Sentences with phrase «with learning disabilities develop»

Many kids with learning disabilities develop behavior problems.

She has worked in a non-profit setting assisting young adults with learning disabilities develop their workforce readiness skills.

Not exact matches

Low iron formulas do not contain enough iron and will put your child at risk for developing iron deficiency anemia (which has been strongly associated with poor growth and development and with learning disabilities).

It's in my role as a mother that I develop an expertise in twice exceptional or gifted students with learning disabilities.

They use this information to develop a plan of instruction and to choose from research - based strategies that will likely be effective for children with learning disabilities.

These types of infant formula do not contain enough iron and will put your child at risk for developing iron deficiency anemia (which has been strongly associated with poor growth and development and with learning disabilities).

Children with ADHD and learning disabilities may need extra help in developing social skills.

Whilst we all demonstrate challenging behaviour at times, particularly during adolescence as we develop a sense of self separate to that of our parents, challenging behaviour as a label which leads to punishment is uniquely applied to those with learning disabilities, and is often their ticket into an Assessment Treatment Unit.

Moreover, they often exhibit learning disabilities, difficulties with speech, and other signs that the brain or the rest of the nervous system hasn't developed properly.

Most of the students in this book, either through their own drivenness or through the interventions of adults — either parents, teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to learn how to manage pain, which was the case with one of the students in the book who has chronic pain due to his physical disabilities; or to learn how to manage anxiety, which is the case of two of the people in the book.

In 2005, we began a new program to for Miami - Dade Public Schools to introduce students with autism, learning disabilities, and visual, physical, language and emotional impairments to dance instruction by developing a new and unique dance residency program.

Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabLearning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disablearning disabilities.

The evidence is persuasive: students with disabilities can learn and develop at least as much and often more when they are included in general education.

After I teach for several years, I still plan on pursuing a doctorate in special education to develop interventions for students with learning disabilities in the science classroom.

Think Forward will be granted # 683,620 to implement its Move Forward programme which supports young people aged 14 - 25 with mild to moderate learning disabilities to develop the aspirations, qualifications and skills they need to realise their potential and gain paid employment.

learn how we support school - based nurseries and pre-schools to develop inclusive childcare practices for children with special educational needs and disabilities (SEND)

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.

While accommodating the needs of people with disabilities in online learning environments, it also serves as a best practice for creating and developing learning opportunities that are accessible to everyone.

Originally developed to help students with learning disabilities, RTI's success has led to its use for all students at a school, not just for those with specialized needs.

My major area of interest is in working collaboratively with students, teachers and educational leaders to develop innovative and sustainable teaching practices which strengthen the educational opportunities of at - risk students including those with learning difficulties, disabilities and challenging behaviours.

A student identified as having a disability which adversely affects the ability to learn a language may be exempted from the requirements set forth in this paragraph if the student's individualized education program, developed in accordance with section 200.4 of this Title states that such requirements are not appropriate.

Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.

E-learning courses developed in «Adapt Learning» also don't require a separate version to comply with the Disability Discrimination Act (DDA) guidelines.

This progress is achieved when students with disabilities have access to grade level learning opportunities and also receive appropriate individually developed supports designed to assure progress.

She developed two art programs in schools for students with learning disabilities and taught numerous subjects.

To develop specially designed instruction for each student with a learning disability, educators and parents work together to analyze student work, evaluation information, and any other available data to determine the student's strengths and weaknesses.

YWLA develops competencies and creates a peer learning community for staff from organizations that provide workforce development services to D.C. youth ages 16 to 24, including those with disabilities.

An ongoing challenge for educators is figuring out which students with reading difficulties have a true learning disability and which ones can develop effective reading skills as a result of different reading instruction.

Prior to his tenure with DNPE, Mills worked in private business and then as a guidance counselor in Apex, working with children with learning disabilities and developing individual education plans (IEPs) for them.

Effective techniques have been developed for helping students, including those with learning disabilities, to develop phonological awareness, word recognition, and other advanced skills required for reading.

