Best teaching strategies for "Other Health Impaired" students?
399103
It really depends on the health condition involved.  The most common is ADHD. The best help for ADHD is to teach the child compensating strategies like chunking assignments, pacing work and breaks, figit toys and special seating, etc.\n\nFor other conditions, it is really something you have to go by "feel". Some of the more common conditions (e.g. fatiguing issues like cancer, etc.) have websites helping educators...you can also use tips on parenting from parent support groups and modify them for the classroom.
952087
I'm taking their Medical Coding & Billing Diploma program.  I'm about half way finished.  So far I'm happy with my studies however I really wish there were interaction between students in the same program through a discussion board - espiecially once I get to the actual coding courses. It would be great to communicate back and forth with the instructor and other students to get some "real world" feedback.  Books can only teach you so much.
123940
Believe it or not, there are free risk solutions for this problem!\nDoing yoga and stretching exercises can help.\n\nJoin any club close to you and let your teacher know your goal out of joining these classes to give you hints and tips after the classes.\n\nAnd don’t forget healthy food to support you!\n\nGood Luck  ;)
354382
I have a student with hearing loss, and I can tell you easily that a day in the life of a hearing impaired person is just like the day in the life of anyone else, except...\n\nAlways sitting up front in class to be able to see the teacher's lips, or watching the sign language interpreter (how would you feel almost always having a grown up hang out right next to you?).\nDifficulty with spelling.\nMissing the cool things that happen behind you because you don't hear the sounds that tell everyone else something cool is happening... and only catching it if you happen to see other people orienting on it.\nMissing out on the true beauty of music, bird song, etc.\nHeightened awareness and appreciation of visual, tactile, and other non-auditory sensory information.\nIncreased impatience from the people around you, who quickly learn to see you as YOU, who then pretty much forget you have hearing loss (after all, it is not something visible), and then get upset when you didn't hear them talking, giving instructions, etc. (teachers, hopefully, are professional enough not to get impatient and to always be concentrating on orienting themselves to face a student with hearing impairments so that he/she can lip read effectively).\n\nIf you really want to know, get earplugs and walk around with them in all day for about a week.
815730
In what area are you providing support?  I'm assuming ESL?  From there, we need a little bit more information about their langauge level.  What benchmarks do you use to determine their level and according to those benchmarks where are the students?\n\nBefore you teach them, you might want to brush up on your own punctuation.  "Idea's" = "Idea is".  "Ones" = "several of the number one".  It concerns me that your own poor language skills might rub off on these young, impressionable students.\n\nYou can always find extra materials based around what they're doing in their other classes.  If they're studying plants in Science, get them to design a crosswork puzzle about plants, writing the clues themselves.  See if you can find some relevant newspaper articles about current events that interest/affect students.  My students from Eastern Europe are usually excellent at speaking and listening, but show poor writing skills.  Peer editing is great for this.  Give them a question or writing prompt and have them write for ten or fifteen minutes.  Then they can swap papers and correct one another's work.  After you can discuss the changes that they made and why.  If you're looking for worksheets (which should be a last resort) try some of the links below (which require registration).  Don't throw a grammar worksheet on them if their program of study is structured around themes.  It's too insulting.
275378
Always listen.\nAlways observe carefully.\nLet their minds be free.  Help them to think for themselves by not giving them all the answers.\nRemember that the ultimate purpose of education is not to make a career or win money, but to understand humanity and therefore, be happy and live fully.\nLearn about the group age you are teaching.\nDon´t just give them information.  Try to make of every class a life experience.\nIn order to learn something, we need that the subject we are learning have a meaning.  In other words, avoid the abstracts and try to be concrete.  Abstraction is a usefull mind process, but it should come AFTER we classify data on concrete grounds.\nMake fun of serious things and be serious about things that may seem silly.\nBe honest.\nAccept the way you feel and be mindfull of that before entering the classroom.
290874
Do you mean for people who have hearing impairment, or for people who want to teach those with hearing impairment?\n\nThe website I've attached will give you some information about teaching kids with hearing impairment.\n\nI hope this helps.
965325
read a book called "teaching with love and logic" or something like that...it's a good book that my mom read (she's a teacher). it teaches you how to teach a class, or student, that is disobedient and noisy.
27156
Find a fellow student who understands them well and ask for help. A plus would be finding a HOT fellow student......
