Helping Students Deal With Back To School Emotions Tips to help students work through their emotions at the beginning of the school year. particularly those of children with special needs. Parents can offer to the article " back to school The Emotional Transition" Looking for more tips on working with students http://www.inspiringteachers.com/tips/emotions
Extractions: Role-Play: Role-playing is an excellent way for a child to explore, and rehearse the dynamics of a new situation. It also provides an opportunity for a child to confront feelings and offers them some control over a possible apprehensive or unknown situation. Role-playing can be accomplished through a variety of ways. For younger students using puppets, toys, games, songs and creative play. For older students use drama, real life situations, and open ended questions. It's important that you try to relate each role-play with the actual reality experience. Use puppets to role-play social skills such as meeting new friends, sharing and taking turns. Use creative play to model expected school behaviors such as being a good listener, raising one's hand, sitting and walking in line appropriately. Use role play for older children to practice social situations such as making friends, making good choices and settling conflicts. Playing with toys and games is an excellent way to introduce, reinforce skills and make learning a fun experience! For younger children manipulative toys such as pegboards, blocks, puzzles support are wonderful fine motor skill activities. They also offer a wide variety of concepts from color recognition, shapes, sequencing, matching, and spatial relationships. They also are a solid foundation to prepare children for reading, writing, math, etc. Games also provide practice in the area of social skills. Children learn how to take turns, follow the rules of the game, and wait while others are playing, which are all behaviors expected in a school setting. Use a variety of games with older children to introduce concepts and practice skills.
GDC Do Gifted Students Have Special Needs Do Gifted students Have special needs? Mentorships and apprenticeships are excellent for gifted high school students. They are held back in their own learning http://www.gifteddevelopment.com/Articles/Do Gifted Students Have Special Needs.
Extractions: Denver, Colorado Every gift contains a danger. Whatever gift we have we are compelled to express. And if the expression of that gift is blocked, distorted, or merely allowed to languish, then the gift turns against us, and we suffer. (Johnson, 1993, p. 15) In order to understand the true meaning of giftedness, it is necessary that we separate the concept from achievement. High achievers are those who are motivated to do well in school. Gifted students may be high achievers or they may be high school dropouts. They have learning needs that differ from other students, just as developmentally delayed students have different learning needs. When giftedness is seen as the mirror image of retardation, it becomes clear that we have a responsibility to meet their needs, whether or not they are high achievers. So how can teachers meet the needs of gifted students? 1) First of all, ask the students! Engage the students in academic planning. It is amazing what a heart-to-heart talk with a gifted student will reveal. 2) Assess what they have already learned before teaching them. There is no use in relearning what one already knows. This can be done by looking at achievement test scores, giving them pre-tests of the material to be covered, informal talks about the subject matter or teacher-constructed diagnostic tests.
Back To School Special Get prepared to have the best school year ever! Check out the awesome resources available on the About network and the Internet. Speed Wireless Internet access for all your needs! Learn More back to school special. Have the Best Year Ever 912 high school of about 900 students. I will always http://7-12educators.about.com/library/weekly/aa081201a.htm
Extractions: zJs=10 zJs=11 zJs=12 zJs=13 zc(5,'jsc',zJs,9999999,'') About Education Secondary School Educators Home ... Curricular How-To's for 7-12 Educators zau(256,152,145,'gob','http://z.about.com/5/ad/go.htm?gs='+gs,''); Curriculum and Lesson Plans Assessments Technology and Education Learning Theories ... Help zau(256,138,125,'el','http://z.about.com/0/ip/417/0.htm','');w(xb+xb); Subscribe to the About Secondary School Educators newsletter. Search Secondary School Educators Back to School Special Have the Best Year Ever! Join the Discussion "I am a principal at a 9-12 high school of about 900 students. I will always consider myself a teacher. If you could give one piece of advice to a new teacher on the first day of school, what would you tell them?"
Special Needs back to CTEST Home. Education Department plans to have final rules out by April, in time for the 199899 school year. Web sites covering special needs students. http://wwwcsteep.bc.edu/CTESTWEB/special/special.html
Extractions: Testing Students with Disabilities Back to Spotlight Issues Back to CTEST Home Introduction to the issue Official Documents regarding special needs students Special needs testing in the News Weblinks for further information Introduction to the Issues As increasing numbers of students with disabilities apply for admission to institutions of higher education, many are seeking modifications during admissions testing to accommodate for their disabilities. Many of these accommodations are granted. The most common modification is extended time for test administration, although large print versions of tests, readers for tests, and other types of accommodations are also provided. When these accommodations are granted, many of those taking the tests with modifications are unaware that the score reports for such testing usually are sent to colleges or universities with a "flag" or other designation indicating that the test was given under nonstandard conditions. This nation currently embraces important social policy goals of allowing persons with disabilities to participate as fully as possible in society without having to face negative bias or stereotypes. For too long, many individuals with disabilities have had to confront unfair presumptions about their abilities to succeed in education and employment. There are now laws in many states and two federal laws designed to prohibit discrimination against individuals with disabilities.
