Hello! Hope your week has been fabulous and productive! There are two VERY short articles to read for this post. One of the key questions you need to begin to get a feel for after reading them both is what is the key difference between 504 students and special education students? We will spend a class period discussing the laws that govern spec ed, etc and our roles in following those laws but this article set can serve as a good start for that conversation.
Remember to bring your complete lesson in Hunter's format with the four Design Qualities of Context embedded for next class and be prepared to teach your group the topic you have selected. Enjoy your week and see you on Monday, November 2nd at 6PM.
Article#1:
http://www.brighthub.com/education/special/articles/30418.aspx
QUESTIONS:
1. List 3 bullet points (write them out rather than stating "bullet #3," etc) that you have implemented in your classroom and explain it's effectiveness.
2. List 1 bullet point that you have NOT tried yet but are willing to test out in your classroom.
Article #2:
http://www.brighthub.com/education/special/articles/50503.aspx
QUESTIONS:
1. Based on the readings, explain what a 504 classification means for a student (and no, reading the person's post before yours to get the answer is not the way to go either ;->).
2. List two 504 accomodations listed in the reading.
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ONE LAST NOTE!!! Remember that if you are in a non-tradfitional classroom (like a BI unit, pre-K or kinder, or perhaps an AE class) you might have to put a different spin on this assignment. Tailor it to your specific clientele. If you do not have any special ed or 504 students buy a lottery ticket today and frame your response in terms of what you can do in the future!
ReplyDeleteMs.Spear
ReplyDelete#1- provide visual aids, and also clear expectations for the paras-assistance to guide the students.
I would try to make sure learning objectives are clear and easy to read and understand.
#2 504-the child is enrolled in regular ed classes but can receieve some accommodations.
for people with certain disabilities that do not meet the criteria for IEPs.
-ADHD- can receieve extra time on tasks.
-medical problem- they can have a safety plan in place, and assistance if needed.
Since I have an AE Special Ed. Classroom Bullet # 3I try to incorporate the two paraeducators in as much as possible in the classroom. What I mean by this is I try to use them to enhance a lesson. If for example we are learning money I try to have them let the students handle the money if possible or to use some of the "giant sized" money if more appropriate to learn the difference in color, size and value.
ReplyDeleteI try to provide as many visual aids as possible for any and every lesson to ensure maximum coverage of lesson. I use handouts in color, video projections , use of computer or T.V. flashcards, or money bingo. #5
I try to provide as many practice opportunities as possible including during lunch hour when we go through the lunch line to ask about how much something costs, and do they have the money to pay? We use play money if time allows or we role play back in the classroom. #10
I have never tried assistive technology but I am willing to give it a try !~
Article #2 To me the easiest way to differentiate 504's from Spec. Ed. Is the IEP or lack of it. The IEP is set up so that you can look at them step by step and try to cover them one by one or look at the TAKS ALT and see how they fit together and try that. I don't have any 504's but I did monitor some during last years TAKS ALT and they just needed some minor modifications. use of calculator, more time, etc.
504 Mods listed in the article are for ADHD students more time can be given during a test or their seating arrangement can be accomodated to the front of the class (less distractions)
Students with emotional or psych issues may receive individual or group counseling or a B-Mod plan or even specific reinforcements for positive behavior ( tokens )
I first taught in the public schools back in 1978 in Houston and then in Crownpoint, NM. My first classes were 8th Grade Social Studies. These classes and students were on the Navajo Reservation and under the BIA (Bureau of Indian Affairs). Most of my students were classified as "under achievers" and "high risk". I say this because at the time we did not have, per se, 504s or Special Ed students on campus as we do now. So, I am a "pioneer" in this area! After reading the two articles I realize that:
ReplyDeleteArticle #1: I am so happy that the days of "hiding" Sp Ed/Needs Children/Students are over! They are among us and part of us!! It is so important to provide visual, auditory, and kinestetic (tactile, "hands on") for our Sp Needs young people. I have 1 Sp Needs student who uses a wheel chair and a guiding dog...so, it is very important that she have ready access to all of the room and have good visual aids to see and learn!
Article #1: I am weak, though, on following up on emailing my Sp Needs Mentor and advisor at King High School, as I have a number of 504s and ARDS to work on per week. I do, though, keep in weekly contact with my student's parents!
Article #2: When I returned to the public school system last Decemeber, I was very surprised at what the state and district called and then labled "504s". Most are what I understood as "legitimate" cases: emotional, psychological, and some 'bad behavior' students. I did not expect to find students as 504s simply because their parents divorced or because they had phyical concerns such as diabetes, ulcers, or had undergone complicated heart surgery! Well, since being full-time in the class room and in the "real academic world" I can now see the reasons for and the merits, by and large, for the term 504s and all that goes with the 504 situations! I have learned WHY there is need for a case-by-case examination of every 504 and their special needs. having worked with TAKS a good part of last year, I am very familiar with students who need accommodating, who need modifications, and those who need restricted work placed upon them.
Like the previous responses, I would say the most common type of 504s are the students with ADD and with ADHD. I also receive updated confidential (orange sheets) notices on each of my 504 students. I do adhere to the recommendations from the school director/adviser regarding my 504 students.
Lesson Modifications and Accommodations for Special Needs Students
ReplyDeleteQuestion 1
1. Provide clear expectations for instructional assistants or resource staff to guide students the lesson. I have a paraprofessional in each of my classes to help these students to read and answer the exercises and tests. Some of these students are given two days to turn in test work.
2. Provide visual aids if needed to accompany the lesson objectives. I use different kinds of flash cards and picture cards to help identify and remember certain vocabulary words. I also use artificial fruit, vegetables, and meat to help them remember certain words. These aids are also very helpful with all of the students in the class, because they and fun and think they are funny.
3. Read the student’s IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom. The paraprofessional and I study each student’s IEP to determine their needs. Sometimes it can be an instructional modification or a physical modification, such as seating them in the front row of the class.
Question 2
1. Incorporate assistive technology in your lesson planning when indicated by student’s IEP or learning need. The paraprofessionals and I have discussed creating tests that are completely or mostly multiple-choice to make it easier for many of these students with major writing disabilities to answer the test questions on computers. When to Implement 504 Plans for Students
Questions:
1. The name 504 Plan comes from the Rehabilitation Act of 1973, which outlines what we should do for students that have disabilities or impairments that can affect their ability to learn and perform at full capacity in school. These are the students that are not enrolled in Special Education and therefore fall into the category of regular students but still may have certain difficulties in performing as regular students. They may have problems taking tests, lack organizational skills, or have some behavioral problems. In order for these students to receive any special help with these problems, they must first be referred for an evaluation by their parents, school administrators, or someone from the school teaching staff. After their assessment their special needs can be addressed.