329542
Try taking the advice given here. Be prepared to march down to the school a lot to try to get this taken care of. Your grandkids CAN learn! Then, if none of that works, consider homeschooling, or have the parents consider homeschooling, whichever is more appropriate. Like some of these teachers said, they are trained to educate regular student, not special children. I know a boy with FAS and a myriad of other diagnoses, and when he was eight years old, he snuck out of a locked campus and was halfway home before his grandma was called and told he was missing. He had walked about five miles. Homeschooling gives you the advantage of knowing your grandson's individual problems. There are so many different types of problems going on in a special ed class, that I don't blame the teacher for being overwhelmed. Most special ed kids excel once they start being taught at home because they are in an environment they know, with loving caregivers who understand the complexities of their own disorders, and are able to work at their own pace. There's no distractions like there are in a classroom. It just seems to work. There are several place you can turn to to learn about homeschooling kids with special needs. Check yahoo groups, there's a lot. I'm on HS-Plus, and it's a really good group. Lots of different disorders being dealt with, FAE/FAS is a big one, so you'd get lots of help. I homeschool my autistic pre-schooler, and will be homeschooling my 'normal' little one, and any others that come along. Contact me if you'd like, I'd be more than happy to talk to you some more.
1146783
1. Sit straight;\n2. Drink very much water;\n3. Maybe lack of oxygen;\n4. Eat sweet things like chocolate, candy, etc.;\n5. Drink with caffiene drinks like coffe, cola, etc,;\n6. There are some teas that is good for health too and can help not to fall asleep;\n7. Have an exercise, take a walk or jog to circulate your blood into your body;\n8, Try to be alert at class and if lesson is boring for you try to like the lesson and listen to your teacher. The best way is follow when your teacher opens her/his mouth. Body movements of your teacher may help to wake you up.\n9. You must drink vitamins or supplements which are available at any drugstore and eat good and healthy food/vegetables.\n10. Lack of sleep can cause sleepy you take time to sleep 10-12 hours a day and kick out your stress. Maybe you are so stress everyday and you are thinking very much everyday that will finish you energy early.\n\nBut as you said you are going to school at 8 am at that time sun is shinning and why you are still feeling sleepy? Before i had 7 o'clock class and i have to be at school 15 minutes before the class and im waking up at 5:30 in the morning and im still alive and kicking by afternoon but us usual i have to take a nap maybe 20 minutes at what i called holy hour by 1:00-2:00 in the afternoon. I always felt sleepy at this time and im taking a nap only 20 minutes cuz i still have another class after. But i must to sleep early by night you that i will wake up and be alive by the next morning.
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!
75608
Your doctor may have suggestions on professionals in your area.  Also > ask a local special education teacher... they may be able to assist you in finding out if there is a specialized person in your area.  Good Luck!!
1123714
Honey, I'm sorry... wish I could help.  But your post did catch my eye because I attended an extension of SBU for one semester.  I decided I didn't like it (as I've heard many have?).  Anyway, I wish I could be of more health.  But God be with ya.
912016
my former highschool (and most highschools in the area) have a program/club called Partners Club, where not only kids with disabilitys (from mild to severe) can get together and do fun things. but also mainstream kids! one year i volunteered to coach bowling for most of the special education children, i'm not very good at bowling, but it was SO much fun!\nthey put all kinds of activities and events together! you should try to do something like this.
204290
Put together a demonstration whether drawn or model form of how air pollution affects the atmospheres and the rest of the world. \n\nUse the green house affect to show them how the entire world is dependant on all of our actions. \n\nAlso make sheets asking them to answer general question about the subject so they can interact with you during the demonstration. \n\nThen as you go through the demonstration answer each of the questions using the model or diagram to give them a visual of what they are being taught.\n\nAt the end of class go around the room and see what each of the students learned from the demonstration and have them or have them write a short essay on what other ways we can help the environment.
830801
There are laws protecting the rights of disabled students. You qualify as disabled. I have FM at it began when I was 15 (therefore in highschool). If you're living in the US they cannot turn you away from  public schooling. I can't remember exactly what my parents did (I was so sick its all a blur now) but you have to meet with a board of people from the school. You have to bring in doctors etc to prove you really are too sick to attend school as usual. It's called a 504 plan. They then HAVE to amend the curriculum to your personal needs. If they refuse to cooperate with you then you should contact the ACLU or a lawyer. The ACLU might help you out pro bono but I'm not sure. I hope you feel better and I hope they cooperate.