Back To School On Civil Rights Redirect Page back to school on Civil Rights to every child who needs them. school administrators, special education directors, school the individual learning needs of students with disabilities http://www.ncd.gov/newsroom/publications/backtoschool_1.html
Extractions: Home FAQs Newsroom Site Map ... What's New Privacy Notice: The National Council on Disability (NCD) will collect no personal information about you when you visit its website unless you choose to provide that information. The only information NCD automatically collects is the visitor's Internet domain and Internet Protocol address, the type of browser and operating system used to access the site, the file visited and the time spent in each file, and the time and date of the visit.
Extractions: var siteurl = 'http://cache.boston.com/bonzai-fba/File-Based_Image_Resource' var image_names = ['news', 'ae', 'business', 'sports', 'travel', 'yourlife', 'cars', 'jobs', 'personals', 'realestate']; Today's Globe Latest News: Local Nation World NECN ... MCAS By John Laidler, Globe Correspondent, 10/16/2003 Walpole officials have found a way to reduce the number of special-needs students who must attend high schools out of the district. ADVERTISEMENT Walpole High School has initiated an on-campus program for students who cannot attend the regular school because of severe social, emotional, or learning difficulties. Until now, they have been placed in specialized schools outside of town, at considerable cost. The new students are attending classes in the former Plimpton school building, on the high school grounds. Eight students are currently participating in the Bridge Program, which has a capacity of 10. Along with academic instruction, the students are provided with services, such as intensive counseling, that the regular high school does not offer. Developed over the past year, the program is a joint venture between the Walpole school system and Walker Partnerships, a division of the Needham-based nonprofit Walker Home and School.
NAEP -- Inclusion Of Special-Needs Students back to Top. for SD and LEP students by asking the school staff most Including specialneeds students in the NAEP 1998 Reading Assessment, Part I Comparison of http://nces.ed.gov/nationsreportcard/about/inclusion.asp
Extractions: /* The menu array defines which options are desired. The name of the menu array must be the same name as the menu with the first letter capped. Each menu has 3 options: (both 2 and 3 are required if "use image offset" is true) 1. Use image offset? T/F The image offset to be used has to to have to name: "menu"+menu number+"Image" 2. x offset from starting point 3. y offset from starting point */ var Menu1 = [true,19,20]; var Menu2 = [true,20,20]; Overview Current Activities National State ... ED.gov NAEP has always endeavored to assess all students selected as a part of its sampling process, including students who are classified by their schools as students with disabilities (SD) and/or as English-language learners (ELL) or limited English proficient (LEP). The decision to exclude any of these students is made by school staff, who, using NAEP guidelines and each student's Individualized Education Program (IEP), decide whether the student can meaningfully be assessed. According to the current criteria , a student with a disability is to be included in the NAEP assessment except in the following cases: The student's IEP team determines that the student cannot participate; OR
York News-Times | Back-to-School Special Section08/15/01 students' needs first. Centennial finds nine skilled employees to fill slots for the coming school school officials. It's 'back to school' time for for kids with special needs. How much http://www.yorknewstimes.com/backtoschool/stories
Extractions: T here is no hot new technology that every kid must have this school season. In fact, the basic equipment for students hasn't changed much in the past 10 years. That doesn't mean the basic equipment is easy to buy. So we give you some options that will fit your budget even if you don't have money to spend on a computer at all. Grades K-12 OPTION ONE: No computer Price: $0 up front, costs for transportation and lost time. Particulars: Schools, libraries and community centers often have computers, Internet access and printers available.