2. Two examples of accommodations for 504 students could be: Some students that might possess ADHD traits may be provided special classroom seating arraignments or maybe extra time to take tests.
#1 Provide practice opportunities for students to understand the lesson expectation. some students need to be retaught on a lessn maybe during a small group and then they actually grasp when they learn.
ReplyDelete#2 Make lessons fun and teaching fun. When you include humor, the kids enjoy when they are learning.
#3 provide clear expectation for instructional aids to guide students through the lesson. You want to be sure to always send a key so that when others are helping students, they are checking for understanding and clarity.
One that I feel like I need help in is going that extra step for enrichment once the student has mastered what they need to know. Teahing depth and complexity.
504's may struggle with academic issues such as test-takin, developmental issues such as organizational skills or behavioral skills such as hyperactivity,
Two examples of accommodations are that tests can be modified by tests being read to them, and students with emotional issues may receive counseling, be on a behavior plan have specific reinforcements for positive behavior.
Question 1
ReplyDeleteIn my Life Skills classroom, I work with three very talented aides, and not a day goes by that I do not post on their desks the lesson plan for the day (one for each of our 4 learning centers.) Each aide knows exactly what goes on at a particular time of the day and details are provided to help keep lessons clear and simple. Providing clear expectations for instructional assistants is indeed essential, placing every member of the team on the “same page”. (One interesting benefit of this procedure is that the lesson plans are also used by the staff to take quick notes or document events and behavior issues, etc. At the end of the day, I collect and read the entries and then file them for reference.)
Visual aids are needed to keep my students’ attention and help them understand the lesson objectives more fully. I create posters that display representation of words and the pictures are used to assess understanding. The posters are a fun way to learn a song, and/or “read” along.
Model what you teach with clear, concise steps and processing. We (our instructional team) always model what we expect our students to do in a lesson. Also, for behavioral issues, we have even set up the semblance of a stage where we perform a little play or act for the students to enjoy. They then take turns demonstrating appropriate behaviors. Lots of fun! Great way to use peer modeling. It really works!
No written individual instructional guides have been provided to ensure that my students stay focused and on task. Therefore, I would be interested in finding out more about this process and perhaps test the value of implementing this procedure.
Question 2
A 504 classification simply means that a student who has certain disabilities or impairments, that adversely affect their performance in the general education classroom, is entitled to accommodations in school, but he/she does not qualify for special education services. Their disabilities do not meet the criteria needed to implement an IEP.
Accommodations may possibly include extra time for completing assignments, group or individual counseling with a school psychologist, modified or simplified test questions, etc.
Article #1:
ReplyDeleteI-
1- Create kinesthetic practice opportunities for hands on manipulations and performance based assessments. Being a Pre-K teacher I know that it is crucial to incorporate kinesthetic practice into my lesson plans. I believe students learn better and faster when we provide opportunities for them to use hands on activities. For example: When we were learning the letter A, I though them how to make a letter A using their bodies. The students had a lot of fun lying on the floor, and were able to better remember the letter A.
2- Provide visual aids if needed to accompany the lesson objectives. Pre-k students are not yet able to read so they rely on visuals to understand what is being taught. Almost everything in my classroom has a picture and its label. Ex: If I am talking about a firefighter, I will have a picture of a firefighter available.
3- Provide practice opportunities for students to understand the lesson expectations. I provide practice opportunities during center time and during small group instruction.
II- Incorporate assistive technology in your lesson planning when indicated by student's IEP or learning need. I believe some of my students who have poor communication skills due to little vocabulary or articulation, could benefit from the use of assisted technology in the classroom.
Article #2:
1. Based on the readings, explain what a 504 classification means for a student. A 504 classification for a student means certain accommodations in the general education classroom that will help him or her improve his or her learning.
2. List two 504 accommodations listed in the reading. One: For ADHD students teachers can provide students with longer testing time, and closer seating arrangement to help keep them focused. Two: Test questions can be modified or simplified for students with academic difficulties.
I make sure the learning objectives are clear and easy to read so the students don't have any reason for not following through with the assignment. I have to read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom. I take their interests into consideration when creating lessons. I have not provided visual aids to accompany the lesson objectives.
ReplyDelete504 students are regular education students. They don't get IEP prvisions like special education students. They may struggle with academic issues such as test-taking, developmental issues such as poor organizational skills, or behavioral issues such as hyperactivity. 504 accommodations could be extra time for completing assignments or modified test questions.
Article 1: Since I am a special ed teacher, I use modifications and accomodations on a regular basis. The three bullets I use more are: • Make lessons fun and teaching fun
ReplyDelete• Include student interest in lesson changes to create accessible and fun lessons
• Create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome
The one I haven't used is: • Provide written individual instructional guides if needed to insure that students stay focused and on task because all my students follow the same guide so I keep it whole group instead of individualizes.
Artictle #2
This is how 504 was explained to me: to differentiate the difference between 504 and special ed is to compare it like a doughnut. The center of the doughnut is special ed and the big delicious part of the doughnut are the 504 students. They do not qualify to be special ed but still can recieve the assistance of special education. RTI needs to take place before considered to be special ed or 504. 504 accomondations are: extended time and modified texts/tests.
I work with autistic children and I always have to modify the students instructions it can be overwhelming at times. My students learn with consistence reinforcement. When I read their IEP’S I have to make sure that all their objectives are being followed to achieve success. Learning has to be fun and motivating for my students you have to repeat, model and take advantage of every opportunity you can to provide hands on.
ReplyDeleteI have no students on 504, but I have worked with a student when I was a paraprofessional one of the accommodations was that we would allow him to have extra time to complete his assignments. He also had seating arrangement; he sat close to the teacher because he was very easily distracted. Teachers need to follow through with students that are classified under 504 in order for the student to succeed in the classroom.
1.
ReplyDeleteReferring to the article by “Barbara” about lessons’ modification and accommodations, I have in my classes some students with special needs, and therefore found this summary very useful. A couple of my students have very limited knowledge of English, and they area assisted by a translator.
“Make sure” that the learning objectives are clear and easy to understand…”
I do usually insist and repeat the learning objectives clearly and easily to understand, writing the teaching goals on whiteboard at the beginning of each class, and repeating them at the end in a summary as well. I always am ready and use modified tests and assessments for students with individual needs and accommodations. Each of these students has a special folder, and an example (copy) of modified test available to be demonstrated.
