Blog #9 Rest of the Text!
Skim Chs. 7-16 in the text (Teaching Students of... varying needs).
Write a very short paragraph about how each chapter can/should help you with this
unit plan…be specific but brief! Post this as Blog #9 by Sun.
July 9th and respond by Tues. July 11th
Each of these chapters contained a great deal of information that is very helpful to teachers in creating effective unit plans. Chapter 7 suggested that, for students with intellectual disabilities, it's important that we teach strategies as well as concepts. Chapter 8 and 15 emphasized the effectiveness of working/cooperating with professionals outside of education and families of students with special needs in elementary and secondary schools and ADHD, as well as providing positive classroom environments. Chapter 9 suggests that placing students with autism in general education classrooms creates positive results. When teaching students with sensory impairments, we need to allow more time for work and provide materials appropriate for the specific impairment. We must provide support and familiarize ourselves with specific equipment for students with physical or health disabilities. Chapter 12 suggests storytelling, facilitative play, and classroom arrangement for individuals with speech and language disorders. To accommodate for students with special gifts and talents, we can use acceleration techniques such as AP coursework. Individual school-based programs are important for students who are at risk. Acquiring study skills and learning strategies make learning more efficient for all students.
ReplyDeleteYou did a good job summarizing the last chapters. I think you pointed out all the main parts and emphasized ideas that future educators need to be aware of. Finding ways to accommodate all students is essential in providing all students the best possible education.
DeleteChapters 7-16 all contained an abundance of helpful information. Each chapter has provided me with important facts and ideas that will help me in the future. Ch. 7 focusses on teaching students with intellectual disabilities and how teachers should teach content areas as well as strategies that facilitate learning. Ch. 8, along with Ch. 11 and 15, stress the importance of collaborating with student’s families and professionals of students with ADHD, students with low-incidence disabilities and students with special needs in elementary school. Ch. 9 says that when teaching students with Autism Spectrum Disorder, there is nothing wrong with mainstreaming them, in the sense that placing them in a general education classroom will be beneficial in most cases. Ch. 10 explains that sensory impairments effect a fair number of students. For students with hearing impairments, it is important that they participate in the communicational activities in the class. AS for students with visual impairments, accommodations can be as simple as using large-print and nonglare materials. In Ch. 12, Teaching Students with Speech and Language Disorders can often be included and accommodated through a positive environment. Ch. 13 explains that gifted students are often under identified, so being able to identify and accommodate them will help a whole classroom in general. As an educator, it is important to be able to recognize students who are at risk, because they might not be eligible for special education programs (ch 14). The final chapter about teaching students with special needs in secondary schools places importance on helping students acquire study skills and learning strategies.
ReplyDeleteI think you did really well summarizing the chapters, too. There was a lot of great information throughout them that will definitely help us with accommodating in our future classrooms. Now that we're more aware of different types of accommodations for various types of learners because of these chapters, making those accommodations are going to be much easier and hopefully start to come naturally!
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