Extractions: Previous Contents Next APPENDIX 3 EARTHQUAKE CONSIDERATIONS FOR SPECIAL NEEDS STUDENTS A GUIDEBOOK FOR ARKANSAS SCHOOLS INTRODUCTION One of the segments of the school population that has been left out of the written school guidelines for earthquake preparedness has been those students with special needs. Students with diabetes, hypertension or any of the maladies that require special diets, daily periodic medications or special equipment and supplies in order to sustain life, activities, dignity or reasonable comfort have not been given adequate considerations in planning for disasters that cause isolation. What could be a mere inconvenience for able bodied students could become a major threat to the students who have special needs. It is the objective of this appendix to provide major considerations that students with special needs should have in earthquake preparedness, response and recovery planning. In some cases, such considerations could mean the difference between life and death, during and after, an earthquake. Although some of the following considerations have been provided in Sections and , it is felt that by providing all consideratiorns in this appendix it will emphasize their importance and at the same time provide a document that concentrates them for the review of school emergency planners, rather than their having to review the total "Guidebook" in order to access them.
Extractions: Search http://www.2learn.ca/myDesktop/NetStep/view.html Reference Collection - For students of all ages: Current events, weather, atlases, maps and mapping tools, dictionaries, thesauri and translators, calculators and conversions, a clock, calendars, address, postal code, etc. directories, encyclopedias and art reference, libraries and 2Learn starter pages. http://www.2learn.ca/mapset/Reference/Referencemenu.html
Special Needs Students back to school An Attitude Adjustment - About.com with ADHD contributes to school failure Discipline for Persons with Disabilities or special Education needs http://www.aizan.net/families/special_needs_students.htm
Extractions: Section I Disabling Language ... Autism 101 - articles by the #1 Autism expert Educating the Student with Autism Home Affects Mental Development of Fragile X Kids Parents of Autistic Kids Sue Drug Firms, Dentists Glasses Read Dyslexics' Eyes - Missile-tracking technology may spot symptoms of learning impairment. 2002 International Symposium on Adult ADHD Chicago in May 2002. More than 700 people from around the world, including the top professionals in the ADHD field, will gather in Chicago for Journeys 2002. The Dyslexia Page - collection of links to articles and sites Focusing on Hyperactivity - New diagnostic tools may show us that there is more to ADHD than meets the eye. New Findings Concerning Poor Reading and Spelling - Children who were predominantly poor spellers were already showing a range of linguistic difficulties when they started school. Our Special Kids The ABC's of LD and ADD - From LD Online, straight-forward answers to common questions about learning disabilities and the brain.
Music With Special Needs Students Return to Japan In Focus contents pageApproaching Japanese Music with special needs students. Transferring this work back into my school proved to be very http://www.jfet.org.uk/JIF/Spring98/music2.html
Extractions: In November 1994 JFET held a weekend course for music teachers in Leeds. Below one of the participants outlines the work she has done in school, building on her experience in Leeds. Anna Szuminska teachers at Woodlands School in Blackpool. The Japanese Music Weekend that I attended in Leeds three years ago was inspiring. As the music teacher of pupils with severe learning difficulties and with no previous knowledge of Japanese music I found myself leaving the workshop with ideas for a whole termfs music experience for even pupils with the most profound disabilities. At school we possess a Midi Creator System: sound is triggered by movements, and it has the shakuhachi available in its sound bank. Our profoundly disabled pupils were able to play this in true unprofessional style over a recording of traditional Japanese drumming. Our first graphic scores were created for playing on pentatonic scales, going up, going down, quivering, loud, soft and included a cymbal for contrast. These were recorded on tape and suitably impressed an OFSTED inspector as pupils followed their own scores while listening to their recording. Instead of songs, as many of our children are non-verbal, we chanted vowel sounds and our names very softly and muffled, if possible behind our hands, then very loudly and extravagantly in imitation of Noh and kabuki theatrical styles.
Extractions: (4) The principal may determine that suspension from school may also be required. Suspension of bus privilege does not automatically suspend the child from school. The special needs student or the parents may have difficulty getting the student to school during the suspension period. Bus suspension is not the same as school suspension. A total of 10 days during any school year is the limit of school attendance suspensions before providing the special education student with alternative education as a special education student. Alternative education may be provided at another program or on another campus during a designated period when approved by the IEP committee.
