# data[].attributes.body
Loved
The beginning research that showed how daily activities in the beginning of kindergarten contribute to long term literacy goals. Its important to keep the long term goals in mind so we remember what we're working toward

Learnt
Everything from the socioemotional perspective was easy to read and understand. Excited to see what i can apply in my classroom!

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Liked
The comprehensive profile of the student

Loved
The idea of a dyslexia friendly school. Its a win win concept as strategies that work well for kids with dyslexia work even better for kids without. This way everyone gets to benefit.

Learnt
Having the detailed pros and cons of the various assistive tecnology was very helpful

This is the first time i've noted low light and music in creating optimal learning conditions. Kids with dyslexia tend to have phonological and visuaspatial difficulties and i would have assumed that music and low light create more stimulation in the environment and make it harder for them to learn. This is definitely an area for me to read up more on. Thank you for the presentation!

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Liked
The comprehensive context about the childs developement and needs
Loved!
Learning about the different language tools!

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Liked
The way the group discussed similarities in asd and adhd profile and the meaningful examples they gave. Enjoyed the explanation of VAS and the examples of activities to do after discussing social stories
Learnt
More about VAS which also seems similar to task analysis (will add that search term when looking up more studies)

Enjoyed the presentation!

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Liked:
The activity in the beginning was very impactful in highlighting the purpose of the presentation
Learnt:
1)The summary from the research papers was so succint and is a good reference point for me to read up further
2) The intergration of theory to practice and examples of where it worked

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Liked: they used both the medical and social model to analyze the child's needs

Learnt:
1. Pretend play- it can be used for kids to express themselves in a fun way.
2. AAC boards- there are many variations of it we can choose which one best fits the kid

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Liked: the description was very in detail, and it was in Zara's point of view.

Learnt:
1. the use of comic strip conversations- it is something new to me. and very interesting way to practice and process their thoughts
2. work systems- I like how you can adapt/ modify it to meet many of their needs, by embedding the goals.

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Liked: they really took the time to know the kid, and also got information from various sources.

Learnt:
1. the whole school approach- Normally, we do accommodations for students, which indirectly makes them stand out.
2. the use of technology- that there is so much out there that has been done to help the kids.

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Liked: they focused on the child's strength and interests and to work from there. Totally agree with this! :)

Learnt:
1. social stories- they help to address the social needs and love that they come in so many forms
2. the think it-say it template. It is something new to me. It gives kids the time to process before saying things.

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Liked: creative presentation, with timothy's point of view

Learnt:
1. Task analysis, I learn more details on application in real life set-up.
2. All the real life examples were helpful in providing clear guidance on how to apply the interventions

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Liked:  Presentation of communication tools that can be used to support students with special needs who may have difficulty communicating verbally. Consistent use and practice of the AAC board is important for the student to become proficient and confident in using it as a communication tool.

Learnt: A multisensory approach can be an effective teaching strategy for students with ASD. This approach involves engaging multiple senses, such as sight, sound, touch, and movement, to help students process and retain information.

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Liked: The group presented from Zara's perspective and targeted the strategies to meet her needs.

Learnt: Kinesthetic learning, or learning through movement and touch, can be particularly effective for students with special needs who may struggle with traditional classroom learning methods.

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Liked: The activity at the beginning of the presentation was engaging and helped us understand some of the difficulties our students with dyslexia face.

Learnt: Graphic organizers and cooperative learning are two effective strategies for supporting students with dyslexia in the classroom. For students with dyslexia, graphic organizers can be particularly useful because they provide a visual representation of information, which can help with memory and processing. Cooperative learning can be beneficial for students with dyslexia because it allows them to work with peers who may have different strengths and abilities, and can provide opportunities for them to practice communication and social skills.

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Liked: The strategies presented were varied and the of visuals ensured that the strategies were clear for everyone to understand.

Learnt: Social stories provide a concrete and visual representation of social situations, which helps students with autism better understand social cues and expectations, and develop appropriate communication and social skills.

