CALM-IT-19

A ssessment  high-leverage practices for students with Autism   <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Direct instruction ELA classes we are to give the students the Unit Standards Assessment (USA) after each unit is taught.  We have collaborated with the reading teachers and provided the standards tested, text and grammar that will be taught and activities we have planned throughout the unit.   Include the reading teachers in our plans, they are able to reinforce the standards being assessed and can practice executing the same strategies and analytical thinking as we do in ELA classes. The problem is reviewing these assessments since they are done on the computers.  We are trying to meet as a team to troubleshoot ways in which students can go back to correct the questions they got incorrect.  The problem is they are not able to retrieve thei

  Research on High Leverage Practices in Special Education. . <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>       Two high leverage strategies that I would use in my classroom would be keeping data and assessment so that I can analyze my teaching .This is needed for my own reflection and in order to make adjustments in my teaching and improve the student’s outcomes. I need to do this so that I am accountable and clear to what my choice of instruction is.        The second high leverage strategies I would use would be a strong behavior Plan. Dr Lesh has really mad the importance of this clear .I would establish an organized environment in the classroom with rules and be consistent with the students. I would have a system set up for positive constructive feedback. I would conduct the functional behavior assessments and teach social behavior to the stu

  ·           Assistive Technology: <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>  one of the core strategies used in schools to help with attention and learning difficulties. Different types of Assistive Technology ·          Audio Players and Recorders ¨       Helps the child be able to listen to words as the child reads them on the page ¨       Text-to-speech software that can read aloud anything on the screen ¨       An audio recorder can capture what is being said, and the child can listen to it again later on   ·          Timers ¨       Wristwatches to hourglass timers, help kids who have trouble with pacing ¨       Can be used as visual aids to show how much time is left during an activity ¨       Difficulty transitioning from task to task, can help mentally prepare to make a switch   ·          Reading Guides ¨     

     <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> The types of assistive technology ranges from low-tech to very high-tech.  There are tools to help people with almost, if not all exceptionalities.  There are eight types of assistive technology : audio players and recorders, timers, reading guides, seat cushions, FM listening systems, calculator, writing supports, and graphic organizers.             An example of audio players and recorders would be the text-to-speech function that is found on an iPad. An example of a timer would be a countdown clock on the computer for visual learners.  An example of a reading guide would be self-highlighting bar that travels through the sentences as the child reads.    An example for a seat cushion would be an exercise ball for children with ADD/ADHD.  An example of an FM listening system can be a teacher wearing

   Reading Comprehension issues <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> The team should be meeting and looking at the diagnostic test scores The assessment exam only gives the base date the team needs to meet to decide on strategies for what problem solving activities. ·          ·       ·       sc    Scaffolding opportunities for her to learn and a motivation system that will avoid upsetting her even more out of frustrating and make reading fun.  ·          Teacher can do some group discussion and activities that give meaning to the stories .if Jane likes art read art books a first teacher needs to do inventory of students likes dislikes ·          Motivate students  to find the plots in stories and give here library time to go check out books she may be interested in to give her time to practice   Class room center I wo

  <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Procedural safeguards under IDEA part B The parents must consent to the initial evaluation. If the parents refuse to give consent or ignores and does not respond then the teacher is not in violation to FAPE. Students with disabilities who violate a code student conduct must be placed in an appropriate alternative setting per IEP. We need to provide services somewhere else in an alternative setting .but education is compulsory. Bregar (1991) Manifestation determination- If you suspend a child over ten days you need to have a hearing on the 11th. You need to have a meeting with the parents and give them prior written notice. You need to get the team together school psychologist the police and what happened during the incident.   In a good IEP, there are ambitious goals set, and the behavi

        <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>     Title of article: Road to success helping young adults with learning disabilities plan and prepare for employment Author(s) of article: Richard Johnson Daryl F Mellard Paula Lancaster   Teaching Exceptional Children   V ol 39 no 6 pp 26-32 2007     Summary  Teachers can use strategies and direct instructional approaches found in road to success to help LD students be successful.  F or many young students knowing the skills for employment that are given in the road to success program will give them a good stable job. The program addresses skills that the teacher needs to target both the skills needed and address behaviors to work on that are creating barriers that block the student form future employment success   Teachers not only have to teach content they also need to address behavi

       <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Author(s) of article: Kara Hume Tara Ream Laura Megronigle Charlene Rhinehalt Title of article: Supporting students with autism spectrum disorder through grief and loss   Teaching Exceptional Children  Vol 48 no 3 pp 128-136 2015       Summary . Research shows that allowing students to get support from school staff can assist the grief and beyond. The teacher can integrate lessons and use strategies in the classroom before losses occur. Students with disabilities historically have gotten less support in this area    The grief process for students with disabilities is still personal and complex but there is less research that examines the grief process and the supports that student with disabilities need. Students with disabilities do experience grief but they have been often not included

         <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>   Author(s) of article:  Margaret A Schulz w         Title of article:  Self- management strategies to support students with ASD   Teaching exceptional children   Vol 48 no 5 pp 225-231 2016     Summary     Despite evidence that self-management strategies work to support students with ASD the General classroom s of not use it enough. Teachers are the ones taking the responsibility for aligning sure the students with ASD engage in the proper behavior and that they are staying on task and their work is completed. Self-management strategies will give the teacher more time to teach. Self-management strategies support the needs of the students with disabilities in the general classroom setting who rely on the teacher. this helps them to become more independent and decrease the challenging

     <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>      Enhancing transportation education using Mobil devices and applications Jennifer Gallup Sharon N LaMotte Adam Gallup        T eaching exceptional children Vol 48 no 1 pp 54-61 2015     Summary    Transportation for transition students with disabilities can make the difference between keeping employment and losing job. Transportation education will assist in promoting students with independence. We can use transportation apps to assist in this. Districts should allow for transportation training. The Teacher needs to counsel eligible students ·          Assessment of transition needs ·          Development of transportation end plan ·          Preparing students and gathering background information ·          Teaching transportation skills and implementing plan ·          Ev

<script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>   Author(s) of article:   Zhen Chai Rebecca Lieberman Betz w        Title of article:  Strategies for Helping Parents of Young Children Address Challenging Behaviors in the Home   Teaching Exceptional Children   Vol 48 No 4 pp186-194       Summary      Children who display challenging behavior and are not responsive to typical supports are at risk for future problems in behavior and that behavior will get worse with academic difficulties. since this behavior is done by the child to communicate to get what they want or escape. The behavior works so the child continues to do it ·          Parent involvement ·          Classroom teacher’s role very important and helpful to help the parents bring strategies to the home ·          Family centeredness ·          Family and professional partners