https://padlet.com/lstone171/4xpey8ejxediij6p Each Padlet shall include a title, a 2-3 sentence description, evidence for the resource/Ad-Hoc Support, and a 2+ sentence rationales for the selection that supports special needs students. en-us 2021-04-28 18:24:54 UTC 2024-12-20 15:21:23 UTC hello@padlet.com lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470598452 2021-04-28 18:37:53 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470598452 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470607283 2021-04-28 18:39:50 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470607283 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470615335 2021-04-28 18:41:35 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470615335 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470622069 Engagement, Representation, Action & Expression Barriers]]> 2021-04-28 18:43:03 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470622069 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470634082 2021-04-28 18:45:42 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1470634082 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483159773 Routine Argumentation]]> 2021-05-02 21:47:33 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483159773 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483161008 Interactive Science]]> 2021-05-02 21:48:35 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483161008 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483163778 English Language Arts Curriculum and Support for English Learners]]> 2021-05-02 21:50:45 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483163778 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483166006 2021-05-02 21:51:40 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1483166006 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512101581 Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluid recognition of words by poor spelling and grasping main ideas from texts. (International Dyslexia Association)]]> 2021-05-11 04:51:27 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512101581 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512105207 Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive Technologies to Support Students With Dyslexia. TEACHING Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Prater, M.A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage Publications

]]> 2021-05-11 04:53:44 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512105207 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512111318 (A) An inability to learn that is not characterized by health, understanding, or medical history.
(B) Difficulty building healthy relationships with others.
(C) Inappropriate types of behavior or feelings under normal circumstances.  
(D) Most commonly unhappy or depressed. 
(E) Physical symptoms or fears directly correlated to fear or peers.
(F) ED includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section. ]]> 2021-05-11 04:57:15 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512111318 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512119791  Bak, N., & Asaro–Saddler, K. (2013). Self-Regulated Strategy Development for Students With Emotional Behavioral Disorders. Beyond Behavior, 22(3), 46-53. Retrieved March 3, 2021, from http://www.jstor.org/stable/240119 Evans, C., Weiss, S., & Cullinan, D. (2012). 
Teacher Perceptions and Behavioral Strategies for Students With Emotional Disturbance Across Educational Environments. Preventing School Failure, 56(2), 82–90. https://doi-org.libproxy.csudh.edu/10.1080/1045988X.2011.574170 Hirn, R., & Park, K. (2012). 
Teacher-Mediated Instructional Strategies for Students With Emotional or Behavioral Disorders. Beyond Behavior, 22(1), 32-39. Retrieved March 3, 2021, from http://www.jstor.org/stable/24011884 LAUSD. (2021). 
Emotional Disturbance [PPT]. Salle, T. L., George, H. P., McCoach, D. B., Polk, T., & Evanovich, L. L. (2018). An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders. Behavioral Disorders, 43(3), 383–392. https://doi-org.libproxy.csudh.edu/10.1177/0198742918768045 
Wong, E. (2005, January 18). DATA REVIEW AND VERIFICATION FOR 2004 CIVIL RIGHTS COMPLIANCE REPORT [PDF]. LAUSD. Wynne, S. A. (2009). 
Special Education : Teaching Students with Behavioral Disorders/emotional Disturbances: Teacher Certification Exam. XAM Online, Inc. ]]> 2021-05-11 05:02:13 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512119791 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512123196 Ask for students needs at the beginning, and track progress throughout the year.
Provide them with acronyms (AKA Pneumonic strategies.
Be flexible with the intensity of the workload & due dates to allow for young scholar to complete work at full potential. ]]> 2021-05-11 05:04:16 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512123196 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512125483 Praise students with words or with charts of improvement and accomplishments, and good deeds. 
Possible praise can include allowing scholars to have choice in doing an activity of their choice, leadership, or even time to themselves.]]> 2021-05-11 05:05:36 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512125483 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512138069 Struggles with adapting behavior and developing similarly to peers at school. The term “intellectual disability” was formerly termed “mental retardation.” (Sec. 300.8 Child with a Disability, 2018) ]]> 2021-05-11 05:12:39 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512138069 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512138417  Self-Regulated Strategy Development (SRSD): 
Prove their writing and reading skills, while allowing students’ abilities to work independently. SRSD teaches students with intellectual disabilities to 
(1) stimulate prior knowledge 
(2) monitor comprehension
(3) identify important main ideas, (4) summarize
TWA: 
Think before reading
While reading
After reading 
PLANS: Pick goals, list ways to meet goals, and make notes and sequence notes ]]> 2021-05-11 05:12:51 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512138417 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512140647 Physical or psychosocial impact that impedes with a child’s educational performance. Traumatic brain injury applies to open or closed head injuries such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. 
Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
 (Sec. 300.8 Child with a Disability, 2018) ]]> 2021-05-11 05:14:09 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512140647 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512140951 "...Coordination between the hospital, therapists, family, and the school system is a critical first step in student’s returning to general education in school. The goal of this communication should be to gather medical and functional information to assist the school in developing an appropriate and individualized plan for the student’s reentry into school, whether it is a few accommodations in a regular class setting or an intensive special education program.” Bowen, Julie M. (2005). 

 Creating stability and routine from the first day of school is essential. No case is the same, so the restrictions and support should be part of the aforementioned discussion with doctors, educators and guardians. 

Bowen, Julie M. (2005). ]]> 2021-05-11 05:14:20 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512140951 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512144449  Bowen, Julie M. (2005). Classroom Interventions for Students With Traumatic Brain Injuries. Preventing School Failure, 49(4), 34–41. https://doi.org/10.3200/PSFL.49.4.34-41 ]]> 2021-05-11 05:16:20 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512144449 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512144705  Hovland, J. B. (2020). Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability. TEACHING Exceptional Children, 52(6), 404–413. Mason, L. H., & Shuting Zheng. (2018). Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention. Learning Disabilities: A Multidisciplinary Journal, 23(2), 87–101. https://doi-org.libproxy.csudh.edu/10.18666/LDMJ-2018-V23-I2-9035 Sec. 300.8 Child with a disability. (2018). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8 ]]> 2021-05-11 05:16:29 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512144705 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512146469  Cook, A. (2018, September 5). Physical Education Accommodations for Students with ADHD. Study.Com. https://study.com/academy/lesson/physical-education-accommodations-for-students-with-adhd.htm Higgins, A. K., Sluder, J. B., Richards, J. M., & Buchanan, A. M. (2018). A new and improved physical education setting for children with adhd. Strategies, 31(4), 26-32. doi:10.1080/08924562.2018.1465869 ]]> 2021-05-11 05:17:34 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512146469 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512148170  According to the CDC, ADHD is “one of the most common neurodevelopmental disorders of childhood. Children with ADHD may have trouble keeping their attention on one given topic, controlling impulses, or constantly moving.
Symptoms include moving things, fidgeting or squirming, talking a lot, giving in to temptation or having trouble showing patience, and have difficulty getting along with other kids or students.
There are three known types: Predominantly inattentive presentation
Predominantly Hyperactive-Impulse presentation
Combined presentation which is a combination of the two types ]]> 2021-05-11 05:18:35 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512148170 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512148303  It is important to explain rules and objectives for that days lesson within the daily schedule, repeating it and allowing for opportunities within the routine to bring scholars back on task, include visuals that are clearly seen, and repeat important discussions. ]]> 2021-05-11 05:18:40 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1512148303 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1515625487 2021-05-11 23:57:52 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1515625487 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516322111  Prater, M.A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage Publications Rudy, L.J. (2020). Understanding the Three Levels of Autism. VeryWellHealth. 
Walker, M. (2017) How Artificial Intelligence is empowering people on the autism spectrum. AbilityNet https://abilitynet.org.uk/news-blogs/how-artificial-intelligence-empowering-people-autism-spectrum 
Spooner, Fred, Ahlgrim-Delzell, Lynn, Kemp-Inman, Amy, & Wood, Leah A. (2014). Using an iPad2® With Systematic Instruction to Teach Shared Stories for Elementary-Aged Students With Autism. Research and Practice for Persons with Severe Disabilities, 39(1), 30–46. https://doi.org/10.1177/1540796914534631 
Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016). The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer "Wh-" Questions. Journal of Autism and Developmental Disorders, 46(9), 2968+. https://link.gale.com/apps/doc/A470475089/AONE?u=csudh&sid=AONE&xid=1fb6af0a ]]> 2021-05-12 05:08:22 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516322111 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516324266  IDEA defines autism as: Developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. ]]> 2021-05-12 05:09:36 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516324266 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516324947 Utilizing an iPad2 to teach grade-appropriate literature in a shared story format for students with limited verbal ability/ developmental disabilities.
Modifying Direct Instruction (DI) from whole group to small groups to support the learning needs of students.
Implementing a 4-step answer system: 
1. The model- modeling the proper response for the student.
2. Leading- saying it together.
3. Letting student attempt to answer.
4. Re-do if student still needs extra support with answering a “wh-” question. 

]]> 2021-05-12 05:10:00 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516324947 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516328395 With scholars that are bilingual/ELL, they may develop their academic English through scaffolded discussion with peers, development and positive feedback from teachers, and guidance along with films that include speech to text, as well as text to speech. ELL is not a learning difficulty, but it can be challenging to process and express knowledge when there is another language other than that one being tested.]]> 2021-05-12 05:11:30 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516328395 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516342899  Individuals with Disabilities Education Act (IDEA) Sec. 300.8 (c) (8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairment caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). ]]> 2021-05-12 05:19:53 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516342899 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516343467  Equipment Promotes Functional Weight Bearing 
Position Pelvis - Stability & Mobility Proper Body Alignment  Professionals - Seating Expertise 
 Position Pelvis for Stability and Mobility 
Proper Body Alignment 
Have students take on hand movements 
Stretches and warm-ups done before dance 
 Make sure to give students more time when using diagnostic distractor arrays. 
