a designation that includes special education students and English language learners, students who are in foster care or from households receiving state assistance with food or housing and those from economically disadvantaged families.

In particular, teachers with large numbers of new English learners and others with special needs have been found to show lower gains than the same teachers who are teaching other students.

However, the publication contained numerous errors and excluded the fact that charter public schools support students with special needs as well as those who are English Learners.

Targeting Resources — Ensure schools and teachers have the resources to meet the unique needs of students who are at - risk, English language learners, gifted and talented, and students with disabilities or other special needs.

We stand by their endeavors to secure school finance reform and improve education outcomes and opportunities for our public school children, especially those who are at - risk, English language learners, and students with disabilities and other special needs.

The coalition came together to push for school finance reform and improved educational opportunities and outcomes for Nevada public school children, especially those students who are at - risk, English language learners, gifted and talented, and students with disabilities or other special needs.

«We do not believe in a test - prep heavy model, we do not believe in excluding students with special needs and who are English Language Learners.»

One student with special needs who «did not feel good about himself as a learner» increased his reading score significantly over the course of the school year, which improved his self - esteem, Thompson said.

In a conference call with reporters, Education Secretary Arne Duncan noted the changes roiling education nationally: school districts with higher numbers of low - income families, more students who qualify as English language learners, and in some states, the inclusion of children with special needs in the tests.

As Executive Director for Inclusion, Nicola Crossley has significant experience of working with schools to enhance the learning experience for all vulnerable learners; but particularly those who are disadvantaged and / or have special educational needs and / or disabilities (SEND).

However, students are not randomly assigned to teachers — and statistical models can not fully adjust for the fact that some teachers will have a disproportionate number of students who have greater challenges (students with poor attendance, who are homeless, who have severe problems at home, etc.) and those whose scores on traditional tests may not accurately reflect their learning (e.g. those who have special education needs or who are new English language learners).

SPED 123/223 Methods and Strategies for Exceptional Learners This course is designed for special and general educators, and other professionals who have need of knowledge and experience in adapting and accommodating classroom learning environments (socio - emotional, behavioral, and physical) for students with disabilities.

The session will combine research findings with practical tools from a school leader who challenged the status quo and expanded the boundaries of a special education program design to meet the needs of all learners.

The schools focus on at - risk students like teen parents, the chronically truant, court - involved students, those with special needs, English language learners, and young men and women who have already dropped out.

Consider adding subtitles or captions to the mobile learning video to accommodate corporate learners with special needs and those who must mute the playback.

One - size - fits - all tests punish and discourage students who are already vulnerable, including students of color, English - Language Learners, children with special needs, and students from families living in poverty.

Teachers who work in urban and poorer communities, those that work with students of color, those that work with English language learners and those that teach students with special education needs will be especially punished under the new teacher evaluation system.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

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Historically, transition from the school into sustainable employment has been the outcome for very few who completed their schooling at the Pretoria School for Learners with Special Educational Needs.

As the emphasis is on instructional practices that are responsive to the needs of visual learners, this book will be of interest to primary teachers who are teaching a wide range of children with general learning disabilities and special educational needs.

Each chapter provides supporting guidance to make technology most effective for those working with children who are dual language learners or may have special needs.

The four subgroups included children who are dual language learners, those with disabilities and other special needs, those with health concerns, and children confronting cumulative environmental risks.