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Liked: Presentation of Timothy's profile was creative and engaging.

Learnt: Use of RegnaTales as a storytelling tool to educate and inspire people to take control of their health and make positive lifestyle changes. The stories are designed to be engaging and informative and they cover various topics.

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Liked : Learning through activity and use of pastel colours for medium for better learning

Learnt : Fixed routines, use of mini deadlines to work towards the actual deadline, use of comic strip conversations to understand the child's perspective,

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Liked : Graphic organizers can be student specific

Learnt : Use of graphic organizer to understand videos as concrete before introducing pictorial (textbooks) and abstract in diagrams and worksheets

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Liked : Visually stimulating classroom, use of low lightning and music in background for better environmental learning

Learnt : Students have low self-concept, offering choice and flexibility and use of gestures and manipulatives

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Liked: Identifying target behaviour and addressing with the whole class

Learnt : Approved SEAB VAS for access arrangement, the use of social stories to manage undesired behaviour and develop social skills, differentiating which sentences are for think it, which are for say it

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Liked : Parents are included in resources preparation

Learnt : The use of detailed checklist for record ( with prompts), specific praises aligned to each completed task and use of visual annotations specifically

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1) I like how to team looked into the students ecological framework especially the family. It gives a clearer picture of the home system.

2) Coming from mainstream setting, I don't get to experience it that much but I learnt how communication using the ALS board can provide students to communicate their needs and express themselves. I also learnt how pretend play can help students express themselves in a safe environment.

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1) I like how the team was very descriptive in the profile of the student. This allowed for a great intervention plan that addressed the needs of Zara

2) The use of comic strips to me was really excellent. Thank you for sharing this because it has been a forgotten tool in my kit. I do believe in allows for expression and a great way to elicit responses from students!  I also learnt that executive functioning skills are the basis of a low of our mental processes. Being able to identify which area to target is key to ensure successful intervention planning.

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I liked : The type of assessments available and how a choice was made based on the intervention/child.

I learnt : Enabling family members in pretend play, so that the child is exposed to a consistent intervention, at school and at home, for better outcomes.

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I liked : The sharing from the student's view point and referencing that explicitly to frame the learning needs.

I learnt : In addition to the lesson content, work systems can support the learning by providing appropriate visual cues and physical workspaces.

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I liked : Reviewing past records for inputs from other teachers - provides building blocks for identifying appropriate interventions.

I learnt : The Strategic Instruction Model - uses content enhancement routines and learning strategies, to engage and enable the student.

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I liked : The profiling of the student - holistic including the child's microsystem.

I learnt : The use of social stories to promote self-regulation skills.

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I liked : the use of computer animation to share from Timothy’s viewpoint; profiling – challenges AND strengths

I learnt : Zones of regulation – 4 zones (colors : blue, green, yellow, red); child show the appropriate cards; transition from 1 zone to another.

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1 thing that I like:
I like how the team uses both the medical and social model to distil the child's needs, and later based their interventions using the social model.

2 things that I have learned:
1. I learned that pretend play is an important component in the development of a child's social competence. Hence, I should, as much as possible, provide opportunities for role play to be incorporated into my lessons so that my students, including those with ASD, can improve their social skills and increase their emotional understanding abilities and self-regulation.
2. I also learned about the progress monitoring log that can teach a child to note down his/her progress, and how consistently the child performs the targeted behaviours.

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1 thing that I like:
I like how the team think ahead on how successful intervention in the present can improve the child's quality of life in the future, as well as some of the areas of concerns as the team decides on the intervention. Such an approach will really benefit the child because the team is thinking from different perspectives on how to address her needs.

2 things that I have learned:
1. I learned that visual systems is one way that we can use to help a child who has deficits in executive functioning skills. And I also learned that in order to successfully implement this strategy, I need to visually communicates at least four pieces of information to the child, including when and how the child knows when he/she has completed the work.
2. I also learned about how the use of comic strip conversation can help a child with ASD to develop theory of mind and perspective taking.

