What are the learning characteristics of students with mild to moderate disabilities?
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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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Title:\nObjective of Lesson:\nMaterials needed for student and teacher:\nSteps to teach the lesson:\nAssesment tool: (wkst, project, discussion)\nAny Accomodations for students with disabilities:
910679
I'm guessing there would be a lot of information on how to test and interperet testing results both standardized and norm-referenced.  You probably need to know about developmental charts and how developmental readiness relates to educational progress.\n\nGood luck!
506026
Unsociable behaviour\nPoor grades\ndirespect\nNot seeing evidence of growth and learning\nimmaturity
684350
Yes, we all are capable of absorbing the same amount of knowledge except as mentioned people with disabilities. Studies are now showing we all have different learning patterns but it doesn't necessarily mean higher intelligence. We are all exceptionally smart creatures. All of us.
392066
There are large lists of celebrities and other famous people with learning disabilities at these sites:\n\nhttp://www.schwablearning.org/Articles.asp?r=258\nhttp://www.childdevelopmentinfo.com/disorders/famous.shtml\nhttp://www.dyslexiaonline.com/famous/famous.htm\nhttp://www.familyvillage.wisc.edu/general/famous.html
988720
Being a high school math teacher, I can tell you that physical disabilities are not diffcult to accomodate in the classroom.  Generally, as long as the student can understand the concepts, they do fine.  Students with learning disabilities, by nature, have a tougher time.  In those cases, it is important to for the classroom teacher and the special education teacher to work closely to help the student succeed.
785623
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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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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Monkeybiz is absolutely right about how properly designed inclusion programs cause minimal impact on the regular ed kids. I am also glad to hear how well her son is doing. Congrats!\n\nHere are the issues that must be addressed to create an effective inclusion program:\n\n1. The child with special needs must be non-disruptive in his/her behaviors with the regular ed students; one of the major supports I provide is bringing up self-esteem and confidence through clear and observable academic growth (self-esteem must be earned through success to have any lasting, long-term effect)...low self-esteem being the major cause of misbehavior in SLD students.\n2. The child with special needs must be motivated to learn.\n3. The child with special needs should have language arts skills within one year of expectation for regular ed students for language arts independent inclusion, and within three years of language arts expectation for regular ed students for other subjects. For example, I have 4th graders who see me for Language Arts remediation, who are now able to read at the late 2nd grade to early 3rd grade level, who do quite well in math, science, and social studies with the modification of written work length, peer and teacher support for reading assignments, and multi-sensory instruction in the regular ed classroom. Those who are below that in Language Arts also have me for Math, and we provide supervised inclusion through an educational assistant in science/social studies for those whose reading is early 1st grade/Primer.\n4. The student with special needs must have study and personal advocacy skills (e.g. using the dictionary, confidence in asking for help from the teacher and peers, using environmental resources such as assignment postings, posters, etc.).\n5. The student with special needs should have his/her time in regular ed and in special ed pull-out carefully balanced to best support his/her learning needs.\n6. The regular ed teacher must be open and flexible, get along well with the special ed teacher on a professional level (personal doesn't hurt either), and have the skills needed to modify curriculum and adjust instruction to meet the needs of ALL the students in class (rather than seeing the inclusion students as "belonging" to the special ed teacher).\n7. The special ed teacher must be versed both in the regular ed curriculum programs, AND in research-based curriculum and instruction appropriate for a variety of learning disabilities, speeds, and sensory issues. The special ed teacher must be able to work with almost everyone on the regular ed teaching staff with some effectiveness, even with the untrained and unmotivated ones (in other words, be open and cooperative with many people, and have a thick skin and tenacity for those who would rather not "deal with those kinds of kids").\n8. The special ed teacher should have a small enough case load that he/she can spend adequate and effective time with the student on his/her continued areas of need (state cutoffs for caseloads are much higher than reality for teacher effectiveness). With appropriate time in individualized instruction for remediation skills, study skills, and coping skills, the child has an excellent chance of success.\n9. The parents must have a strong sense of education as the key to the future of their child, and convey their value for education to their child.\n\nIf ANY of these components are missing, or even somewhat reduced, the student is at a high risk for failure. However, with adequate numbers of dedicated staff, it can work wonders!\n\n"Full inclusion," all-day inclusion, only works if the regular and special ed teachers are co-teaching the class as all-day partners who have similar instructional styles and get along together personally, there is an educational assistant providing additional support, the administration is flexible for both curriculum and instruction of regular ed students, and both teachers h
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1. The learning climate. resources, comfort, confidence to make mistakes.\n2. the students learning style, Visual auditory or kinasthetic. Tasks that suit their learning style.\n3.Subject matter that is interesting and relevant.\n4. Inclusion. Students have the opportunity to access the curriculum what ever their need.\n\nIf you elaborate more on the question, I can help more.