“Provide visual aids if needed…” and “Incorporate assistive technology…”
I work with the technology all the times, working my Math lessons, but have a special transparences, references, and even special photocopies or pictures for students of IEP. What is the most important part, I prefer to walk to the individual students personally, and give them special more time in performing the classroom tasks.
“…using creating smaller chunks of information …”
I purposely skip some more difficult passages of steps in a normal mainstream classroom, postponing them to the end, after the whole previous content was mastered and digested, building so a knowledge-package step by step. I love re-teaching and repetition of topics to be sure that students handled the material well and with clarity.
What is difficult to apply yet:
“Make lessons fun and teaching fun…”
I find Math and Sciences extremely beautiful and interesting, and at the same time fun, unlike most of American students, who find these boring and useless. It is the most difficult task to teach Math in this country, and especially to do it “funny”, knowing that required manuals and tests are huge, complex, difficult and apparently not funny at all. Or the students will rediscover the beauty of knowledge and mathematics per se by themselves, or I am afraid, there will never be a “funny” teaching of Math (whatever that can mean). I at least try to joke about other things doing some math problems.
2.
The benefit of “504 Plan” is that students who do not qualify for special education services can take opportunity in this plan to address certain disabilities, which don’t meet criteria of an IEP. The 504 students participate at a normal mainstream class and all the activities, but are helped with some accommodations in the area of organization skills, writing or public talking, test-taking conditions, diabetes and other medical predispositions, or hyperactivity etc. A parent, teacher, and counselor must refer the child for an evaluation to get the best appropriate solution for student’s needs.
The article mentioned children with ADHD, as the first case, emotional issues (stress, panic), distraction, seating preferences, working with peers end others.
Jiri (George) Kucera
I have clearly stated the objectives to the class at the beginning and sometimes though out the lesson. Kinestetic practice is done during the hands on group activities dealing with science experiments. Creating student interest by group activities has also been very positive when the students create their own posters dealing with the lessons they are involved in. The one point I would like to do is creating lesson assessments that are doable to provide challenges as the students master the lessons but most of my students keep saying that they are not GT so not to expect too much from them. I try to get them from that philosophy, have not succeeded yet but working on it.
ReplyDeleteArticle 2: Bottom line 504 accommodations mean more work for the teacher but it's all for the students. If done right and with the students cooperation grades can be improved but with the student needs to understand that I'm there to help. 2 accommodations are extended time and modified text/tests.
Question 1
ReplyDeletePart 1:
1) Provide clear expectations. I have found that this is very important. The clearer that you can be as a teacher the better chance the student will have at meeting your expectations. I know that at work when expectations are not clear it can be very frustrating.
2) Create classroom transitions. Taking care of transitions throughout the day is critical to a smooth running class. It is in these transition phases that problems can and will often arise.
3) Model what you expect. It is unrealistic to expect students to behave in a way that you are not willing to. If you want good, respectful behavior then model that for them.
Part 2:
Make lessons fun. This is something that I should spend more time thinking about and attempting to implement into the classroom setting.
Question 2
Part 1:
504 qualifications means that a student who would not normally qualify for Special Education services but is not strictly general education will recieve the assistance they need. 504 helps to keep these students from falling between the cracks.
Part 2:
More time for taking tests.
Sitting in front of the class.
1.
ReplyDelete*Provide clear expectations for Instructional assistants or resource staff to guide students through the lesson. I am going to change this one to fit my situation...Instead of assistants, put in teachers. I make sure that all of the teachers on campus have the information and modifications necessary to include our special ed student's needs in the lesson. I have had to sit down with several teachers and explain how best to reach some students.
*Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom. I am up to my eyeballs in IEP's everyday. I communicate with the parents, teachers and administration to make sure goals are being focused on. The grading period is about to end, so now I am making sure I get progress reports on IEP's to include with the report cards.
*Model what you teach with clear, concise steps and processing.
One thing I don't do that I want to?
*Incorporate assistive technology in your lesson planning when indicated by student's IEP or learning need. I put this one because I don't have an IEP that calls for A.T. at the moment.
2. I distinguish my SpEd kids from the 504's by the paperwork. A 504 lacks an IEP. They have accomodations, but not to the degree you would find in a SpEd student. I deal with mainly ADHD and Dyslexia with 504. Another difference I found out by trial and error is that SpEd records are kept at the district SpEd office, and 504 records are kept at the childs specific school making record requests a bit taxing.
Two accomodations mentioned in the article: Extra time assigned and preferential seating.
QUESTIONS:
ReplyDelete1. Make learning fun and teaching fun. I have found that this helps the students and myself in helping them understand the assignment or the lesson.
Provide clear expectations. This gives the student a clear path to work and to know what it is they are aiming for. This helps the student know what your expectations are and to focus on that task.
Read the IEP report to ensure that the student is getting the proper modifications. This helps me in so many ways. At times it can be difficult since I have 190 students. At the beginning of every week I look at my lessons and make special notations of the modifications I will need to make for each student.
2. I would like to incorporate assistive technology in my classroom. However the technology is not available to do so and that is something that my principal and I have discussed and are working on getting for ALL students.
Article #2:
1. A 504 student is one who needs special education services with special modifications.
2. Modified tests or assignments.
Oral testing.
Article #1
ReplyDeleteI always try to make sure that the learning objectives are clear and easy to understand. One of the ways I do this is by posting it on the board, which is a requirement at my school. I don't think many of the kids pay attention to that b/c they don't understand it. But I post an agenda every day which they do read when they come in. I also talk about what we're doing before we begin the lesson every day which is a great way to dive in. I relate it to what they already know, and how they will use it in every day life someday. And sometimes, I tell them how their parents use it, or how I use it.
I also use visual aids whenever I can. I think that makes class more fun and interesting. And I like to think that it will reinforce the information so they will remember it.
I think it's important to provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom. My kids have made posters, and flip books, and hanging mobiles, and had a fun day of moving around the room to centers and they all thought it was a reward for good behavior! They also get breaks, or music, or free seating, or sometimes prizes like pencils, etc for good behavior.
I think the the area where I need to try something new is technology. Our school has introduced "Smart Boards", which is an exciting new technological tool that I look forward to using once I get a little more settled in the classroom.
Article #2
A 504 plan means that a student will receive some special accommodations in the classroom, but they won't receive IEP provisions. Two examples of those accommodations are preferential seating, and extra time to complete assignments.