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1 thing that I like:
I like how the team triangulate the information about the child from the various stakeholders (e.g., form teachers of different primary levels, parents etc.)

2 things that I have learned:
1. I learned about the Tiered System of Support and how this can be used to strengthen partnerships between schools, parents, students and other external stakeholders between and within the different tiers.
2. I also learned about the different design guidelines for online learning such as the use of interface design that allows for students to better navigate the information and also reduce the need to toggle between different platforms through the use of a single platform such as SLS.

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1 thing that I like:
I like how the team uses visual cue to show the child what to do next in a sequence. This actually helps the child to internalise the visual cue and learn to self-regulate his/her behaviour.

2 things I have learned:
1. I have learned that social stories is one way that I can use to teach my student with ASD to develop social skills and this can be complemented with other strategies such as through role playing.
2. I also learned that video modeling is a good way for students with ASD to watch themselves in action as they see themselves executing what was taught. This also serve as a good manner to reinforce their positive behaviour and to point out how they can do better the next time.

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like: appreciate the videos on intervention implementations and linking interventions to IEP goals as well as consistent assessments to ensure successful and effective interventions

learnt: modes of communication to no- to high tech AAC. a little comment though- it was shared that PECS did not require training. However, PECS do have intensive trainings by the Pyramid Educational Consultants as it has different Phases of communication - Phase 1 to Phase 6 and each phase have different areas of focus. Just a friendly sharing as I attended the training with the consultants :)

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I liked: The starting activity - when reading something difficult, visual support may help us to understand it easier.

I learnt: Mental visualization – using visual images to support and enhance comprehension of texts; Graphic organizer – visual then text. These are useful tools in any subject area. I think these can support my readings even though I’m an adult.

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like: great tuning in activity on reading texts that allow us to reflect on the importance of visuals and pictures! appreciate the efforts of creating wonderful lesson plans by frankie too. was taking down notes on this as it will be useful in my classroom! :D

learnt: the dual coding theory is very interesting. helps me understand the cognitive processes in reading comprehension. will actually read up more on this! the presentation was also very helpful in linking the theory to interventions like graphic organizers that supports in step-by-step breakdown of texts through activities! all new concepts for me and made me excited to find out more!

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Like: Very detailed in reviewing the intervention strategies (balanced approach) so that audiences know the good and not-so-good of the approaches

Learn: Practical tips on implementing pretend-play, AAC and teaching numeracy

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Like: Interventions/ activities selected suit the age of the child (very child-centred and engaging)

Learn: The important points of social stories (a) personalized and (b) the structure of writing: help teachers who come out with their own social stories to know where to start from

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like: lots of research done and models shared to enhance our learning in supporting students with dyslexia. i also liked like the sharing on audiobooks and software! was looking forward to hear the sharing on assistive technologies as it would be a great accommodation in the classroom. kahoot game was fun too!

learnt: SIM is also something new to me and it was interesting to learn on content enhancement routines and instructional scaffolding --> most educators may have used this strategy in the classroom, however may not be familiar with the model.

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I liked: Pictures and videos

I learnt: It’s important to identify the needs of the child and provide the most suitable tools. For this child, they chose to use ALS Board (Aided Language Stimulation Boards), which includes vocabulary such as common toys and food. It can be incorporated during story reading. In addition, teachers need to be trained to use the SGD (Speech Generating Devices), but no need to be trained to use PECS (Picture Exchange Communication System).

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liked: agree with most comments above on the positive representation of strengths and liked them to child's needs

learnt: VAS is broad and can be used in different ways. the focus on it is important for learners to learn more efficient and effectively

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liked: creative way of presentation with videos and shown in depth research. a great start to the presentations :)

learnt: the detailed explanation of task analysis. i do use task analysis in my field of work, but the team has enlightened me with different ways on the break downs and representation that can be individualised to students.