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Traditional Education\n\nOne age per class\nLearning is reinforced externally (rewards, stickers etc.). \nMethod emphasizes social development. \nMuch information dispensed by lecture. \nMostly abstract- books, papers, etc\nVery few choices\nLess emphasis on self-learning instruction. \nTeacher acts as primary enforcer of discipline. \nGroup and individual instruction\n\nMontessori Education\n\nAge span of at least three years in a class. \nChildren reinforce their own learning by repetition of work and internal feelings of success\nMethod emphasizes becoming aware of One's abilities and social development. \nDirect contact with multi-sensory materials. \nHighly organized sets of graduated materials-mostly three dimensional and "concrete". \nDevelops wise use of free choice. \nLearns about care of one's self and environment. \nEnvironment and method encourage self-discipline\nMostly one-on-one instruction.
437566
You really need to specify what disabilities you are trying to provide accomodations for, and what subjects/activities you're involved in.\n\nExcept for people who are severely or profoundly impaired, inclusive activities should be the same activities as everyone else is doing. You just give them a bit more time, or physical supports, or whatever they need to be able to participate successfully.\n\nFor severely or profoundly impaired people, you really have to identify what they really CAN do, and create an activity similar or a part of everyone else's that uses their abilities.\n\nFor example, I have a 4th grade profoundly MR student with microencephaly. She attends the regular ed music class. For musical instrument exploration time, we give her the jingle bells to play when everyone else is working on guitar, violin, keyboards, drums, etc. and her educational assistant helps her know when it's her turn to shake those bells!
68472
Severe and Profound Disabilities\nDEFINITION: Severe and Profound means a primary disability that:\nSeverely impairs cognitive abilities, adaptive skills, and life functioning. \nMay have associated severe behavior problems. \nHas the high probability of additional physical or sensory disabilities. \nRequires significantly more educational resources than are provided for the children with mild and moderate disabilities in special education programs. \n \nHELPFUL LINKS ARC--http://www.thearc.org/\nActivities--http://www.palaestra.com/featurestory.html
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Language/Literacy\nSocial/Emotional\nCreativity\nProblem Solving\nMotor/Muscle skills
391723
You may also want to look at www.ldonline.com. It's a great website and features links to other learning disability sites. I googled and found an italian study pertaining to this you may find interesting and may help you find what you are looking for. The site is http://www.dinf.ne.jp/doc/english/Us_Eu/conf/tide98/104/vicari_stefano.html\n\nhere is a computer therapy website: http://www.astalavista.co.in/computer-therapy.html\n\nand another: http://www.sc.edu/scatp/mr.htm\n\nGood luck.
581491
Most students who experience reading difficulties is due to "instructional miscues". People learn 1 of 3 ways...visually, auditorily, or tactily. In other words, the best way for a visual learner to absorb information would be through books, chalkboard, flashcards, etc. Auditory learners absorb information through hearing...lectures, tapes, etc. Tactile learners learn by doing or copying...demonstrations, modeling, building, manipulating materials work the best.\n\nMany teachers are comfortable using a couple of teaching techniques predominantly. For example, a teacher lecturing would work well for auditory learners but visual or tactile learners might miss it. It is not the student's fault!!!\n\nThe most successful teachers use a wide variety of teaching techniques and always have each student demonstrate what they have learned. That way, they can "catch" a miscue immediately. Unfortunately, they have to teach so much material in so little time.\n\nAdditionally, the most common time for instructional miscues to occur is in 2nd or 3rd grade. That is the time when a transition happens where a student goes from  "sounding out" to using "context clues" to discovering the meaning of the unknown word. Extending phonics instruction can create even more problems.\n\nRemedial readers can ususally work with a tutor (one-on-one) and experience success once their miscue is identified. They can move forward at a rapid rate after that. \n\nSo, be patient with your fellow students. They are probably embarrassed and self-conscious about their reading. But I bet they are very good at other things...mechanical, etc.