What successful strategies have we used that help us in accommodating special need students? What questions might we have in best supporting our students with special needs? What would you like to learn more about?
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Regarding accommodations for students with special needs, strategic seating, showing visuals, sentence starters and giving them more time to complete an assignment tend to be effective. I am always fascinated by a students motivation in learning, and would be interested in learning more about that.
ReplyDeleteYes I agree with a lot of your strategies: visuals, sentence starters, extended time, etc. I would also add that giving students more choice in the type of products they produce could help students with special needs really display their strengths.
DeleteTry sitting them next to students willing to help, repetition, visuals, and at times asking them to help when one of their problem is excess energy.
ReplyDeleteI make sure to make heterogeneous groups in the seating arrangements. I also repeat instructions many times, in many ways. If one way doesn't work for their understanding, I vary it hoping one way will work for them.
ReplyDeleteAs a 'push-in' RSP teacher, I make an effort to support all students in a classroom so students with IEPs do not feel ostracized or embarrassed by the additional support. If I know a student is particularly embarrassed by their learning disability/IEP, I will often work with their elbow partner first, then focus some attention on the student with special learning needs.
ReplyDeleteI typically try to integrate modeling, visual supports (typically written by hand in a student's notebook) and repeated directions/information, regardless of the student's accommodations. Once I get a better picture of the learner and their needs, I will then implement strategies that will target a student's specific needs.
very well said!!!!!
Deleteadditional adult assistance should be provided in all classrooms to assist those student that need extra accommodations.
ReplyDeleteAlmost all other professions have two people. A pilot has a co-pilot. A doctor has a nurse or another doc to consult. A lawyer has a paralegal or partner.
DeleteSeating arrangement is my first step to make sure students' assests are being complemented. Graphic orfganizers are a scaffold that I'm always refining as I see how they work and don't work for my students. A strategy that RSP teachers have shared with me is chunking out work, and I've seen that this helps with students too.
ReplyDeleteI like how you are using graphic organizers and refining is always an on-going process. I use binders during PE, and i've noticed how it helps with all my students, especially those with special needs.
DeleteWe are providing support by having them sit to a person/group that could help them. We are also using the microphone to enunciate and repeat words. We provide visuals and always use positive reinforcement.
ReplyDeleteProvide accommodations for students with special needs, proper seating, showing visuals for visual learners, and providing more time to complete an assignment.
ReplyDeleteHeterogenous purposeful grouping based on EL, IEP, GATE and achievement. Among the other supports we provide: Graphic Organizers, sentence frames, color coding, frequent check-ins. How can we improve our implementation of our supports ?
ReplyDeleteStrategies we have used to accommodate for our special need students is consistent routine, groupings, and modified assignments. A question we have for how to best support our students with needs is if additional resources are provided, how to incorporate these resources into the classroom for all types of learners. I would like to learn more about ADD and Autism.
ReplyDeleteagreed
DeleteAccommodating our special needs students with common practices and procedures, purposeful groupings, repeating instructions/written instructions, extended time on assignments, modeling, and differentiated instructions.
ReplyDeleteI like to sit students with special accommodations in between high achieving students. That way they get help from both sides.
ReplyDeleteFirst of look at their needs and use that accomodations or needs to deliver instruction to them. Use of strategies that will addres the needs for our students.
ReplyDeleteDifferentiated lessons, seating charts, kagan strategies, following behavior plans and accomodations from their iep, and providing incentives like positive phone calls home.
ReplyDeleteLike the other teachers, I use heterogeneous grouping. I also try to chunk and model instruction.
ReplyDeleteSeating with a buddy, close to the board with multiple reminders as indicated on the student's IEPs. Working with the resource teachers and getting feedback from the IEP, student, parents, and other teachers and staff. Just being flexible and adjusting when needed for support.
ReplyDeleteMany of the library books have a colored sticker for specific sections. For example, yellow sticker books are "Rocket Reads" (Reading levels under 5.0), green stickers "Advanced Books & Classics" (reading level above 9.0), pink sticker books "Short Story" collections, red sticker books (Korean culture-themed books), orange sticker books (Spanish books / Bilingual books), and blue sticker books (Large Print books).
ReplyDeleteWhen grouping students, I always make sure to create heterogenous groups to ensure that the students can learn from each other and help each other when needed. Further I make sure to use multiple modalities when giving instructions so that students of all areas of need are able to follow along on the activities.
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ReplyDeleteI make sure to modify assignments and sit students closer to the board. I also use specific seating charts. I don't have more than 2 students with IEPs at a table so that they can get help from other students as well. I make sure to constantly repeat my instructions even though it seems like they understand. I also extend due dates and shorten assignments for my students with special needs.
ReplyDeleteFROM : MS. B. MENDEZ ( her computer is frozen)
ReplyDeletescaffolds, visuals, mutlitple representations. strategically seating
these students often need more follow up and support. I am not sure how we can organize with TAs better in how to support these students especially when some of them had a history of listening to most adults in general. More strategies and intervetion ideas are welcomed.
Not sure if having a big meeting with these students along with their families and perhaps trying to do circle with them.
Things we can do for students with special needs are to prioritize their seating, sit them next to a student who is helpful, provide instruction verbally and visually, repeat instruction many times, and scaffold with sentence starters.
ReplyDeleteI like the ideas presented by Ms Mendez. To be specific, we should do a healing circle ( much like is done in the Spirit Bear for Cole).
ReplyDelete-Vega
Support is provided through purposeful grouping, repeated instructions, regular monitoring, slower speech, modified assignments, graphic organizers and visual support.
ReplyDeleteI understand that some students need additional time to analyze a problem or a task. Knowing that fact, I might limit the number of problems. Instead of having them do 5/5 problems, I would have them do 3/5.
ReplyDelete