Do only the outline for PPT slides project about teacher holding master degree in classroom with disabled students

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For this week only the outline for the final project without ppt slides then when my professor approve it I will post another question next week for the ppt slides

Please I need Manual of Inclusive Practices outline for the PPT slides project similar to the example attached

See the example as attached

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 Who is your audience? ◦ Support general education teachers in the elementary school classroom ◦ Provide a structure for communication between classroom teacher and support staff ◦ Develop common criteria and vocabulary to ensure consistency ◦ Provide supports and accommodations to be used in the classroom :\Users\staff\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\U13BBBGQ\SLO_wordle[1].png        Difficulties in reading, both comprehension and decoding Difficulties in written language Poor motor abilities Oral language, expression difficulties Difficulties in math, both reasoning and concepts Processing problems Expressive and receptive language difficulties      Make sure organizational supports Use of manipulatives, rhymes, and music Reinforce information through pre-teaching, reviewing, and re-teaching Provide graphic organizers, outlines, and study guides Chunk information and break apart assignments into more manageable tasks       Behavioral or emotional response are very different for their age and can affect academic performance Is not adjusted socially Withdrawn Can show aggression May exhibit anxiety May exhibit depression        Understand triggers that may precipitate behavior so that it can be avoided Help students to self-monitor and evaluate his/her own behaviors Work to help improve self esteem and confidence Use positive behavior contracts with students that include strengths and interests of the student Put a system in place that the student can cue the teacher to let him/her know that they need support Include breaks if needed Let the student understand that each day starts clean         May have trouble with articulation May leave out words or pronounce them incorrectly May have difficulty in fluency May have problems receiving and producing language Comprehension and/or the use of spoken, written system does not work properly Speech is so far from that of others that it is noticeable and interferes with communication May experience social problems (Friend and Bursuck, 2015)       work on vocabulary social language use verbal, visual, and written organizers to prepare students to listen simplifying vocabulary, sentence structure, chunking information teach listening skills directly teach within the context of functional areas  Student strengths and needs vary a lot  May include poor gross/fine motor skills  Sensory disturbance  Altered muscle tone  May require altered use of mobility  May require adaptive material or equipment Use of adaptive equipment to support learning and activities  Extra time to complete assignments  Awareness of physical environment so that rearrangement of furniture takes place when needed  Allow breaks/rest when needed  Use of assistive technology to help with written work  Learn at a slower pace  May reach a point in which learning levels off  Identified between birth and 18 years old (Friend and Bursuck, 2015)  Difficulty maintaining skills  Difficulty generalizing skills learned in one setting, or applying skills to new situations            Pull out essential understandings to focus on Chunk information Provide visuals to aid instruction Provide scheduled breaks if needed Pre-teach, reteach Provide a structure for organization Extra time to complete assignments Establish routines and a predictable environment Provide social stories Provide visual schedules May miss meanings of words  May have lower grades  May have a difficult time learning vocabulary  Can sometimes be immature, having missed a lot of social language  Can affect the ability to understand language  (Friend and Bursuck, 2015)  Stand in one location, rather than a lot of movement around the room  Face the class when presenting information  Use a visual to present information  Write down major facts being discussed  Learn sign language  Have student sit near teacher  (Friend and Bursuck, 2015)        Difficulty learning new information learned visually Has the same intellectual abilities May have learning difficulties because they can't use vision to process information (Douglas et al, 2011) Difficulty judging distance May have variance in social/emotional development Unusual eye movements  Give specific directions Allow for movement close to activities Have seating in a place that will enhance visual learning Use wide markers with thick black lines when writing on board Talk about what is being written