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Like: Alot of background research was done on the needs of child - very helpful to decide on a beneficial intervention

Learn: BDA whole school approach book + many practices that teachers can be better equipped with what is out there

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Like:
- The detailed, sequential lesson plans illustrated how the interventions can be applied in an authentic classroom setting

Learnt:
- The use of mental visualisation helps students have a better comprehension of what they read especially when they read a lengthy text.

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Like: There was a few varied examples of how social stories can look like - easy for others to follow and replicate

Learn: (a) SEAB approved visual cues to help students to move on from the questions they are stucked on - something that schools can consider
(b) Think it, Say it intervention

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Like:

The group shared from the child’s perspective.

Learnt:

1. The work system can provide visual structure for the student and allow the student to focus on the task that is expected to be completed.

2. Comic Strip conversations can be created collaboratively with the adult and child; hence, the caregiver can use it at home.

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Like: Varied modes of presentations including a few videos make the content more digestable for audiences
Learn: Digital health interventions that can be considered in schools

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Like:
- Clear description of Zara's profile and her point of view

Learnt:
- The use of UDL to differentiate tasks and learning activities to tailor to Zara's learning needs

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I like: how they implement UDL in the interventions which can be used in a mainstream classroom and benefit other children too.
I learnt: about the interventions using 'Comic Strip Conversation' and 'Embedding Instruction into Reading' to address the social and learning (reading) needs.

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1 thing I like: I love the POV
from Zara!

2 things I learn: 1. learning to read using movement is new to me! But i can imagine it to be effective for kids who like to move around. 2.  Social stories can be used to teach perspective taking. It needs to be personalised and makes the child feel safe.

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I liked: the good use of pictures and videos in their presentation to help us understand the content of the presentation better.

I learnt: that pretend play is beneficial to help children build on their social emotional skills in a meaningful and interactive manner. I also learnt more about the ALS board and how it can be used extensively to assess comprehension by incorporating it during story reading.

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I like: how data is collected for Progress Monitoring to measure the effectiveness of intervention and inform the next course of action
I learnt: about the different types of Alternative and Augmentative Communication (AAC) and how they are used to support language development

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1. I like how there were pictures and videos to further enhance the explanation of intervention strategies.

2. I learnt that ALS communication board can be incorporated into story reading to provide more opportunities to practice using the board.

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Like:
Ample videos and images to illustrate the interventions and examples

Learnt:
- The use of pretend play allows teachers to model the key information to the students in different situations. It can be generalised to home setting
- Progress monitoring in all settings (e.g. home and schools)

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One thing that I like is the intervention used is tailored towards student’s profile – single parent family, grandparent as main caregiver. One takeaway is the role of pretend play which allows students to explore their emotions. It facilitates home collaboration as the caregiver can engage in pretend play with student. This ensures that home can reiterate what was taught in school which is to promote the development of student’s emotional regulation skills.

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I liked: the opening interactive activity that was used to help us understand how visuals are powerful in giving us clues to help us decode what we are reading in a much easier manner.

I learnt that: visual imagery and graphic organisers are good tools to help children understand and assimilate information in a clear manner that may be easier for them to digest. The lesson plan examples also illustrated the intervention very clearly and was easy to understand.

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I liked: that the ending virtual game helped to recap the main points that were covered in their presentation! I also liked their introduction of assistive technology in helping children with dyslexia.

I learnt: about the different kinds of assistive technology available to help children with dyslexia and what are the specific pros and cons of using them. The highlighting of children with dyslexia experiencing negative self-concept was also a reminder to not neglect their social emotional development.

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1. I like how they showed a short video that was succinct and explained how pretend play was used.

2. I learnt that pretend play can be used to help kids with social competence and include the child's interest as well. AlS board to communicate and place it somewhere that can be easily accessible.

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I liked: that the information was presented in a very concise and clear manner for me to understand and digest. And their addressing of celebrating a child's strength!