You guys are amazing...thanks for posting early and having such passion for your profession!
ReplyDeleteAs a Kindergarten Teacher I try to use song and dance Kinestetic Learning as much as possible. I use this for the alphabet, days of the week and Months of the year. I have learned that modeling what I teach with consise steps and process keeps me from repeating instructions over and over again. I sit them on the carpet and go over the instructions and ask them questions. By Incorporating Technology (Promethean Board) Into my lessons my children are able to learn visually. I can show a student how to write a number on the board and then they can practice. It also makes the learning fun.
ReplyDeleteSomething I want to do more of is providing celebrations and reinforcement incentives for positive behavior. I have one student who I need to develope a behavior system for. I sm working with the school counselor on this.
504 classification is a student in a regular classroom setting but needs special modifications.
Two accomidations are Sitting an ADHD student in the front of the classroom and give the student extra time to complete an assignment.
Article 1
ReplyDelete1. ~Make sure that the learning objectives are clear and easy to read and understand. I think that kids are much more open to learning an objective when it is in a more 'kid-friendly' language.
~Include student interest in lesson changes to create accessible and fun lessons. Students are much more successful in the classroom when they are actually interested in the lesson or activity.
~Provide practice opportunities for students to understand the lesson expectations. Is this a fancy way of saying give homework? : ) As with most anything, things become easier the more you practice, so providing multiple opportunities to practice a newly learned lesson will help them process the content.
2.Provide written individual instructional guides if needed to insure that students stay focused and on task. This is not something I have done in my class, but I think it might help a few of my students w/ limited attention spans.
Article 2
1. If a student has a 504 classification, it means that there is some kind of outside factor, whether it be home-life environment or characteristic of the student, that might hinder their success in the classroom.
2. Two modifications listed in the article are extended time for those students who struggle with hyperactivity, and test question modification for those students who struggle academically.
Article 1-
ReplyDelete3 points I have used & use:
*Model what you teach with clear, concise steps and processing - This is a necessary step for all students to see how mathmatics problems are solved.
*Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom - I reward students for independent behavior and group behavior with homework coupons, and small rewards
*Provide visual aids if needed to accompany the lesson objectives - In every lesson I try to incorporate a hands on activity to address the visual & kinesthetic learner
A point I will try to incorporate:
*Include student interest in lesson changes to create accessible and fun lessons - This is an important point I plan to include, perhaps by including video games, or music interests
Article #2
1. From my understanding, it is easier to be classified with a 504 than an IEP. The 504 is considered a temporary status, which has to be re-evaluated periodically. It seems to deal with more "correctable" issues.
2. Modifications:
*Seating assignments - closer to the front for focus issues
*Cooling off period - for students who tend to lose their temper
Article 1
ReplyDelete1. Three things from the articles bullet points that I use in my classroom are make sure that the learning objectives are clear and easy to read and understand,provide visual aids if needed to accompany the lesson objectives, and make lessons fun and teaching
fun.
Making sure that the learning objectives are clear and easy to read and understand is very important especially when teaching Pre-K students. Everything you teach them has to be clear as possible and easy as possible for them to grasp.
Providing visual aids if needed to accompany the lesson objectives is also a strategy that I use when teaching. When teaching letters having something visual for the students to relay to usually helps them remember the letter and even the sound.
Make lessons fun and teaching fun is also something that I implement everyday all day. If you are not energetic, captivating and fun your students will not be interested in what you have to say or what you are trying to teach them.
2. The one bullet point that I have yet to implement in my classroom is including the students interest in lesson changes to create accessible and fun lessons. The reason I have not done this is because they are still very small and not aware of what is at their best interest. I do feel that once the spring rolls around they will be able to help me to help them learn better. For example if they would rather paint than use construction paper for an activity.
Article 2
1. A 504 classification for a student means that there is available help for a student who has disabilities or impairments that do not meet qualifications for IEP so basically it is an alternative to the IEP. The 504 is the middle between a normal student and someone who meet IEP qualifications. The 504 means there is hope, awareness, and accommodations for the student who has certain conditions.
2. Two of the 504 accommodations listed in the reading are students who suffer from ADHD are offered to sit in front of the class, longer test/homework time, and extra help from peers on assignments. Another accommodation is that test questions can be modified or simplified for students with academic difficulties.
Three of the items that I use in the classroom are:
ReplyDelete1. Model what I teach with clear, concise steps for processing. (Theatre provides a wealth of opportunities for modeling assignments; showing students how to perform prop improv assignments, for example, has helped most students become comfortable acting out ideas that they have come up with for using props in an unexpected manner.)
2. Create lesson plans that are doable and provide increased challenges.... (In most of my assignments, for example pantomime, I begin with simple ones--such as a 15 second pantomime in which a student pantomimes the brushing of teeth. Later pantomimes include group pantomimes that tell stories and involve small groups; this process has been somewhat successful, although "breaking character" remains common.)
3. Make lessons fun and teaching fun. (Some students take theatre because other electives that they wanted were unavailable; the high levels of engagement I have in my classes and the observed enjoyment of my students suggest that I have been somewhat successful.)
It is difficult for me to "Incorporate assistive technology in your lesson planning when indicated...." apart from some visual aids and manipulatives; Theatre is a low-priority class.
A 504 classification is an accomodation made for a non-special education student who has one or more disabilities or impairments that edversely affect the student's performance. Two 504 accomodations mentioned in the reading are extra time for ADHD students and a safetly plan and assistance for students with medical problems.
Article 1:
ReplyDelete1. One of the bullet points from the article that I have implemented in my classroom is to provide visual aids if needed to accompany the lesson objectives. So many of us are visual learners and being visual, even if you are not a visual learner, can only reinforce a lesson being taught. This has been very successful with my second graders! Some times that is all that is needed to make something "click"!
The next thing from the article that I have implemented in my classroom is providing celebrations and reinforcement incentives for positive behavior! I am a firm believer in this prctice. It is something I do on an individual basis as well as with my entire class for certain things like meeting a certain goal for Accerated Reading etc. It give students that extra drive to achieve their goals.
Finally, the third bullet from the article that I have implemented in my classroom is making lessons and teaching fun! Every day... this is my personal goal. If everyone is having fun, everyone is more engaged, and wants to be there participating in their own learning. Fun can and should definetly be a huge part of learning anf teaching!
2. One bullet point from the article that I have not yet implemented, and would love to is to incorporate assistive technology in my lesson planning. This is simply because I dod not have the technology tools available to me in my room! I am in need of a smart TV and more student computers (I only have 2). This is something that I feel is important and am working toward. Until then, I will simply make the best of what I have and use technology wherever and whenever I can with my students!