on the board Additional time to complete assignments Allow breaks as needed Use student names when calling on them Use of Braille or computers set up for their needs Large Print or recorded text as needed  (Friend and Bursuck, 2015)           Presence of both vision loss and hearing  Disability that causes severe communication and other related problems  Adversely affects performance and learning in the classroom  Use of augmentative and Alternative Communication Devices  Require highly specialized services to support their education  Use of touch cues and object cues, tactile fingerspelling, sign language  Use manipulatives and color coded models to show process of finding equivalent fractions  Make sure to space problems out on the page  Use Venn diagrams with parts filled in to start and help with organization  For written work, provide graphic organizers  Provide labeled diagrams for parts of the digestive system        Provide word banks and sentence starters in order to demonstrate an understanding of the words in context Breaks will be given as needed or scheduled during the time period The use of a visual timer will help to identify time working with breaks Provide only a few questions per page and space out text into chunks/parts Have students act out in a line where numbers fall on a number line Provide fidgets as needed to help with focus Provide a “To Do” list that follows the schedule for the day      Extra time and practice will be given before the presentation of information. Work with the speech pathologist during “push-in” will also help students to feel comfortable with the fluency of their final presentation. Use of graphic organizer Read aloud text  Use of alternate keyboards when necessary to type information learned  The program Dragon can also be used to display speech to text  Slant board to help with writing  Extra set of textbooks to keep at home  Timed tests can be taken on computer rather than written     An ALD hearing device will be used to help focus on the teacher’s voice and eliminate distractions around the room The instruction will be very clear and also written on the board Books on tape to support reading Chunk assignments together and use technology as a visual to organize into groups      Use of heavy lines on whiteboard, paper, lighting on projector, and graphic organizers will be used to help organize the information The information will be spaced, with not too much on one page They can also use Inspiration in order to set it up chart in a more visual way with pictures to support Provide extra space to solve problems Have students sit close to instruction taking place  Use of manipulatives to provide tactile support in reinforcing skills  Use post it notes and have students physically graph the results in a group  Have student sit close to instruction and modeling taking place       Break assignments into smaller tasks in order to focus on one main concept at a time Provide additional time for reading and assignments Use manipulatives and technology app to show simplified steps Color code process Provide notes for student to use to graph results Read aloud questions and directions         Provide assignments in segments to help break down components to the project Allow for flexibility of art tools, understanding that some art medium may be more physically challenging than others Allow use of technology Allow child to stand if necessary Before drawing or writing, have students do a few hand exercises to help with flexibility Provide written and oral directions, with visuals to support project Reduce the amount of items that need to be completed Allow for extra time to complete work        Allow for multiple ways of representation, including auditory, visual, and kinesthetic formats for both instruction and presentation Allow students to express their understanding in a variety of ways Provide technology as a tool to develop musical sounds Provide headphones to eliminate loud noises Allow for movement rather than sitting at desk Provide extra time to allow for repetition Keep lessons more concrete for student          Demonstrate/model activity Reduce the distance of activity Provide equipment that allows for use of students with limited physical movements Vary the size of the equipment Adapt the rules if needed, allowing student in wheelchairs the opportunity to carry the ball in lap while pushing wheelchair Use equipment that provides an auditory noise when contact is made Provide visuals to demonstrate activity Allow student to stand closer to target Allow extra time, or turns in activity C:\Program Files\Microsoft Office\MEDIA\CAGCAT10 \j0299763.wmf  1. Evidence Based Intervention Network: http://ebi.missouri.edu This is a great site for both general and special education teachers. It provides various steps and interventions in the RTI process. Evidence based interventions, assessments, resources, and trainings are available to support the RTI process. 