I learnt: that visual supports are very important and useful for most of the children with needs and social stories are also powerful to help children with social interactions.

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Like:
Sample goals were clearly articulated and assessment tools easy to use.

Learnt:
1) The use of pretend play as a safe, fun, non-threatening intervention for social-emotional skills
2) The ALS board is not just for communication (expressive language), but can be used to aid comprehension during storybook reading (receptive language)

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I like:
The interventions shared targeted on the key challenges persons with autism have

I learnt:
Pretend play provides children the opportunities to explore their emotions and they are able to express, interpret and respond accordingly to the context

AAC can be provided to persons with autism to support their communication needs. It is important to provide the same communication support both in school and home

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I liked the detailed description of the students, highlighting the needs and strengths.
I learnt about the strategy, pretend play, that creates an avenue for students to role play their emotions and feelings. However, this strategy needs to be role modeled or facilitated by a teacher to demonstrate the desirable behaviour.

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I liked: that the video was useful to illustrate and understand more about the child's profile through the lens of the child.

I learnt: more about task analysis and zones of regulation and how it can be used intentionally to help children with needs.

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Like
The EF strategies for teachers to be used in a classroom.  Will take a look at it :)

Learnt
Reminder in their reflection
1. One size doesn't all and its important to always look at intervention effectiveness for different students
2. Communication is the key and a good reminder that its not just about the child but all that involve in the life of the child.

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Like
The introduction is always good to engage us in how students feel in their learning at times and that just words alone may not help in their learning

Learnt
The detailed lesson plan is very useful progressively to help the student to learn. Going to read more and adapt accordingly. Thanks!

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I liked: They introduced the child’s profile but let us think about what might be the child’s learning needs and social emotional needs before they told us

I learnt: 1) Encouraging children to learn through fun activities or games, such as jumping over the hula hoops. 2) Differences between social stories and comic strip conversations. Social stories are the appropriate way to act before the situations come, comic strip conversations are a visual way to help explore a child’s thoughts and feelings about a situation.

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Like
the whole school approach and the idea of creating a dyslexia classroom is very interesting and something to look at for possible implementation in class

Learnt
reminder of different strategies that can be used in classroom settings

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Like : Giving the challenges in terms of the people around the child with learning needs is a very important element to understand the environment of the child

Learnt
Reminder to having strategies plan with the whole class in mind at the same time addressing the need of the child at tier-1 level.

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I like: Intro on how reading can be a challenge to upper sec dyslexic student. A short paragraph can be so demanding.
Learnt: Graphic organizer- pictures for intro and overall story followed by text. This truly enhance and trigger some ideas of the content/ topic.

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One thing that I like is the usage of kinesthetic approach as it encourages overlearning which ensures that the student would fully understand the intended learning outcome. Also, movement encourages student to be present and be an active participant in her own learning. One takeaway is that it is essential to tackle executive function as it would help to facilitate in planning, attention, focus, remembering instructions & juggle multiple tasks. When done right, it lays a solid foundation for the student. The second takeaway is the use of comic strips to support student in understanding how misunderstanding occured and explore new ways to move forward in the event student found themselves in similar situation.

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I like: Clear details on student's interests and strengths.

Learnt: Visual cues to leading to clear structures on steps for tasks.
Social stories to connect to student's understanding to acceptable behavior

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1 thing I liked:
I liked the executive functioning strategies shared by the group. The poster was very detailed.

1 thing I learnt:
I learnt that there are types of sentences that can be used for a social story.

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Liked the team's efforts to interact with the audience at the beginning of their presentation.
I also learnt the many ways a teacher can effectively implore executive skills during lessons and the work system strategy to provide a breakdown of the instructions so that the students can follow through the assigned tasks.

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Like:

The mini-activity at the beginning let me better understand the importance of visual support. Besides, the lesson plan also allows me to understand better how to incorporate the interventions.

Learnt:

Graphic organizers help to reduce cognitive demands and alleviate anxiety experienced when reading. It was helpful to learn a few graphic organizers that can be used depending on the needs of the students.

