I’m going to give you a scenario. Make a recommendation for testing one of the following disorders based on the signs and symptoms you decipher: Hearing, vision, and/or speech impairment, learning disorder, ADHD, or ODD.
Today alone, Ms. Shaffer has reminded Timothy of the classroom rules and expectations five different times. Each time she redirects Timothy, he apologies but continues the behavior several minutes to hours later. Timothy’s classmates complain that he does not wait his turn when playing in math centers and he often blurts out the answers when it isn’t his turn. When Ms. Shaffer brought these concerns up with Timothy’s father, he explained that he notices the same behaviors at home and it seems that Timothy even becomes distracted while watching his favorite T.V. shows.
I’m going to give you another scenario. Make a recommendation for testing one of the following disorders based on the signs and symptoms you decipher: Hearing, vision, and/or speech impairment, learning disorder, ADHD, or ODD.
Jane is a leader in the classroom. During whole group instruction, Jane often makes connections and insights that are more advanced than those of her peers. When she works in groups or with a partner, her group often has the most accurate answers. She works hard and remains focused when taking assessments independently but often performs lower than her perceived ability.
I wanna give you another scenario here; I want you to make a recommendation for testing one of the following disorders based on the signs and symptoms you decipher: Hearing, vision, and/or speech impairment, learning disorder, ADHD, or ODD.
Whenever the teacher gives directions to the class, Kiki seems to do the exact opposite. She often looks “checked out” during lessons and even sometimes puts her head down while the teacher is talking. On the playground, other students struggle to get her attention and often have to run across the playground to get her to join their games. In small group, Kiki is so loud, she disrupts the other groups. She constantly asks students to repeat what they said to the point that her classmates get irritated.
504 has a broad definition that includes any disorder that inhibits a child’s ability to learn. In contract, there are only 13 categories that could qualify a student for special education. Any student who fits in one of these categories will have an IEP.
Familiarize yourself with the 13 categories. Then, write the key takeaways from what you learned.
Here’s a scenario for to you to decide how to best modify or accommodate this lesson to fit the needs of the student’s IEP or 504 plan.
You are teaching the standard algorithm for 2 digits by 2 digits multiplication. A student in your classroom has been diagnosed with ADHD. One of her 504 accommodations states that she should receive supplemental aids to support her organization skills.
I’m going to give you a scenario for you to decide how to best modify or accommodate this lesson to fit the needs of the student’s IEP or 504 plan.
Janessa performs below grade level expectations in reading. Her IEP states that teachers must provide her with reading material that is equivalent to her reading level. Today, you are teaching a lesson about comparing and contrasting fiction and nonfiction texts. How can you modify your lesson to best fit Janessa’s IEP?
I’m going to give you a scenario for you to decide how to best modify or accommodate this lesson to fit the needs of the student’s IEP or 504 plan.
Ben has a learning disability called dysgraphia. It affects his ability to write clearly and quickly. His 504 plan states that teachers should limit the amount of writing he is expected to produce within a given time period.
During class, you need students to copy the notes you are writing into their notebook in 5 minutes. How can you accommodate Ben so that you follow his 504 plan but he is still able to participate?