Article 2:
1. 504 classification means, for the student, that they are mainstreamed in their classes, however are able to get assistance where needed.
2. Two 504 accomodations are:
Test questions can be modified or simplified for students with academic difficulties.
Children with medical problems can be provided with a safety plan and assistance from trained staff members when needed.
1)- 504-the child is enrolled in regular ed classes but can receieve some accommodations.
ReplyDeletefor people with certain disabilities that do not meet the criteria for IEPs.
provide visual aids, and also clear expectations for the paras-assistance to guide the students.
2) - Provide assistance where needed, check for understanding.
-ADHD- Extended time and preferential seating are a must for this type child.
-medical problem- A safety plan is needed to make sure in a just in case situation, also somehow allowing the class to know and recognize symptoms or signs of the child.
I have:
ReplyDelete--Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom
--Create classroom transitions that provide students with before and after warning reminders during activity or lesson changes
--Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom
I have not:
• Create kinesthetic practice opportunities for hands on manipulations and performance based assessments
504 students need additional attention and some accomadations because of some type of disability, but they do not qualify for special education.
Two 504 modifications are:
--Children who exhibit ADHD traits may be entitled to extra time for completing assignments, seating in the front of the classroom to prevent distraction, or help from peers when working in the classroom.
--Test questions can be modified or simplified for students with academic difficulties.
1. I make sure the objectives are clear and easy to understand.
ReplyDelete2. I use visual aids.
3. I use transitions with warnings and instructions.
1. I have not tried to provide written individual instructional guides yet.
504 students have disabilities or impairments that adversely affect their performance in the general education classroom.
Two 504 accommodations are more time to finish tests or complete assignments, and modified or simplified test questions.
Part 1
ReplyDelete1. Provide visual aids if needed to accompany the lesson objectives
This helps the students see what they are doing while they are doing it.
2. Include student interest in lesson changes to create accessible and fun lessons
I try and have the students give me input on how they would like to learn certain objectives and what are some of their general interests.
3. Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom
I do this with caught being good tickets that my campus goes by. A certain number of tickets means they can have a certain number of chances to win prizes.
4. Create kinesthetic practice opportunities for hands on manipulations and performance based assessments
I still want to get better at teaching with manipulatives so that my students can learn in different ways.
Part 2
1. Children who are offered services under 504 plans are enrolled in their school districts as regular education students, and therefore are not entitled to the IEP provisions granted to special education students.
2. Children who exhibit ADHD
Students with emotional issues
--Math is pretty visual when it comes to geometry, so I'm always drawing the figures. With Algebra, it's a little different, but when I can ,I try to illustrate it, whether with graphs or what have you.
ReplyDelete--I usually always try to make it fun and easy to learn, usually by trying to relate the math concept to something real world.
--I just figured out how to use the elmo in my room, so this week I started writing my own notes with the kids and they've all said that they like this way better compared to going over the pwr pt notes that I was using before. (I love it)
--I don't do alot of hands-on/kinesthetic activities, so I should probably provide those opportunities for those students who learn that way.
504 is a student with dissabilities or impairments that adversly affect their performance in school.
Accomodations include: modifications/simplified quesitons on tests for students with academic difficulties and/or individual counseling for students with emotional issues.
Article #1
ReplyDeleteA. Make sure the that the learning objective is clear and easy to understad.
I start each day with the assignments for the day clearly stated on the board. I write each assignment with a different color so that the students can follow the course of instrucion more easily and write the assignments in a language they can understand. The objective for the lesson are at the end of the assignment log under OBJECTIVES for today. In addition I take the time to explain the objective and the lesson for the day following the timeline written on the board.
B. Provide visual aids if needed to accomplish the lesson.
One of my favorite strategies is to use story maps, Venn diagrams, etc., to provide a visual guide to the lesson, particularily in analyzing a story. Since I am a reading teacher, these tools are invaluable to me.
C. Provide practice opportunities for students to understand the lesson expectation.
Part of my ELA department's core curriculm plan involves several several Taks passages and strategies to master the art of analyzing a passage. Sometimes we will work as a class with me facilitating the TAKS analytical strategies.
2. Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom
I would love to provide a reward sytem of some kind in my classroom. Other teachers have gotten in trouble for providing candy or some other form of reward. I don't want to get in trouble but, I believe that many of my students might benefit from some sort of reward system.
ARTICLE 2
A 504 classification means that the student will get accomodations for a wide range of disabilities or impairments. They may be entitled to acommodations such as Test question modification for students with academic difficulties. For one of my students this means providing only three answers for a question instead of the traditional four. Children with ADHD may be entitled to extra time to finish assignments, seating in front to avoid distractions, or help from peers to complete an assignment.
For some reason my post went in as Reynaldo. I don't know who Reynaldo is but that is my post.
ReplyDeleteArticle one:
ReplyDeleteFor my special needs students I have given organizational flow charts with notes before class instruction that has helped them follow and make any abreviated notes they want during discussion. This has helped with organization and less writing on their part. I have read their IEP's thoroughly and keep them notated in a folder I have with me when teaching. I have found positive feedback very effective through stickers, notes on the papers and oral praise and encouragement.
I will try giving more warning before changes in activities and checking to see how they adapted.
Article 2: As I understand it, the 504 students have a plan that takes into account their disabilities or impairments that can adversely affect their performance. They are given accomodations rather than an IEP plan. These accommodations may include extra time, perferred seating, counseling, and modifications of tests.
ARTICLE #1
ReplyDeleteI Provide students practice opportunities to uderstand the lesson expectations. I make sure that learning objectives are clear and easy to read by posting them weekly in the classroom and referring to them daily. I provide visual aids when needed to help students grasp skills and ideas.
I would like to try having celebrations and more incentives for constructive behavior in the classroom.
ARTICLE #2
A 504 classification for a student means that they are not entitled to the modifications that special education students get but they can be accomadated to ensure that they are successful. They are not entitled to the special education services either so they do remain in the regular education classroom.
1)Test questions can be modified or simplified for students with academic difficulty.
2)Children with medical problems can be provided with a safety plan and assistance from a medical staff member.
1. Make lessons fun and teaching fun
ReplyDeleteI always try to engage my students and hold their attention by making lesson plans that are fun. We play games as I teach and often give them prizes for answering questions and being active participants.
2. Provide visual aids if needed to accompany the lesson objectives
I have an autistic student who is very visual so I incorporate visual aids daily.
3. Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom.
I always read IEP’s, especially when I get a new student, to see what objectives they are working on and at what percentage they have to master a skill. IEP’s also let me know what modifications my students need.
I have no tried this yet: Scaffold the instruction by using creating smaller chunks of information for understanding and processing of the learning objectives
1. Based on the readings, explain what a 504 classification means for a student (and no, reading the person's post before yours to get the answer is not the way to go either
A 504 student is a student who qualifies for assistance and modifications because of a disability he might have. He is not labeled special ed but is able to receive the same accommodations special education students are entitled too.
2. 2. List two 504 accommodations listed in the reading.
Counseling and preferential seating.
1. I teach Pre-K in which I need to provide the students with visuals, manipulatives, and interaction. For example, when teaching the students sentence segmentation. I will line up the students according to the number of words in a sentence to represent each word. Each student will say the word given and then the students will count the number of words in the sentence. This helps the students to grasp the concept of how many words, and the break down in a given sentence. Also, the students participate in a kinesthetic activity by forming the letters A, N, M, W, H, E, F, L, I, T, etc. on the carpet. This helps the students by becoming familiar with the letter formations. Transitions is a must in PreK, it reminds the students of what will come next (routine).
ReplyDelete2. My para in my classroom has not tried to guide students through a lesson. She monitors as they work or at play in centers. I might try to implement a lesson in which she will guide.
1. 504 means provisions made for students with disabilities or impairments that affect their performance in general education classes.
2. Two 504 listings: give students extra time to complete assignments, sit in front of room to prevent distraction and test questions are modified or simplified for students with academic difficulties.
Make sure that the learning objectives are clear and easy to read and understand
ReplyDeleteThis helps focus the students on what they are actually supposed to be learning.
Model what you teach
with clear, concise steps and processing.
This is probably the best thing to practice when teaching math. I just have the students mimic exactly what I wrote on the board after I erase it. This helps them to grasp what's going on in a step-by-step fashion.
Scaffold the instruction by using creating smaller chunks of information for understanding and processing of the learning objectives
I like to spiral all of my lessons together so that the students can see that everything they are doing ties in together cohesively. Most of what we do in class is review, while introduce small chunks that help build on what they know. This keeps from overwhelming them.
I'd be willing to try: Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom
Section 504 of the Rehabilitation Act of 1973 outlines the provisions that can be made for students who have disabilities
or impairments that adversely affect their performance in the general education classroom.
Children who exhibit ADHD traits may be entitled to extra time for completing assignments, seating in the front of the classroom to prevent distraction, or help from peers when working in the classroom.
Students with emotional issues may receive group or individual counseling with a school psychologist, a behavior modification plan, and specific reinforcements for positive behavior.
Article 1:
ReplyDelete1. - Create classroom transitions that provide students with before and after warning reminders during activity or lesson changes- I use this strategy daily and find it very effective. My students always know what subject will be next and we discuss the introduction and closure of each subject as we move along throughout the day. Before they go to pe their materials are out and ready for the math lesson that is after, before lunch their materilas are out for the reading lesson that we will begin. I found it helps them to prep themselves for what will be expected from the next as well as a great time saver in class.
-Read teh student's IEP to make sure that the proper and expected lesson modifications and accomodations are being met.- Being a first year teacher I did not anticipate the number of special ed students I would be teaching. Being very nervous about providing each child with what is entitled to them I anxiously went through each student's IEP which at first was so intimidating. Only after a few reads and applying it I now understand the document and its importance.
-Model what you teach with clear, concise steps and processing. - This is a very important strategy I have found to be very effective. I always model the steps I want the students to use. After modeling the steps several times, I start asking them to tell me what comes next which helps to asses who gets it and who needs help.
2. -Provide visual aids if needed to accompany lesson objectives.- I have used visual aids to accompany lessons however looking back now I can already think of more occasions I should have used visual aids and better aids to use the next time around.
Article 2:
1. A 504 student is a regular ed student who struggles with academic issues such as test taking, developmental issues, or behavoioral issues. The 504 student does not have an IEP but does however receive some modifications.
2. - Extra time on assignments
- Test questions can be modified or simplified for students with academic difficulties.
Article 1:
ReplyDeleteI don't have my own classroom, but working with behavioral students I have either recommended these strategies or I have done them when I work the student.
-Provide visual aids if needed to accompany the lesson objectives. This is a very effective strategy to use. Most of my students have improved academically and behaviorally due to having the visual aid as a tool. If they can't read it then they can visualize it.
-Create classroom transition that provide students with before and after warning reminders during activity or lesson changes. I have used this with my 1-3rd grade students and I have found that it is effective. We have a picture schedule set out for them and they know what is coming next in their day. They don't have any surprises because it is all there for them to see. We have even placed First, Then Boards in their centers so they know what they need to accomplish in each center. Prior to the first then board they were lost. Effective!
-Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom. This is also a very effective strategy. Reward them for when they do well. Let them know what they are working towards. Set out clear expectations and reward them when they are successful.
A strategy that I have not used, but will try to use in the future would be to create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome. I am not in a classroom to make assessments, but I can always try and make my own for what I am working with the student.
oops forgot Article #2:
ReplyDelete1. A 504 classification is a general education student that needs extra help with academics or behavior issues. They are evaluated and a team makes the appropriate accomodations without an IEP.
2.504 accomodations:
-extra time to complete assignments
-Students with emotional issues can receive counseling or a behavior modification plan.
With my 504 students, I always try to do a mental checklist of all their "goodies." I review the files before every test. Above all, I make sure they understand what they are supposed to be doing. After lecture, I make sure they understood the material and get them going on their assignment. Its a personal challenge to make sure I provide all the mods these children get. I will provide notes, outline of the week's lesson plans, preferred seating, extra time for assingments, shortened assignments, and I also use the help of the special ed teacher that comes around to also make sure these kids are getting everything they need to be successful or at least level the playing field for them. I also keep constant communication with their parents on their progress. 504 students have impairments or behavior problems that put them at a learning disadvantage. Rather that giving them an IEP, 504 students are given accomodations to help them with thier academic and behavior progress. They include preferential seating, help taking notes, or even a cool off period.
ReplyDeleteArticle #1:
ReplyDelete1. (A)Provide visual aids if needed to accompany the lesson objectives. These aids help the student understand and help to stay focused.
(B)Model what you teach with clear, concise steps and processing. This enables the student to understand and follow along with the lesson/assignment.
(C)
Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom. This is definitely necessary in order to accommodate to each child's various needs.
