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The importance of a teacher taking the time to access an EL’s background is that this information is valuable in distinguishing the type of scaffolding the teacher can start to do for the student. Beyond a student’s educational history, it is also important for the teacher to understand the student’s personal background.

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Another key step is having the appropriate teaching strategies to meet the ELs needs. There are many SDAIE and BICS strategies that are mentioned in the article like visuals, graphic organizers, drawing on prior knowledge, and speaking slowly while enunciating.

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The last key step is assessing the student’s progress. Although formal assessments are required to be done with ELLs, the informal assessments are just as important. There are a variety of ways that informal assessments can be done based on how a teacher operates their classroom.
https://files.eric.ed.gov/fulltext/EJ948676.pdf

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This website touches upon knowledge, skills, and schools. The “knowledge” portion delves into grammar, vocabulary and punctuation. There are multiple resources that work alongside each category in the knowledge section and allow the EL to explore different options of learning. The “skills” portion of the website offers a variety of communication skills, and skills that students are often tested on: speaking, reading, writing, and listening. Lastly, the “schools” section gives resources on ESL, ESL tests, and English only schools. Therefore, ELs are able to utilize this resource for their classroom education that goes beyond just acquiring the speaking skills of the language.
http://englishinteractive.net/speaking.html

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This website is a resourceful tool for teachers who need to be educated in a student’s specific medical condition or disability. It has an abundance of information on many different conditions a student may have. Furthermore, it provides practical strategies for teacher planning, awareness, and instruction. In addition to, the student’s social and emotional well-being.

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Understanding medical and disability implications is essential for getting to know students, planning effective instruction and providing the right level of classroom support. The critical information is not necessarily what the medical conditions or disabilities are, but rather how they impact a student's learning, social/emotional behaviour and the classroom environment.

Table of Contents

To find strategies that teachers can use as a starting point to inform their classroom practice, and better support students with specific medical conditions and disabilities, select from the list below. This information is organized around:

planning and awareness

instruction

social and emotional well-being.

Download the entire Medical/Disability Information for Classroom Teachers resource in PDF format

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Understanding Medical and Disability Information

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Understanding medical and disability implications is essential for getting to know students, planning effective instruction and providing the right level of classroom support. The critical information is not necessarily what the medical conditions or disabilities are, but rather how they impact a student's learning, social/emotional behaviour and the classroom environment.

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Having a segregated Special Needs classroom, can limit resources and life long skills that a student would receive in the general education classroom.

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Including students with a special need in the general education classroom will provide them with opportunities and skills they will need in the future such as self advocacy and self determination.

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The student should be educated on their IEP and participate at the meetings to practice their skills of self advocacy and self determination.