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1. I liked that the group was very succinct and detailed in explaining their literature review and intervention overview.

2. I learnt about the graphic organizer, to display the picture first, then texts. This is helpful for difficult subjects such as Science, in which there are more complicated terms.

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I like:
Touching on the strengths of students with autism by using their strengths in visual and providing interventions to target on their challenges

I learnt:
Visual Intervention and Kinesthetic Intervention are useful for students with autism and dyslexia in learning how to read

One key challenges persons with ASD has is executive functioning by providing structures

With challenges in social interactions in children with autism. Using social story helps a student to learn various social skills

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I like: how the group zoomed in to a specific subject area and how they measured the effectiveness of the interventions using pre and post test.
I learnt: how mental visualisations such as images and graphic organisers can help students comprehend better and how we can do it effectively

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1 thing I like: The lesson plan to put the complicated theories into practice!

2 things I learn: 1. Mental visualisation - using visual images to enhance comprehension of texts and content. 2. Cooperative learning - students interact and actively participate to learn.

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One thing that I like is the activity as it provides firsthand experience of what the student felt when she must read and understand the given text in school. One takeaway is mental visualization as in enhances students’ visualization as they read and interact with text. In a way it motivates students to make meaning to what they are reading. The second takeaway is graphic organizer as it visually displays words and relationships to other words and concepts. This reduces the anxiety of having to read and understand the given text. Also, it prepares students for independent learning and fosters critical thinking.

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1 thing I Liked:
The group really went in depth and designed a science lesson plan.

1 thing I learnt:
My key takeaway is the use of graphic organisers in the daily classroom, for the relatable concepts.

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I liked: A fun game to check our understanding :)

I learnt: Create a dyslexia friendly school to support children with Dyslexia and also enhance teaching strategies

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1) I like the start of the presentation! It sets up the challenges a child might face when information is presented in such a way. Putting on the shoes of a student! :)

2) I learnt about the various assessments to identify if the interventions used were effective. Also, I learnt explicitly how the graphic organizers can be used for a specific lesson. Typically we use graphic organizers for English so it was a good insight of how a Science lesson would look like. Great way to make the lesson more engaging and less threatening

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1) I like how the in depth look into the students results because it shows why the interventions were selected to meet the needs of the student

2) I learnt about the use of technology (thank you for sharing! some I as not aware of!) and also how creating a WSA for a dyslexia friendly school looks like with the 3 key factors.

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What I like:
Interesting Intro- video to illustrate the profile of student.
Clear details on different perspective of the child and stakeholders.
Things I learn: Behaviour modifications for ppl and zone of regulation- guide students to recognise their emotions and strategies to take control their emotions.

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Like:

The Kahoot game is fun!

Learnt:

I learned about the Whole School Approach- Good to have a visually stimulating environment for the student with Dyslexia.  It is important to create positive psychology in the classroom, to make the students feel supported and engaged. Hence, they can be more focused in class, connect better with their teachers and classmates, and achieve better academic outcomes.

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I liked: Showing clear steps of task analysis, behavior modification and zones of regulation via roadmap

I learnt: The use of Zone of regulation can help children self-identify their feeling and categorise it based on colour

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Mental visualization and graphic organizer are strategies that can be adopted by teachers for all students, regardless of their learning needs. It also brings to view about differentiated instructions (DI) for students, anchored by Carol Ann Tomilson, on how when a teacher plans a lesson that adjusts either the content being discussed, the process used to learn or the product expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed.

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I like:
Having interventions for a specific subject rather than a generic approach for all subjects. Have a detailed lesson plan on how the interventions are used on a science lesson with resources included!

I learnt:
Graphic Organizers improved engagement and motivation in the topic and accuracy in answering questions.

