Professionally
she taught children with learning disabilities and has been a La Leche League International support group facilitator for over twenty - five years, educating and helping mothers with breastfeeding.
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.
Early Childhood Specialist
teaches children with learning disabilities by applying the methods of intensive education programs.
Not exact matches
I have worked
with children nd adults of all ages starting at 5 months of age and have professionally tutored and
taught Math, Science, Social Studies, English, Creative Writing, Reading and specialize in working
with kids
with special needs,
learning disabilities, or those who may just need a little extra patience.
Thomas Hehir, Ed.D.» 90, the Silvana and Christopher Pascucci Professor of Practice in
Learning Differences at the Harvard Graduate School of Education (HGSE), spent much of his career helping
children with disabilities, including a decade
teaching in Boston Public Schools.
Section 28 does provide for designing and developing new assistive devices,
teaching aids, special
teaching materials or other such items necessary to give a
child with disability «equal opportunities in education», but it could be better worded to extend beyond just equal opportunities in curriculum and academics, to a totally interactive
learning process, thereby implying the integration of all students, disabled and non-disabled.
taught at the Churchill School, an independent school in New York City for
children with learning disabilities.
Daniel's teacher is enthusiastic and creative in her
teaching, but she knows nothing about how to adapt a curriculum to the
learning style of a
child with disabilities.
His back ground in
teaching students
with learning disabilities has equipped him
with a «you can» attitude for all
children.
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.
Classroom support staff work directly
with children with disabilities and
learning difficulties and sometimes
teach small groups of
children.
Children With Learning Disabilities: Theories, Diagnosis, and
Teaching Strategies by Janet W. Lerner
This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs
with an overview of validated practices that have been proven effective for
children with language
learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom
with knowledge about validated
teaching strategies so that they can work more effectively in collaboration
with an LD consultant.
We
teach children with selective mutism and other speech and language and
learning disabilities yet Danielson doesn't take this into account.
This paper focuses on enhancement of literacy skills of young
children with learning disabilities, through intentional
learning, reciprocal
teaching, and redefining the contexts of early literacy
learning.
Teaching phonological awareness to young
children with learning disabilities.
The
teaching community needs to increase its understanding of how disadvantaged
children and those
with special educational needs and
disabilities learn, and how we can build resilience and aspiration.
This article from the NCTM journal
Teaching Children Mathematics explains the foundations underlying the process of instructional differentiation for students
with learning disabilities in mathematics.
Life After Pre-K: Looking at Kindergarten Assessment presented material for attendees to understand the components of a statewide comprehensive assessment system for all
children birth to kindergarten, identify the current status of kindergarten assessments as well as commonalities / variations across states and challenges in developing kindergarten entrance assessments, identify challenges and opportunities for including
children with disabilities in statewide assessments, and understand the experiences of the State of North Carolina in implementing a kindergarten assessment.Jim Squires presented
with Cindy Bagwell (NC Department of Public Instruction), Mary McLean (Head Start National Center on Quality
Teaching and
Learning / University of Florida) and Catherine Scott - Little (UNC - Greensboro) at the 2015 National Early Childhood Inclusion Institute.
(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.
These poor educators are often
teaching children with horrible
disabilities who will never show any
learning gains on a standardized test.
Research has the potential to help schools better meet the needs of
children with learning disabilities, improve reading instruction,
teach math and science concepts more effectively, and much else.
Our collective approach as a state will be to focus on uncovering solutions to better support these young people based on the strong belief that when districts improve
teaching and
learning for students
with disabilities, then all
children will succeed because educators are finally tackling deep - rooted, systemic issues.
Learning Disabilities / Attention Deficit Disorder E539: Academic Interventions for
Children with Dyslexia Who Have Phonological Core Deficits (1995) E522: ADHD and Children Who Are Gifted (1993) E622: Adults With Attention Deficit Hyperactivity Disorder (ADHD)(2001) E540: Beginning Reading and Phonological Awareness for Students with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But Learning Disabled: A Puzzling Paradox (1990) E624: Learning Disabilities Overview: Update 2002 E619: Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569: Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
with Dyslexia Who Have Phonological Core Deficits (1995) E522: ADHD and
Children Who Are Gifted (1993) E622: Adults
With Attention Deficit Hyperactivity Disorder (ADHD)(2001) E540: Beginning Reading and Phonological Awareness for Students with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But Learning Disabled: A Puzzling Paradox (1990) E624: Learning Disabilities Overview: Update 2002 E619: Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569: Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
With Attention Deficit Hyperactivity Disorder (ADHD)(2001) E540: Beginning Reading and Phonological Awareness for Students
with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But Learning Disabled: A Puzzling Paradox (1990) E624: Learning Disabilities Overview: Update 2002 E619: Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569: Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But
Learning Disabled: A Puzzling Paradox (1990) E624:
Learning Disabilities Overview: Update 2002 E619: Nonverbal
Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College for Students
with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569: Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569:
Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
with Attention Deficit / Hyperactivity Disorder: Update 1998 E618:
Teaching College Students
with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2
with Learning Disabilities (2001) E603: The Warning Signs of
Learning Disabilities (2000)
(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?
These working dogs are often used in therapeutic environments such as assisting
with teaching children experiencing
learning disabilities and as stress - reducers
with victims of accidents, crimes and natural disasters / crises.
Teaching assistants work closely
with special education teachers to assist
children with physical, emotional or
learning disabilities.
KEY ACHIEVEMENTS • Successfully helped a
child with special needs who was also a problem
child, to overcome his
learning disability and become integrated into a regular school curriculum • Correctly diagnosed a special
child as being autistic after years of her being labeled as simply «retarded» • Effectively designed a series of special needs
teaching programs to help
children suffering from autism spectrum disorder • Wrote a book about the needs of special children, Our Special Children, that addressed children with needs that were hard to
children suffering from autism spectrum disorder • Wrote a book about the needs of special
children, Our Special Children, that addressed children with needs that were hard to
children, Our Special
Children, that addressed children with needs that were hard to
Children, that addressed
children with needs that were hard to
children with needs that were hard to diagnose
Key Accomplishments: • Introduced a lot of
teaching strategies to enhance language skills among
children with learning disabilities • Initiated theatrical activities to boost up confidence in students
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.
Teaching child - care and safety skills to parents
with intellectual
disabilities through self -
learning.