for this assignment follow the instrcutions . Slide attached response should be 350 words
- Choose one of following “best teaching practices”: structure/routines, modeling or setting/communicating expectations. What does it look like in your classroom?
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UNFORMATTED ATTACHMENT PREVIEW
CE Credits Online MODULE 2: Getting to Know the Whole Child CE Credits Online MODULE 2 OVERVIEW This module will discuss the importance of getting to know the whole child. It is essential to know a student’s strengths and needs when evaluating a student for a disability. Throughout this module you will learn about the signs to look for in students who are struggling and how best teaching practices can not only support your struggling students but can also beneﬁt your whole class. You will also learn about the 14 educational disabilities and their deﬁnitions and explore Response to Intervention (RTI). CE Credits Online MODULE OBJECTIVES ● Identify common signs that a struggling student may have an undiagnosed educational disability ● Develop an understanding of the importance of knowing a student’s strengths and needs in order to determine ways to support the child ● Explore and understands the Response to Intervention process (RTI) ● Identify educational disabilities and their deﬁnitions CE Credits Online Identifying Struggling Students Sometimes you can clearly see what the problem or problems may be with a child. It becomes less easy when interfering behaviors in the classroom mask the diﬃculties and struggles that a student is experiencing. CE Credits Online SCENES FROM A CLASSROOM CE Credits Online Sound familiar? Think about the following scenarios. If Samantha is well behind grade level expectations for reading given the same instruction as the rest of the class, certainly that merits further investigation. If Daniel can spout copious information verbally but struggles to write a paragraph, this, too, is an indication that an educational disability may be at the root of the problem. If Mason is attending to instruction and trying, and yet still struggling, it is easy to suspect that something is interfering with the learning process. Do you have students in your class like this? The answer is probably yes. These students are easier to identify than the students that appear to be doing well, yet are struggling. CE Credits Online WHAT THIS LOOKS LIKE IN THE CLASSROOM Disruption, silliness, and avoidance tactics are common coping mechanisms when a student feels overwhelmed by academic demands. These can include: ● Frequent trips to the bathroom or to get a drink of water ● Rarely ﬁnishing classroom assignments ● Talking a lot to peers during instruction (Is the student confused and trying to catch up with directions? Is the student not paying attention due to an attention deﬁcit issue?) ● Acting like the class clown (Is the student using silliness or humor to call attention away from the fact that he/she cannot follow along with the instruction?) ● Full blown tantrums (common with students with high functioning autism or emotional disability) CE Credits Online Watch the following video: What Are Learning Disabilities? As you watch, think about the following… VIDEO • Does this sound like some of your students? • Do you ﬁnd it hard to identify students with learning disabilities? Who might you seek out to help you? • How would you apply what you learned about learning disabilities to your planning for your students? Your daily lesson plans? Setting up your classroom? As the video mentioned, students with disabilities can be very intelligent and in some cases even gifted. It may be harder to identify these struggling students right away than it is to identify students with obvious issues with reading, writing or math. CE Credits Online As educators, it is our job to observe and be aware of our students’ strengths and needs. It is also our job to speak up when a child needs more support in order to be successful. We are on the front line of their education, what we do matters. CE Credits Online Identifying an educational disability is a process involving observations, data collection, meeting with a collaborative team and evaluations. It may take some time before you identify that child’s disability. In the meantime, there are things you can put in to place to better support that student on a daily basis.