2. I am willing to try to provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom.
Article #2:
1. 504 classifications are made in order to provide general education students who have disablities or impairments.
2. (A)Students with emotional issues may receive group or individual counseling with a school psychologist, a behavior modification plan, and specific reinforcements for positive behavior.
(B)Test questions can be modified or simplified for students with academic difficulties.
well in highschol art thier is not much modifying that i do to the project.. when i have kids with modifications hat i do is make sure i follow thier paper work in order to protect myself and to give the kid a chance to creat without being overwelmed... art is a stress free class and subject but still can be overwelming if the kid suffers from add or somthing like that..
ReplyDelete1. A 504 classification is a general education student that needs extra help with academics or behavior issues. They are evaluated and a team makes the appropriate accomodations without an IEP.
2.504 accomodations:
-extra time to complete assignments
-Students with emotional issues can receive counseling or a behavior modification plan.
with special ed students they are not just need extra time orbehavior issues they are genually have a lowere comprehension rate and maybe be learning at a 8th grade level so you tighten your belt and you make that kids experience in your class a possitive one.
gr8.teachers (letty Perez)
ReplyDeleteQuestion 1-
1. Clear Expectations
2. Visual Aids
3. Follow the IEP to ensure proper modifications and accomidations are in place
Question-2
1. Incorporate technology in the classroom
-504-Rehabilitation act of 1973
2. 2 examples- accomodations
-Special seating arraingments
-Estra time on tests.
I do not have 504 or special education students in my classroom, so my answer here pertains to my practices regarding trying to reach those students who seem challenged by the material or have trouble completing assignments.
ReplyDeleteI definitely use visual aids. Armed with the information that most individuals (including myself) are visual learners, using visual aids is a must.
I try to clearly model each concept. This is especially important in math concepts and reading strategies.
I also try to make use of "celebrations", while (according to an article presented in class) may be overrated, positive reinforcement seems to have its benefits in my classroom.
Article II
A 504 student has not been qualified as a special education student. They may have mild to moderate educational impediments including test anxiety, developmental issues or behavioral issues. A formal assessment is necessary to be considered 504.
Some accomodations afforded to 504 students:
Extra time to complete assessments.
Counseling (especially in the case of behavioral/emotional issues)
State clear expectations to the paras as well as to the children. Write present or exhibit the lesson to all concerned. Allow for time and checking for understanding before starting on the lesson.
ReplyDeleteI use this strategy or guideline in order to keep myself on track for the completion of the lesson points which must be impressed. everyday I find new ways to improve my style and planning for delivery of a better and more understood lesson.
Article One:
ReplyDeleteOne of the first things that I do every day after bell work is to go over the agenda so students have a clear understanding of what we are going to be doing that day. As I go through each item, I explain to them how we will accomplish each task. In my class, most of lessons are both visual and audio and use powerpoints to do my lessons. After I give the powerpoint, I show a video that ties everything together. Since I teach science, we do a lot of lab. Modeling is key to ensure a safe and fun lab.
Article Two:
Students who under 504 Provisions are protected under Section 504 Rehabilitation Act and the Americans with Disabilities Act. Under Section 504, the child with a disability may receive accomodations and modications that are not available to children who are not disable. They are not eligible for special educations and therefore no entitled to an IEP. Students under 504 participate in regular classes.
Some accommodations made for students in 504 are:
Give extra time to complete assignments
Modify test questions
•Make lessons fun and teaching fun
ReplyDeleteif the children dont wont to be in your classroom you are going to have a difficult time.
Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom
You have to know how a student is challenged before trying to educate him/her.
Provide practice opportunities for students to understand the lesson expectations
Doing is knowing!
Make sure that the learning objectives are clear and easy to read and understand
I could probably do a better job of this
________________________________
504-students who have disabilities or impairments that adversely affect their performance in the general education classroom. Children who are offered services under 504 plans are enrolled in their school districts as regular education students, and therefore are not entitled to the IEP provisions granted to special education students.
Children who exhibit ADHD traits may be entitled to extra time for completing assignments, seating in the front of the classroom to prevent distraction, or help from peers when working in the classroom.
--Students with emotional issues may receive group or individual counseling with a school psychologist, a behavior modification plan, and specific reinforcements for positive behavior.
Article # 1
ReplyDelete• “Read the students IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom.”
I have made sure I curtail my lessons to avoid overwhelming my learner. This has proved successful by noticing less fidgeting and more engagement in the lesson.
• “Scaffold the instruction by creating smaller chunks of information for understanding and processing of the learning objectives.”
This method has also been proven successful by perceiving the increase in the amount in the learners’ mental retention.
• “Model what you teach with clear, concise steps and processing.”
Model, model, model… That is what we as CIT students are taught in class (Cary Perales). That has definitely proven to be a success in my class. Students are more susceptible to mimicking the “adult (me)” when it comes to class work; rather than their peers.
• “Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom.”
I have NOT tried this technique yet. My students tend to slack so if I give in to a little of “their” time, I am afraid to lose them resulting in time wasted.
Article # 2
1. Explain what a 504 classification means for a student.
The classification basically allows the student “in class” modification. That is to say, the student cannot benefit from the “Content Mastery” program which is federally funded.
Some characteristics of a 504 student are the lack of organizational skills and limited test taking abilities.
2. List two 504 accommodations listed in the reading:
Preferential seating such as sitting the student in front of the class to prevent distraction.
Students with emotional issues may receive a behavior modification plan.
Test questions can be modified or simplified for students with academic difficulties.
1. I make sure the learning objectives are clear and easy to read so the students don't have any reason for not following through with the assignment. I use visual aids so they can understand better. I also give them multiple choice test.
ReplyDelete2. 504 students have impairments or behavior problems that put them at a learning disadvantage. Rather that giving them an IEP, 504 students are given accomodations to help them with thier academic and behavior progress.
1. Clear Expectations for all the students in your classroom.
ReplyDelete2. Visual Aids allows more students to understand and be able to accepted the concepes better
3. Follow the IEP to ensure proper modifications and accomidations are in place and have the students practice more than the other students to ensure that they understan the lesson that is being study.
Question-2
1. Incorporate technology in the classroom
-504-Rehabilitation act of 1973
2. 2 examples- accomodations
-Special seating arraingments
-Extra time on tests and making sure that the students understand what test they are taking and if you have to give them examples, so they can find it much easier to complete.
QUESTIONS:
ReplyDelete1. List 3 bullet points (write them out rather than stating "bullet #3," etc) that you have implemented in your classroom and explain it's effectiveness.
