June 2012
A Newsletter for Paraeducators and Their Teachers
Educational Equity for All
February 2015
Teaching Strategies
Children with Down syndrome have particular strengths and
weaknesses associated with their learning development :
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They are visual learners.
They understand a lot more than they can say.
They are able to follow classroom rules and
routines.
• They will need help to remember instructions eg
shorter phrases or visual clues.
• They have the same feelings as any other child.
• Teacher expectations of behaviour, attitude and
ability need to remain high.
For more specific information on teaching strategies read
our Education Packs.
Strategies to Support a Student with
a Cognitive Impairment
Students with a cognitive impairment may experience
difficulties with various functions of the brain, particularly,
short term memory, concentration and planning. Each
student has different needs and will require various support
mechanisms.
This section provides specific strategies to assist and
support students with a cognitive impairment. Inclusive
Teaching Strategies provides additional suggestions to
benefit all students’ including students with a disability.
Teaching Strategies
10 Items Every Special Educator Should
Have In Their Classroom
1. Fidgets, Wiggle Seats, Therapy balls, Therapy
bands
2. Highlighter strips/Reader trackers
3. Shaving cream, Sand, Rice
4. Timers
5. Visuals
6. Manipulatives
7. Posted Rules/Expectations
8. Reward System
9. High Interest – Low Level Reading Books
10. Technology
http://www.friendshipcircle.org/blog/2012/11/20/10-itemsevery-special-educator-should-have-in-their-classroom/
• Provide clear, detailed instructions (verbal and written)
where appropriate
• Regular prompts to initiate critical thinking and to stay on
task may be required in workshops/practicals/tutorials
• Step by step guides and/or assistance may be useful
where problem solving is required
• Allow lectures to be recorded if requested by a student
and where possible make copies of your lecture notes
available
• Provide a quiet distraction-free environment, if possible
e.g. allow students to leave the room for small group
activities
• Avoid putting the student on the spot by targeting them
for questions or reading aloud in classes (unless the
student has indicated their willingness to participate e.g.
raised their hand)
http://www.jcu.edu.au/disability/JCUPRD_051402.html
Tana Donaghy, President, Educational Equity For All
[email protected]; 909-964-5057
FEATURED IDEA OF THE MONTH
Bullying
AbilityPath.org interviewed
experts, educators and
parents regarding a silent
id i
facing children with special needs
- bullying. The result was the report and guide,
Walk a Mile in Their Shoes: Bullying and Special
Needs. Read, Learn and share its important results
and resources.
WEBSITES AND RESOURCES
https://paraprofessionalsguide.wikispaces.com/
http://www.uft.org/files/attachments/abcs-of-safety-and-health-forparaprofessionals.pdf
http://www.theartofed.com/2011/01/26/5-smart-supports-for-specialartists/
PROFESSIONAL DEVELOPMENT
http://www.abilitypath.org/areas-of-development/learning-schools/bullying/articles/walk-a-mile-in-their-shoes.pdf
Strategies for Teaching Kids
with Special Needs
Kathryn L. Stout, B.S.Ed., M.Ed.
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Use simple commands with as few words as
possible, having the child then carry out that
instruction. Follow this with the next brief
command. Too much verbiage is often
overwhelming for a child with disabilities.
Demonstrate chores or tasks rather than relying on
verbal explanations alone.
Use concrete materials, manipulatives, experiments,
and charts to aid instruction.
Include practical applications of academics
regularly, including life-skill tasks: measure
ingredients in a recipe, determine the number of
gallons of paint needed to paint his bedroom, read
the map at the shopping mall and navigate to the
store of his choice, etc.
Use a multi-sensory approach to introduce or
practice a concept rather than limiting instruction to
whatever appears to be the child’s learning style—
visual, auditory, or kinesthetic. Studies of the brain
suggest that the more senses and variety involved in
learning something, the more avenues a person has
for retrieving that information.
Keep in mind, you will probably spend a great deal
more time feeding him information—showing him
examples, making explanations—before he is able to
understand.
Expect to spend a great deal of time on repetition
and practice before mastery is achieved. Short,
intense, and frequent practices tend to be more
productive than longer practices scattered throughout
the week.
Don’t require mastery of everything. Some areas
should have simple exposure as a goal so that the
student isn’t under too much stress.
http://www.designastudy.com/teaching/tips-111204.html
COURSE DESCRIPTION
Special education addresses the individual differences and
requirements of students with special educational needs.
Study for Free at Your Own Pace!
Module 1: Introduction to Special Education
Module 2: Learning Disabilities
Module 3: Attention Deficit Hyperactivity Disorder (ADHD)
Module 4: Intellectual Disabilities
Module 5: Behavioural Disorders
Module 6: Physical Disabilities and Sensory Impairments
Module 7: Working with Students with Special Education Needs
Assessment
http://alison.com/courses/Working-with-Students-with-SpecialEducational-Needs
Ways to Help Students with Special Needs
Use music and voice inflection. When transitioning to
an activity, use a short song to finish up one task and move to
another. Many of us have sung the “clean up” while cleaning up
before the next activity; use a similar approach in the classroom.
Students with special needs might also respond well to varied
voice inflection and tone, so use a mixture of loud, soft, and
whisper sounds. Using proper pronunciation and sometimes
slightly exaggerating proper speech will help a child model the
same principles.
http://www.specialneeds.com/activities/general-special-needs/fiveways-help-students-special-needs
Connecticut Paraprofessionals' Guides
The CT State Department of Education has prepared these useful
guides for paraprofessionals, on a variety of timely topics in education.
Check them out!
Connecticut Paraprofessionals Guide to ADD/ADHD
Connecticut Paraprofessionals Guide to Challenging Behaviors
Connecticut Paraprofessionals Guide to Data Collection
Connecticut Paraprofessionals Guide to English Language
Learners
Connecticut Paraprofessionals Guide to Common Core State
Standards
Connecticut Paraprofessionals Guide to Learning Disabilities
IEPs and PPTs, a Brief for Paraprofessionals (CSDE)