https://padlet.com/andreafig145/vgarlkj1ldub SPED 405 Benjamin Ford Andrew Handley Andrea Figueroa en-us 2018-12-15 04:32:57 UTC 2026-01-23 18:57:25 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314864262 Authors Margaret P. Weiss, Anya S. Evmenova, Michael J. Kennedy and Jodi M. Duke all argue that it is absolutely crucial for students with "high incidence disabilities" to be familiar with the fundamental vocabulary surrounding a topic. This resource focuses on CAPS, or content acquisition podcasts, which allows for students with disabilities to hear vocabulary in friendlier terms. This can help students keep up in general education classes ]]> 2018-12-15 04:38:46 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314864262 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314864742 Word mapping allows for students to use MAPS to help them learn and remember the names of the steps they need to know in order to find out the meaning of a word they do not know. This is great for students to dismantle a word and define each part of it to better understand its entirety. This is relevant to students because it allows for deeper comprehension while reading, writing, and speaking. ]]> 2018-12-15 04:52:13 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314864742 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865114 Robust vocabulary instruction allows for teachers to provide student-friendly definitions when teaching a word followed by thought-provoking commentary. This resource allows for students to build images of the word in their head and to be able to apply the definition and use the targeted words. This strategy can be useful to students because it allows for the word to become applicable and relateable to the student in a way that is unique and less memorization of definitions. ]]> 2018-12-15 05:01:09 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865114 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865564 SAMHSA's six step approach to trauma includes principles like "safety", "trustworthiness and transparency", "peer support", "collaboration and mutuality", "empowerment, voice, and choice", and "cultural, historical, and gender-issues". These steps pushes forward the idea of collaborative work with the survivor. This can be useful to students and parents because they can complete these steps in their own home and work together to build a support system for the student. ]]> 2018-12-15 05:15:06 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865564 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865930 This resources focuses on the definition of trauma and how to build an environment as teachers in which students feel safe. Giving students choice and creating a respectful environment are just some steps teachers can take in order for their students to feel comfortable. It is important to remind students that they are not alone and that their teachers would do anything to keep them safe. ]]> 2018-12-15 05:24:49 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314865930 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314866120 This video focuses on a book called "Helping Traumatized Children Learn". One of the approaches discussed is geared toward younger children, but can still be effective for high school students. Students are allowed to step away from a situation to write or draw how they feel. This allows students to have time to pace their breathing and feel safe in a controlled environment. ]]> 2018-12-15 05:30:21 UTC https://padlet.com/andreafig145/vgarlkj1ldub/wish/314866120 andreafig145 https://padlet.com/andreafig145/vgarlkj1ldub/wish/314866381 Ingram, B. (2018). Retrieved from https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20Approaches%20to%20Classroom%20Management.pdf


Trauma-Informed Approach and Trauma-Specific Interventions | SAMHSA - Substance Abuse and Mental Health Services Administration. (2018). Retrieved from https://www.samhsa.gov/nctic/trauma-interventions


Beach, K., Sanchez, V., Flynn, L., & O’Connor, R. (2015). Teaching Academic Vocabulary to Adolescents With Learning Disabilities. TEACHING Exceptional Children, 48(1), 36-44. doi: 10.1177/0040059915594783'


Harris, M., Schumaker, J., & Deshler, D. (2011). The Effects of Strategic Morphological Analysis Instruction on the Vocabulary Performance of Secondary Students with and without Disabilities. Learning Disability Quarterly, 34(1), 17-33. doi: 10.1177/073194871103400102


Weiss, M., Evmenova, A., Kennedy, M., & Duke, J. (2016). Creating Content Acquisition Podcasts (CAPs) for Vocabulary. Journal Of Special Education Technology, 31(4), 228-235. doi: 10.1177/0162643416673916






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