*Provide visual aids if needed to accompany the lesson objectives
*Make lessons fun and teaching fun
*Read the student's IEP to make sure that the proper and expected lesson modifications and accommodations are being implemented in the classroom
2. List 1 bullet point that you have NOT tried yet but are willing to test out in your classroom.
*Create lesson assessments that are doable and provide increased challenges as the student masters the expected outcome
Article #2:
QUESTIONS:
1. Based on the readings, explain what a 504 classification means for a student (and no, reading the person's post before yours to get the answer is not the way to go either ;->).
504 classifications are made in order to provide general education students who have disabilities or impairments.
2. List two 504 accommodations listed in the reading
--Test questions can be modified or simplified for students with academic difficulties.
--Children with medical problems can be provided with a safety plan and assistance from trained staff members when needed.
1. I reduce the assignment for the 504 student in my class. I found that if I can give them fewer problems they can focus on them and doing them correctly and not rushing. This has been very effective so far.
ReplyDelete2. Seating in the front of the classroom to prevent distraction. I have mine in the front because they have less distractions and it seems to cut the temptation to talk or play with things in their desk that might distract them.
3. I reinforce a lot with stickers, and going to the treasure chest. This is something that motivates my students to get their work done and correctly.
4. What I want to try would be is getting more involvement with the counselor and some outside mentoring.
Article 2
1. 504s delicates the requirements for students who have impairments that impact their classroom performance. A student may not necessarily be considered special education they may be considered 504 due to any emotional problems, health problems, etc.
2. Accommodations mentioned in the article are: help from peers when working in the classroom, and Test questions can be modified or simplified for students with academic difficulties.
I forgot to do this post so I will give it a shot:
ReplyDeleteFrom the First Article
-----------------------
Things that I have done with degrees of success are:
# Create kinesthetic practice opportunities for hands on manipulations and performance based assessments
# Provide visual aids if needed to accompany the lesson objectives
# Create classroom transitions that provide students with before and after warning reminders during activity or lesson changes
I like to do all three of these in each lesson. I give my 'transition' grabber to get them to move between activities. I ALWAYS show them what to do on the board with graphics and representations. Also, I love to make them get up and move around to get notes.. I call that my 'desk notes' days. I like doing it because they will get motivated and productive without a lot of misbehavior.
Finally I think the most important idea is to make it fun for them and for you. The kids all know I want to make it fun for all of us.
2. I don't do this as much "Provide practice opportunities for students to understand the lesson expectations" but I should be doing more practice situations in class.
Second Article
---------------
I have both 504 and SpecEd students in my class. Basically 504's can't get the same resources provided them because it is not funded through the same grant. I have trouble sometimes because something I may need for a student is only provided by the SpecEd resources, etc.
2. Some of the accommodations are modified tests and accommodated tests. Another popular accommodation that I see is preferential seating.
Article #1
ReplyDelete1. We provide clear expectations for Instructional assistants or resource staff to guide students through the lesson. Most intructions are easy and we allow for creativity and emphasize self-motivation for students and intructional assistants.
2. We allow for kinesthetic practice opportunities for hands on manipulations and performance based assessments. This is what helps our students learn best.
3. We try to always provide visual aids if needed to accompany the lesson objectives as these visuals are crucial in helping our special education students with reinforcement and tactile understanding.
2. I am still working on creating a classroom with transitions that provide students with before and after warning reminders during activity or lesson changes. This has been challege as so many different dynamics involved.
Article #2
1. A 504 classification for a student means these students are assisted with "extra" helps to get their studies and homework completed. No IEP's are required for these students. For example, some of these students receive training, tips, strategies on how to take tests. They may be allotted extra time to take a test and use a calculator to arrive at the answer. 504 students are also allowed to have preferential seating in regular education classrooms.
Provide visual aids if needed to accompany the lesson objectives. I have used several different visual aids when I present lessons and they work wonders. I usually us them as the at the beginning of the lesson.
ReplyDeleteCreate classroom transitions that provide students with before and after warning reminders during activity or lesson changes. I know that I teach high school, but I find it helpful when the students know that we are going to be working in groups and you let them know that at the beginning so that they are prepared for the move....same goes for when we need to return to the row formation....
Make lessons fun and teaching fun. I try and to this... The subject that I teach allow for peronal examples and it makes for a fun and memorable experience for the class.
I would like to try: Provide clear expectations for Instructional assistants or resource staff to guide students through the lesson....I talk with her I just need to start putting it in writing.
A 504 student is one that receives accomodations(help with how it is learned, not what) for their education however this is not federally funded therefor they do not qualify for an IEP. Test questions can be modified or simplified for students with academic difficulties. Children with medical problems can be provided with a safety plan and assistance from trained staff members when needed.
I have made sure that learning objectives are clear and easy to understand. I have provided instructional aides when needed (neon word inlay, thinking maps, etc.). I have read all students IEP’s to make sure that I am implementing the proper accommodations and modifications.
ReplyDeleteI have not created individual instructional guides, but I think it is a good idea in keeping students on task so I will implement it next time.
Article 1:
ReplyDelete1. Make sure that the learning objectives are clear and easy to read and understand
2.Provide visual aids if needed to accompany the lesson objectives
3.Make lessons fun and teaching fun
I have implemented this in my class & by doing so the students knew exactly what was going to be done that day. I did'nt have any questions about what work is to be done, it was all written on the board in the same spot where it was visible to everyone.
"Provide celebrations and reinforcement incentives for positive and constructive behavior in the classroom" I have not done this in my class but I am excited to do so this coming year.
Article 2:
504 plans address certain disabilities that do not meet the criteria needed for the implementation of an IEP
Test questions can be modified or simplified for students with academic difficulties.
--Children with medical problems can be provided with a safety plan and assistance from trained staff members when needed.
Article #1
ReplyDeleteI make sure that the learning objectives are clear and easy to read and understand. This lets the kids know the direction that the class is heading and provides a pathway for the student. I also provide visual aids if needed to accompany the lesson objectives. Many students are visually oriented and this helps many kids to grasp the concepts covered in class. One tool I could use more is to provide written individual instructional guides if needed to insure that students stay focused and on task.
Article #2
504 Students are students with disabilities that may require accommodations and modifications in the classroom, but who are not eligible for Special Education Services.
504 Modification: Students with emotional issues may receive group or individual counseling with a school psychologist, a behavior modification plan, and specific reinforcements for positive behavior.
504 Modification: Test questions can be modified or simplified for students with academic difficulties.