2. PBIS World: http://www.pbisworld.com This website offers many behavioral interventions across Tier 1, 2, and 3 groups. There are resources that include information on behavior, testing, and evaluations.   3. Differentiation in Special Education: Differentiating Instruction for Successwww.specialed.about.com/od/integration/a/root.htm This site is filled with resources to support students and teachers. Checklists available for various topics were helpful. Great to use as a reference guide and includes free newsletters.  4. Special Education Guide: www.specialeducationguide.com This is a site that provides information on Response to Intervention, IEP’s, behavior and classroom management, inclusion, and the parent/teacher partnership. This is a great site that offers supports and strategies for both educators and parents. 5. Intervention Central: www.interventioncentral.org This site offers extensive interventions for both academics and behavior in the classroom There are many RTI resources available, along with accompanying videos. 6. Teacher Vision: https://www.teachervision.com This site offers an extraordinary amount of resources and strategies to help support students with special needs in the classroom. The site provides resources by subject, behavior modifications, educational technology, assessments, classroom management, as well as resources to support various academic and behavioral needs. 1. Buron, K. (2006). When My Worries Get Too Big!: A Relaxation Book for Children Who Live with Anxiety. Shawnee Mission, KS: Autism Asperger Publication. This is a book that allows children to participate in developing calming strategies to cope with anxiety. There are different teaching activities that children can learn about through wonderful illustrations. 2. Elder, J. and Thomas, M. (2005). Different Like Me: My Book of Autism Heroes. London: Jessica Kingsley. This book is about a young boy who has Asperger’s Syndrome, who talks about all of the heroes who also have autism. It looks at different characteristics and challenges while also observing how each has exelled. 3. Hoopmann, K. (2009). All Dogs Have ADHD. London: Jessica Kingsley. This is a book that uses cute pictures of dogs to help look at the characteristics of ADHD. It is helpful for children, parents, teachers, and siblings, in understanding what it might be like to have ADHD. 4. Maguire, H. (2000). Special People, Special Ways. Arlington, TX: Future Horizons. This book combines rhymes and illustrations, portraying positive pictures of children with different disabilities. This a great book that promotes tolerance and helps others to understand children with disabilities. 5. Petrillo, G. and Lyon, L. (2007). Keep Your Ear on the Ball. Gardiner, ME: Tilbury House. This story is about a boy who is blind and wanting to do everything by himself. It looks at how children can work together, but also allow for independence. 6. Woloson, E. and Gough, B. (2003). My Friend Isabelle. Bethesda, MD: Woodbine House. This is a story that looks at what makes friendships special, focusing on a character who has Down Syndrome. It encourages children to talk about differences in the world around them.      American Federation for the Blind. (n.d.). Retreived from www.afb.org Buron, K. (2006). When My Worries Get Too Big!: A Relaxation Book for Children Who Live with Anxiety. Shawnee Mission, KS: Autism Asperger Publication. Classroom Teacher’s Guide to Instructional and Curricular Modifications: Making the Curriculum Accessible to All Students: Helping Studetns with ADD/ADHD, Learning Disabilities, and Behavioral Disorders. (2006). The Master Teacher and SFX SportsGroup. . Elder, J. and Thomas, M. (2005). Different Like Me: My Book of Autism Heroes. London: Jessica Kingsley. Friend, M., & Bursuck, W. (2015). Including students with Special Needs: A Practical Guide for Classroom Teachers.     Hearing Loss Association of America. (n.d.). Retrieved from www.hearingloss.org History: Twenty-FIve Years of Progress in Educating Children with Disabilities Through IDEA. (n.d.). Retrieved from www.ed.gov/offices/osers/osep Hoopmann, K. (2009). All Dogs Have ADHD. London: Jessica Kingsley. LD Online: The World’s Leading Website of Learning Disabilities and ADHD. (n.d.). Retrieved September 6, 2015, from http://www.ldonline.org/   . Maguire, H. (2000). Special People, Special Ways. Arlington, TX: Future Horizons. National Center on Deaf-Blindness. (n.d.). Retrieved September 14, 2015, from Understood For Learning and Attention Issues. (n.d.). Retrieved September 6, 2015, from http://www.understood.org  Petrillo, G. and Lyon, L. (2007). Keep Your Ear on the Ball. Gardiner, ME: Tilbury House.  Woloson, E. and Gough, B. (2003). My Friend Isabelle. Bethesda, MD: Woodbine House.
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Explanation & Answer

