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Specifically, the parents want their son's teachers to help him not only learn, but to be able to receive instruction from others. So far, they are fairly pleased with the progress that they have seen their son make in the classroom, but wish the teachers could develop more large-group activities and take the time to really make sure their son was a full participant, which they feel would help him to progress socially more than the often individualized instruction he receives.
The difficulty, they acknowledge, is that individualized instruction is how he learns best, and with a class the size of his they understand that the teachers couldn't focus their attention on him during a large group project. Still, they are hopeful that new ideas might come up that will improve his situation even more, and they continue to work closely with the teachers regarding his progress. br />
Disorder / impairment Characetristics Teaching Strategy Example
References
LDA. (209). Learning disabilities association of America. Accessed 2 October 2009. http://www.ldanatl.org/
WV Dept. Of Education. 92009). "Schools of Brooke County." Accessed 2 October 2009. http://wvde.state.wv.us/ed_directory/index.html?county_id=10
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Autism "defecit in social reciprocity;" problems communicating, social interactions Highly structured tasks and learning environemnt Explain each task step-by-step before and during task, review steps after
Cerebral Palsy Physical coordination / balance issues; possible retardation Highly individualized plans that challenge abilities Group team buiding project that requires greater physical and social coordination
Down Syndrome Mild to sever mental retardation, speech and language delay, phsycial issues Frequent repetition and review of tasks and constituent smaller steps Teach arithematic with objects, repeat addition/subtraction process several times
Mental Retardation Significantly reduced intelligence, often affecting social skills, communication Individualized support that promotes self-determination Offer several books/descriptions; let them choose reading project
Tourette Syndrome Involucntary body movements (tics) and noises (barks, whistles, obscenities) Often co-occurs with ADD; directly engaged activities w/clear goals active projects: building, hands-on study
References
LDA. (209). Learning disabilities association of America. Accessed 2 October 2009. http://www.ldanatl.org/
WV Dept. Of Education. 92009). "Schools of Brooke County." Accessed 2 October 2009. http://wvde.state.wv.us/ed_directory/index.html?county_id=10
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Disorder / impairment Characetristics Teaching Strategy Example
Webster's New American Handy College Dictionary, a "disability" is: "...the incapacity to do something because of a handicap - physical, mental, etc." Meanwhile, the Random House Dictionary of the English Language goes further: "1. Lack of competent power, strength, or physical or mental ability; incapacity; 2. A permanent physical flaw, weakness or handicap." Those dry facts do not come close to describing the genuine compassion and bond a loving
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
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Gokhale, a. (1995). Collaborative Learning Enhancing Critical Thinking. Journal of Technology Education, 7, 22 -- 31. In the article titled, Collaborative Learning Enhances Critical Thinking, the authors are seeking to understand the true effect that technology will have on what is known as collaborative learning. This is where students will work together to increase the overall amounts of comprehension of the subject matter. In this article, researchers wanted to know if
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