For students with significant cognitive disabilities, the Center for Educational Testing and Evaluation has developed the Dynamic Learning Maps ® Alternate Assessment System.

There are two distinct goals to our approach: (a) to promote access, participation, and learning for students with learning disabilities who receive the majority of their instruction in general education classrooms, and (b) to develop preservice teachers» abilities to identify efficacious technologies that will enhance students» transitions from school to work.

· Have a «do what it takes» attitude and commitment to developing the highest educational potential of individuals with learning disabilities.

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.

She began her career working with patients and students with special needs, and has worked with teachers and parents to develop and implement programs to serve children with physical and learning disabilities.

This online module, developed by the IRIS Center for Training Enhancements, describes strategy instruction, self - regulation, and the implementation of Self - Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabilities.

Roadmap for Educators This two - page summary includes key considerations on what educators can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on meeting the needs of students with disabilities in personalized learning systems).

Typically developing students, gifted students, students who are impacted by poverty, children who speak multiple languages or have a home language that is different than the classroom language, and students with identified or potential developmental or learning disabilities are all covered within this highly practical, easy - to - use guide to UDL in the early years.

Roadmap for Parents and Families This two - page summary includes key considerations on what families can do to seize benefits of personalized learning for their children with disabilities (developed through the support of NCLD's national convening on meeting the needs of students with disabilities in personalized learning systems).

A week - long intensive training program developed by Catapult Learning's foremost expert in learning disabilities and intended for educators who teach students with dyslexia and other SLDs (Specific Learning DisabiLearning's foremost expert in learning disabilities and intended for educators who teach students with dyslexia and other SLDs (Specific Learning Disabilearning disabilities and intended for educators who teach students with dyslexia and other SLDs (Specific Learning Didisabilities and intended for educators who teach students with dyslexia and other SLDs (Specific Learning DisabiLearning DisabilitiesDisabilities).

Since a major emphasis of the social studies is to help students develop the skills, values, and knowledge needed for active participation in a democratic society, the PK - 6 social studies classroom is a natural setting within which students with mild disabilities can learn and rehearse necessary social skills.

Roadmap for School & District Leaders This two - page summary includes key considerations on what principals and district administrators can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on meeting the needs of students with disabilities in personalized learning systems).

Roadmap for Systems Change This two - page summary includes key considerations on what federal, state, and local policy leaders can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on meeting the needs of students with disabilities in personalized learning systems).

The Targeting the 2 Percent project has developed two series of resources to develop educators» instructional effectiveness with students with learning disabilities and difficulties.

The main goal for mainstreaming is often to enable students with mild disabilities to interact with peers who do not have disabilities so as to develop the social skills necessary for healthy social interaction and emotional development (for example, self - control, problem - solving, and relationship building).12 While this reasoning apparently de-emphasizes academic learning, it does not mean that content learning is not important.

Personalized Learning: Policy & Practice Recommendations for Meeting the Needs of Students with Disabilities: This 2016 report was developed in conjunction with a national convening NCLD held, drawing together students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with disabLearning: Policy & Practice Recommendations for Meeting the Needs of Students with Disabilities: This 2016 report was developed in conjunction with a national convening NCLD held, drawing together students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with dDisabilities: This 2016 report was developed in conjunction with a national convening NCLD held, drawing together students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with ddisabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with disablearning experts to discuss how personalized learning systems can be designed to best support the learning of students with disablearning systems can be designed to best support the learning of students with disablearning of students with disabilitiesdisabilities.

These tests help to diagnose learning disorders and also help special education teachers and other professionals develop appropriate program planning for students with disabilities.

The DLM Consortium is developing the Dynamic Learning Maps Alternate Assessment, a computer - based assessment for the 1 % of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

Alaska becomes the 16th state to join the Dynamic Learning Maps Alternate Assessment Consortium, a multi-state initiative developing a computer - based assessment designed to more validly measure what students with significant cognitive disabilities know and can do.

Kurzweil Education has a robust and dynamic history in developing assistive technology products for those living with a learning disability.