behaviour,academic instruction and task or seat work assignments bearing in mind various disabilities and academic abilities
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It would help to know what specific behaviors are causing you to ask for help.\n\nI have found that there are three primary causes for misbehavior in a special education classroom. Since you (presumably) are able to provide individualized instruction with more 1:1 time available, student frustration should be minimalized. If the kids are acting up, and when you seek to re-direct them, they are stuck about what to do to "get back to work," you need to re-assess your instructional strategies.\n\nAnyway... these are the sorts of things going on in my classroom. I hope some of these are of interest for you to try.\n\n1. The student is new to the program and has bad habits because in regular ed class he/she can just sit there and tune out. Call the student's name more frequently during instruction (in a conversational tone). I also do "round robin" for various skills on a regular basis...nothing like knowing that you're going to be called on to perk up attentiveness. I always make sure that if a student cannot currently answer, they can pass for the moment without penalty. I just smile, nod, say, "OK, well, think about it...I'm coming back to you..." As they crave approval, and they see the others succeeding at their own levels and getting praise and attention for it, they will start to come up with their own ideas.\n\n2. Lack of overall motivation. If a student doesn't understand WHY they have to do all this school stuff, they're not going to be motivated to do hard work with little or no value. I spend lots of time acting as a counselor. I start with the immediate rewards (I do a point system/token economy...you get points for every assignment you turn in, with prizes spaced every 50 points and a huge auction of books, computer programs, collectibles, and educational toys/puzzles at the end of the year). Oh well, no points, no prize!  One of the most valued prizes I have is what we call a "You Pick" in my classroom...the student selects one of the laminated You Pick cards from the prize box (instead of a toy or pencil). At any time, (tests or regular ed make-up work excluded), the student can hand me the card and be excused from the daily work for the time he/she is scheduled to be with me. The work does end up in the student's folder to be completed later. The student may quietly play the whole time (of course, everything in my room addresses academic, OT, and PT goals, but the kids don't know that). An unmotivated student, parked sadly at his desk while others play happily in the free time area, quickly discovers the drive to get one of those cards for him/herself. The interesting thing is that, as students become used to this option being available, they often don't take a card from the prize box, prefering a toy or pencil. They also save their card in their folder (they may only have one at any one time) for a day when they feel really off...and sometimes don't cash it in for a month or two! Anyway, once the student is driven to earn the points and prizes, we work hard on instilling the idea that print is a tool for success. We explore career choices and how print is used in different areas. I emphasize during writing assignments that writing is just talking with your pencil rather than your mouth. As students skills increase, I continually focus with them on how this helps make their lives better.\n\n3. Seeking peer entertainment. Since most of the students are caught up in #1 or #2 above, the occasional class clown is quickly quashed as his/her behavior is responded to negatively by his/her peers. Plus, loss of recess time, loss of points, loss of turn during round robins (hey, you'd be surprised...the class clown is bouncing up and down with his/her hand high in the air, and sighing in frustration as more quiet students are called on first), etc. helps emphasize the point to them...if you play now, you lose your play time for later. In addition
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Critical thinking skills, communication skills (interacting/socialization), reading and writing, and movement. All of these things need to be covered in the context of the topics covered and at the level of the student. \n\nAll states have standards that have been defined by stake-holders as to what is suppose to be covered in each grade.
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School Assignments are like miniskirts. They have to be long enough to cover everything but short enough to keep things interesting.
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Tolerance. Appreciation of diversity.\n\nHow to balance a checkbook.\n\nHow to prepare for and attend a job interview.\n\nHow to READ.\n\nHow to do simple math.\n\nHow to write a coherent letter.\n\nEtiquette.\n\nSafe driving skills.\n\nBasic cooking.\n\nAn overview of major religions and world philosophies.\n\nHuman sexuality, and birth control.\n\nBasic child-rearing skills.\n\nHow to manage household finances.
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It's hard to say.  Some impairments involve the inability to understand the steps of a problem.  Some students just can't concentrate long enough to bother solving the problem.  Some may not hear the question, or understand it if they do.  Some students may not understand patterns, even simple number order.  Some may not be able to record data, or copy simple addition problems to paper.  Some students are unable to read from a black/white board or book.  Some reverse numbers while some cannot see columns.\n\nThere are varieties of impairments.  A special education teacher/professional can help you determine the type of impairment and even the severity.\n\nThere are all sorts of things that can determine the level of success a child achieves in school.  If I were the parent, I would request a thorough psycho-social evaluation.    Good luck.
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contact the school they should have an office of disabilities (schools vary in the name of the dept thats what my school calls it) for the college he is or will be attending they should be able to recomend a model that other students have found worked well int hat particular class.\n\nthe school may be closed until tuesday for the weekend - many colleges do not open on fridays in the summer.\n\ngoodluck!!
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I am the parent of a child in special education.  A very useful website for laws about inclusive education is www.wrightslaw.com they have a lot of information.
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It depends on if she is what is called "location bound" and the nature of the disability.  It sounds to me that she will need to move to find this program.  If she cannot or simply refuses to move, then she is - for all practical purposes - nailed to the location and can't get to the program.  Her disability could also be an issue.  I have worked with students with disabilities and I have to say that a lousy attitude is the worst possibile disability, although one also should consider severity being a stumbling block as well.  Most education systems should have something in place to accomodate disabilities to the extent that is reasonable (it's possible and not prohibitively expensive).
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crtical thinking [reasoning n judgement]\nlymbic system control [control of adrenaline etc.]\nimpulse control\nmemory \nplanning\n\nhope this helped!
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Bulletin Boards:  daily schedule, calendar & announcements, math, reading, language arts/handwriting: cursive or manuscript, social studies, science, homework........examples of student work\n\nLesson Plan Book & Seating Chart: names of students\n\nYou can put the students in rows, or groups of 3 or 4 to work together with your guidance, or you can also have the desks together in the shape of the letter "V" so you can circulate and be accessible to them. This will also help you to maintain discipline because you can see the students and their desk tops. Try not to have a students' back to you or the board.\n\nWhiteboard: objectives, standards and assignment should be posted
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It sounds like discrimination no matter how you describe it or what they advise you to do or not to do. I would contact your local disabilities office and report the discrimination... they would then be able to give you the best advice on how to proceed.
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every group is different, different attitudes and learning capacities
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Gym teacher, occupational therapy assistant, personal trainer, physical therapist assisting technology
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I remember a good text in IELTS Cambridge preparation books on that issue. Go and search for that. Nice text.
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Read this\nhttp://www.psychologytoday.com/articles/PTO-20030616-000002.html
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This section is meant for special education for children with special needs (speech/language/social) and other disabilities. So try your posting elsewhere where it is relevant perhaps in Higher Education (university +)
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Review Notes\n\nDraw Pictures\n\nPractice Problems\n\nStudy with parents or friends