Pause between teaching skills to allow the students to process the information given. 
Checking for understanding ]]> 2021-05-12 05:20:08 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516343467 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516348615  Asola, E., & Hodge, S. (2019). Special Education for Young Learners with Physical Disabilities. In Special Education for Young Learners with Disabilities (Vol. 34, pp. 173–185). Emerald Publishing Limited. https://doi.org/10.1108/S0270-401320190000034011 Costigan, F., & Light, J. (2011). Functional seating for school-age children with cerebral palsy: an evidence-based tutorial. Language, Speech & Hearing Services in Schools, 42(2), 223–236. https://doi.org/10.1044/0161-1461(2010/10-0001) Heller, K. W., & Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with Orthopedic Impairments. Physical Disabilities: Education and Related Services, 22(1), 3–24. http://libproxy.csudh.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d b=eric&AN=EJ678650&site=ehost-live&scope=site N. (2017, May 02). Sec. 300.8 (c) (8). Retrieved February 18, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c/8 ]]> 2021-05-12 05:23:33 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516348615 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516352103  Individuals With Disabilities Education Act (IDEA) Sec. 300.8 (c) Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. ]]> 2021-05-12 05:25:53 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516352103 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516353676 Syllables, the ability to break apart or blend together the syllables in words. 
Reading aloud, presents large colorful posters, points to each word with a pointer as the students read the word. 
Ask students reading comprehension questions, discuss any unfamiliar vocabulary. 
Reading first proposes that through the use of scientifically based research, teachers will be able to implement instruction that ensures that all children will be able to read by the end of their grade, regardless of their disability. 
Environments that encourage growth are rich in print and organized into centers or educational learning areas.
Creating opportunities for group work with communication directly to peers, rather than through aids. ]]> 2021-05-12 05:26:55 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516353676 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516355595  1.Kamei-Hannan, C., & Ricci, L. A. (2015). Reading Connections: Strategies for Teaching Students with Visual Impairments. American Printing House for the Blind. 
2. McKenzie, A. R., & Davidson, R. (2011). The Emergent Literacy of Preschool Students who are Deaf-Blind: A Case Study. Journal of Visual Impairment & Blindness, 101(11), 720–725. https://doi.org/10.1177/0145482x0710101106 ]]> 2021-05-12 05:28:08 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516355595 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516358918  Students may struggle receiving language, meaning that they are not able to hear or to properly interpret the meanings of words. 
Students may struggle with the purpose or strategies of communicating emotions or with peers. 
Signs include stuttering and speech delay. 
Speech and language impairments are separate disorders, but they can occur together, or with other intellectual/developmental disabilities. ]]> 2021-05-12 05:30:06 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516358918 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516359214 The secondary level places more emphasis on responding to content through writing, which is a challenge. 
Continuous professional development for teachers from experts has positive effect on all students, especially when concentrating on goals:
-Break up large chunks of information into smaller sections with visuals
 - Place questions and text on the same page for easy reference -mind maps to record process of class discussions. 
-Target essential content vocabulary, give tools to learn new words independently 
-Show a sequence for planning work (e.g. steps of writing process, agenda for class period) 
 -Not all communication problems that may occur within a classroom are because of an impairment, and that assumption must be avoided by educators. 
-Gillon et al. (2020) mentions how quality classroom literacy program that supports learners and allow resources for specialist support to be used in a more efficient manner for children with identified learning needs (369). ]]> 2021-05-12 05:30:18 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516359214 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516361668  Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-based class literacy instruction for children with speech and language difficulties. Topics in Language Disorders, 40(4), 357-374. doi:10.1097/tld.0000000000000233 Language and Speech Disorders in Children. (2021). Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html LibGuides: Speech disorders: Common assistive technologies. (2020, March 10). Retrieved March 01, 2021, from https://guides.library.illinois.edu/c.php?g=613892&p=4265891 Starling, J; Munro, N; Togher, L; Arciuli, J. (2012). Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: a randomized controlled trial. Language, Speech, and Hearing Services in Schools, Vol. 43, 474-495. Top assistive technology for speech difficulties. (2020, March 30). Retrieved March 01, 2021, from https://www.commonsense.org/education/top-picks/top-assistive-technology-for-speech-difficulties ]]> 2021-05-12 05:31:49 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516361668 lstone171 https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516366288 Provide scaffolding for word recognition, context, and discussion that allows for students with dyslexia to have access to content and conversation to support defining and developing literacy with new texts. This scaffolding may begin with chunking and developing reading skills with words or smaller texts that are understood or relatable.]]> 2021-05-12 05:34:40 UTC https://padlet.com/lstone171/4xpey8ejxediij6p/wish/1516366288