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Like:
The specificity of the presentation topic -- how visualisation aids comprehension

Learnt:
1) The use of graphic organisers can reduce cognitive load and anxiety during reading
2) The sample lesson plans demonstrated thoughtful scaffolding and the value of incorporating visualisation through video/images and graphic organisers

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1 thing I like: I like how recommendation on virtual learning is included! this is so relevant especially after the pandemic!

2 things I learn: 1. First time hearing about the dyslexia friendly school good practice guide! Agree that the leadership and parent collaboration are important components that should be included in the guide. The leadership will determine the culture and resources given to educators needed to support students with dyslexia. And when parents are on-board, intervention will be more likely to be successful! 2. 89% of the students with dyslexia have negative self-concept. This number is quite shocking to me! Support should be given not only to their academic success, but also their psychological wellbeing.

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1. I liked the engagement of the audience using Kahoot. I also liked the comprehensive description of the child's profile.

2. I learnt about the different assistive technology that are provided to students with dyslexia, and how they can be used to enhance their fluency in reading and comprehension

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1. I like how they started the presentation as i can somehow relate to the child. It can already be quite tedious for typical students to grasp upper sec science/ social studies, what more for students with dyslexia.

2. I learnt that graphic organisers visually displays words and puts infomation out in a pictorial form which helps the learner understand better. Visuals should be presented before readings.

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One thing that I like is the use of assistive technology to learn effectively and succeed. This helps to make reading and learning fun for students, especially students with dyslexia. Two takeaways that I learnt from the presentation is the possible accommodation to allow use of text-to-speech or audio submissions tailored to individuals’ needs and the multi-sensory approach as a teaching strategy. These are useful as different students learn differently.

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Like:
Using technology such as text-to-speech and audiobooks to support students' learning and also encourage independent learning

Learnt:
- TSS enables the school to allocate support based on the tier-level of needs of the students. It involves various stakeholders to teach and support the student.
- Creating Dyslelxia friendly content with reference to dyslexia style guide

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1 thing I Liked:
I liked the inclusion of technology for students with dyslexia.

1 thing I learnt:
I liked the point of having a whose school approach and using Dyslexia friendly font when printing worksheets for the students. Usually, I will print a set with a friendly font for students with dyslexia but through the presentation, I realised that I might be making them stand out through this point.

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1) I completely agree on the importance of looking at the strengths of a child because that can give us valuable information on how we can incorporate that into our intervention planning! :)

2) My two learning points are:
(a) The use of social stories to help students understand what is expected out of them

(b) Explicit teaching - how that looks like for the student of concern. Very clear for each stage of I do, We Do and You do

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Like:
The group provides specific examples of the interventions tailored to the Timothy's profile.

Learnt:
- Teaching zones of regulation skill trains students to be more aware of their emotions and identify their present zone and requesting for appropriate strategies and tools to help regulate their emotions.

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I liked that fact that the group highlighted the strengths of the student, as it is essential to look at the student holistically. Could the student be having the disability dyscalculia as well?
I learnt the common features and considerations that a school needs to take note of when addressing dyslexia. Instructional scaffolding can be also part of  a process to support learners to achieve their intended target and teachers play a vital role in this.

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1. I like how they also mentioned about family background. According to the Ecological Systems Theory the environment, interactions, and experiences affects the child. I like how they mentioned about struggles virtually too.

2. I learnt more about the importance of learning environment, the Whole School Approach and how it is used in Singapore MOE schools. I also learnt about the use of technology for example, how Text-to-speech apps are used in schools to help children read and spell.

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I like: the use of video to bring Timothy's profile, his condition, his strengths and challenges to life

I learnt: Use of Task Analysis as an intervention and how to implement it in a systematic manner to achieve a better outcome.

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1. I liked that the strategies were informative and easy to understand!

2. I learnt that social stories are very important as they can help to reinforce a lot of crucial developmental skills.

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I Like:
Provided an actual case study of the student and sharing real information about a student

I learnt:
Changes in the 1.) Physical Environment, 2.) Psychological Environment and 3.) Virtual Environment