KIDLINK And The Special Needs Student One student was transported from the Alternative school for the comfortable place in KIDLINK where students with special needs are just back to the Menu page. http://www.kidlink.org/english/general/c/curric15.html
Extractions: Special Needs Student The Hearing Impaired Student Rodrigo Gonzalez, a deaf child, has contributed art for the KIDLINK Gallery of Computer Art. There are 5 pictures of his dinosaurs on this page: http://www.kidlink.org/KIDART/ART97/img/uruguay-1.html Da Síndrome de Down Liliane writes from Brasil: Como pedagoga, eu tive no laboratório de informática de uma escola que eu dirigia, um aluno que vamos chamá-lo de Luz. Luz incialmente não queria de forma alguma sair dos computadores de demonstração do lado de fora da sala de aula, e com paciência e muita imaginação fomos integrando-o na sala com os demais amigos, Luz é portador da síndrome de down, e hoje após quase 3 anos frequentando aulas, ele iniciou um trabalho com especialistas em diversas áreas, foi matriculado em uma escola normal e está indo muito bem obrigada. Este é um depoimento que mostra que um trabalho em equipe , e com confiança, embasado em orientações seguras favorece o desenvolvimento dos alunos com necessidades especiais. Liliane Liliane's text in English: As an educator, I had, in the computer lab of a school that I guided, a student that we will call Luz. Luz, in the beginning, didn't want to leave from the demonstration computers that were outside of the classroom, and with patience and a lot of imagination we were integrating him in the classroom with the other friends. Luz is carrier of the down syndrome and today, after almost 3 years frequenting classes, he began a work with specialists in several areas, he was enrolled in a normal school and he is going very well, thank you. This story shows that working in team, and with trust, based on safe orientations favors the students with special needs' development.
Extractions: School buses transport the nations most important resource, its youth. Parents and caregivers are asked every day to entrust their children to school bus operators. While the safety record of school buses is remarkable, there is no such thing as safe enough for a caregiver. This module focuses on the transportation of the student with special needs and the equipment that these students may require. NOTE: This module is intended as an in-service refresher training for drivers and transportation personnel of students with special needs. In addition, the current trend is to integrate students with a variety of special needs with students on a regular bus route. This module can be used as awareness training for all school bus drivers and transportation personnel who may at some point be required to transport students with special needs. This module is NOT sufficient for the comprehensive initial training required for drivers and transportation personnel of students with special needs. Main Topics
Extractions: I. Introduction Welcome to Transporting Students with Special Needs This module is a refresher training for drivers/attendants who regularly transport students with special needs It isnt detailed enough to train a new school bus driver/attendant of those students It is also awareness training for all transportation personnel Since the trend now is to integrate students with a variety of special needs with students on regular bus routes, you may need this information at some point In particular, this module focuses on students with special physical needs For example, a student who uses braces, a wheelchair, a walker, etc. Or a student who has recently had surgery Or a student who has difficulty sitting upright We will talk about what kinds of equipment you might encounter and how to transport students using that equipment Before we get into specifics, lets talk about working with students with special needs How you work with a student with special needs is different from how you work with other students The policies may be the same For example, there are standards for acceptable behavior that apply to all students
The Resourcing Scheme For Special Needs Students back to contents. provision in New Zealand for children with high or very high special needs began in 1880 with the establishment of a school for deaf http://www.ero.govt.nz/Publications/pubs2001/ORRS.htm
Extractions: This report ... References Introduction Special Education 2000 is a Government policy about special education provisions announced in the 1996 Budget. The policy initiated a new structure for the delivery of special education resources and services. One component of the policy provided special resourcing for high and very high needs children. The Ongoing and Reviewable Resourcing Schemes The Ongoing and Reviewable Resourcing Schemes (ORRS) is a modification of the previous Ongoing and Transition Resourcing Scheme (OTRS) that provided resources to both mainstream and special schools at which the children with verified special needs were enrolled. It was intended to create the possibility of a more inclusive education for them by enabling them to be enrolled in mainstream classrooms. The scheme had two components. The
Extractions: 21st Century Technology for Students with Special Needs In this new revolution, digital age technologies are transforming all of our lives by providing revolutionary ways to learn, communicate and work. But for individuals with special needs, the digital age can provide something even more valuablefreedom. "The Internet is an empowering tool for students with disabilities," says John Williams, the Assistive Technologies columnist for BusinessWeek.coms online magazine. "The Internet gives them immediate access to information that historically has been unavailable to them. Online education is a major boon for students with disabilities, especially for students who have a difficult time traveling. As the Internet becomes more and more accessible to all people, I believe you will see more students with disabilities take advantage of this educational tool." According to Carol Hughes, Parent Advocate for Georgia Techs Center for Rehabilitation Technology, "When youre on the Internet, in a chat room or taking an online class, your disability is invisible and irrelevant. Youre on equal footing. Telecommuting, which is becoming more and more popular, is also a great benefit to people with disabilities because there are no transportation issues or architectural access limitations."