Attached.

1
Manual of Inclusive Practices – Outline
I.
II.

Purpose of manual
Characteristics and teaching strategies
❖ Learning disability


Learning disability teaching strategies

❖ Emotional disability


Emotional disability teaching strategies

❖ Speech/Language impairment


Speech/Language teaching strategies

❖ Physical disability


Physical disability teaching strategies

❖ Intellectual disability


Intellectual disability teaching strategies

❖ Sensory Impairment


Hearing impairment
➢ Hearing impaired teaching strategies



Visual Impairment
➢ Visual impairment teaching strategies



Deaf-Blindness
➢ Deaf-Blindness teaching strategies

III.

Core Curricular Accommodations
❖ Learning disabilities
❖ Emotional disability

2
❖ Speech/Language
❖ Physical Disability
❖ Hearing impairments
❖ Visual impairment
❖ Deaf-Blindness
❖ Intellectual disability
IV.

Special Curricular Accommodations
❖ Art Accommodations
❖ Music
❖ Physical Education

V.

Internet Resources (Recommendations)
❖ Websites

VI.

Children’s Books
❖ Children’s Books Bibliography

VII.

References

Attached.
Attached.

1
Manual of Inclusive Practices – Outline
I.

Purpose of manual
❖ The purpose of the manual is to determine the audience and their needs so that the
teacher can develop an effective teaching framework.
❖ The focus is on disabled students. Therefore, the manual will guide the teacher
regarding a favorable communication structure between him or her and the
students as well as the support staff (Friend & Bursuck, 2015).
❖ The manual provides the necessary tools for teaching disabled students and it
ensures consistency of the vocabulary and criteria used in the classroom to help
the students sharpen their skills regardless of their particular disabilities (Friend &
Bursuck, 2015).

II.

Characteristics and teaching strategies
❖ Learning disability – The teacher should be well-versed regarding various
challenges that some students face during the classroom learning process so that
the teachers can use best approaches to empower them. Some students may have
difficulties in reasoning, others may find it difficult to comprehend and decode
written materials, others may have difficulties in expressing themselves, and
others may have poor motor abilities (Morin, 2018).


Learning disability teaching strategies – There is the need to determine the
most effective strategy for each difficulty the disabled students experience
in learning (Morin, 2018). The teacher should, therefore, implement preteaching, reviewing, and re-teaching strategies, develop study guides and
graphic organizers for the students, incorporate musical and rhyme

2
elements, and simplify chunky information into tasks which the students
can handle. (Friend & Bursuck, 2015)
❖ Emotional disability – There are various emotional and behavioral responses
among disabled students because they undergo various changes in their growth
and maturity process. Students who are depressed, withdrawn, show anxiety and
aggression, and have challenges in the context of social adjustments show poor
academic performance eventually. The teacher should know how to mitigate such
problems through particular teaching strategies.


Emotional disability teaching strategies – The teacher should instill a
positive attitude in the minds of the disabled students so that they can
develop self-confidence (Buron, 2006). Therefore, the teaching strategies
should involve the emphasis on the students’ strengths and the avoidance
of triggers of negative emotional responses.

❖ Speech/Language impairment – This impairment is critical because it
compromises the message thereby leading to miscommunication and
misunderstanding (Friend & Bursuck, 2015). In this context, the student performs
poorly in class and evaluations tests because he or she is not fluent and the
difficulty in articulation causes social problems.


Speech/Language teaching strategies – The teacher should help disabled
students in this category to improve their listening skills. Apart from that,
he or she should simplify complex sentences and vocabulary and involve
written, visual, and verbal organizers for the students’ listening sessions
(Friend & Bursuck, 2015).

3
❖ Physical disability – The teacher should understand the variations regarding the
students’ physical needs and strengths so that he or she can give the students tasks
which they can manage without straining (Friend & Bursuck, 2015) For example,
particular physical disabilities may require the teacher to use adaptive equipment
as facilitation for the students’ learning process.


Physical disability teaching strategies – Therefore, once the teacher
determines the type of physical disabilities the students have, he or she can
enhance their learning process through adaptive and supportive equipment
or technology (Morin, 2018...


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