Megan came into the room enthusiastically and very willing to communicate. She is a very happy and confident girl who says that she loves school. We had a casual conversation where I explained that I would be doing everything that I could to help her in school. I explained that I needed to find out exactly where she was having difficulties in order to help and to do this we would have to do some tests. Megan agreed to this without hesitation. as part of the interview process I asked her what her favourite part of school was, she said 'writing stories and playing with friends.' This shows that Megan is unaware that she is having difficulty with her writing. Usually, if a child is struggling with a topic it will not be their favourite thing to do in school. …show more content…
She explained that ' spellings are hard to learn as they are difficult to read. I have to ask someone to read them for me before I can learn to spell them.' Her class learn spellings from a spelling workbook which is based on phonic patterns and word families. Megan said that she learns the order of the spellings and not the words e.g. the first four words have 'at' at the end and the next five words have 'et' at the end. She said that she can get all her spellings right in the test but she forgets them a while later. 'I spell the words wrong when I writing something else a while later.' This seemed to frustrate her.
I learned that she is often tired coming to school as she gets up every second morning at 6am to go to Granny's house before school. Megan and her brother spend every second day with their Mum and the other days with their Dad. This explains why she can have some good days and some bad days. Her work can vary enormously from day to
Adapting and using language which is appropriate to the person you are talking to is a very important when communicating with children and young people. Children of different ages will
Melinda starts school off in a bad way. She continuously gets in trouble with numerous teachers. She never does any homework. She mostly takes naps. Worst of all, in her mind, she has no friends. This does not change until she meets Heather, the new girl. Heather is...
As students read, the teacher makes notes focusing on the words they struggle with. The teacher indicates which words the student has substituted, repeated, mispronounced, or doesn’t know. These words are called miscues. After the miscues are marked they are classified. “Only the words that students mispronounce or substitute can be analyzed; repetitions and omissions aren’t calculated’ (Tompkins p.85). Once the miscues have been evaluated, the miscue analysis will indicate which cues the reader over relies on and which they need to further develop. Running Records also helps calculate the percentage of miscues to determine whether or not the book is at the students reading level. The goal is to give students appropriate books for their reading levels. After the running record and miscue analysis, the teacher can analyze this information to introduce personalized strategies and lessons to develop a more fluent
TEACCH is a comprehensive program designed to serve individuals with autism and their families. The acronym stands for Treatment and Education of Autistic and related Communication Handicapped Children. Teachers around the world have adopted its program called “structured teaching”. A psychologist named Dr. Schopler created the program at the University of North Carolina in the mid 1960’s. The state of North Carolina began funding the program in 1972. That year the Carolina General Assembly passed legislation to make TEACCH the first state-wide service program for people with Autism and their families (The National Autistic Socieity, 2013). Research in the field of autism continues at TEACCH through the University of North Carolina. Also central to TEACH is its respect for “culture of autism.” It embraces a philosophy that people with autism have characteristics that are different, but not necessarily inferior to the rest of us (Autism Speaks, 2014).
My purpose for this paper is to find and list web sites that will assist teachers who are teaching "special needs" students. As more "special needs" students are entering the classroom, teachers need more and better information on teaching them. The purpose of this paper will be to enable teachers access to information about teaching these students in the field of Geography. It is my endeavor to create a list that will span most grades that will be helpful to both new and experienced teachers.
Of all the things that Megan Harris could have done with her life, her biggest dream was to travel; she had never meant for it to be that way; it just was, and there was not much she could do about it. However, even though travel may be her foremost passion, Megan is ardent about many other things as well, such as school and her faith. Ever since she was a little girl, Megan Harris had always wanted to explore; whether it was an archaeological dig in her backyard, an expedition through the woods, or a trip amongst the stars; adventure was out there, and she was determined to find it. When Megan was small, she would go through dozens of old maps. She would mark the places she planned to go, and plan out a route in scribbled lines drawn by washable markers.
This recommendation also includes giving Susie outlines of class lectures or presentations, and instruction in note taking (Overton, 2012). The rationale behind the strategies indicated is that they might improve Susie's ability to focus on relevant material and increase her attention so that she can remain on task (Overton, 2012). Susie's assessment results were presented to the IEP team, along with information provided by Susie's parents, Susie's classroom teacher and the school psychologist. It was agreed that Susie would receive the recommended reading and language arts instruction in a resource room setting. This decision specified that Susie should receive intensive training in "phonemic awareness, decoding, reading comprehension, reading fluency, and spelling in one-on-one and small-group settings" (Overton, 2012, p.
When working with children and young people, a huge responsibility for us is our duty of care towards them as we also take on what’s called ‘loco parentis’. This means that when a child or young person is left in our care, we take on the responsibility to ensure the safety and well-being as their own parents. This also includes the responsibility to see that children’s rights are promoted and their individual needs are met. Under the Children Act 1989, children have the right to be protected from harm, to discuss their concerns, and be listened to. They also have the right to be told what their rights are, and have their wishes considered when decisions are being discusses, when they affect them. Children and young people are vulnerable because
The student must also focus on self- monitoring their reading. The student often substitutes words that look like each other and have the same beginning sound, but the word usually does not fit the sentence. The student’s errors are mostly visual and some syntax. It seems like the student has a problem with nouns, often getting names of people and things wrong. The strategies I will provide for this student is teaching the student how to make sense of what he has read. Providing phonetic exercises will help the student decode, pronounce, and even be able to spell new words. The student needs to ask himself and check to see if the sentence sounds and looks right. I will also teach the student to slow down and use pictures to guide his reading. Using pictures will allow him to make sense of words that are nouns. As he reads me a story and substitutes a word, I will stop him and ask him does the sentence make any sense. Then, I will advise him to use the picture, try to make sense of it and reread the sentence. Overall, the student struggles mostly with visual in reading. If the student practices the processes of decoding and blending words routinely his brain will form subconscious letter patterns and sounds in each word. Although, practice will allow him to subconsciously develop the skills necessary to solve his reading struggle, I will encourage self-monitoring, therefore, he is still aware of his mistakes that way he makes it a habit while reading to constantly ask himself does this make
Autism is a problem that people have with communicating. It can affect many contrasting types of people in divergent ways and there is not yet a complete cure for it. People need to know about this disability and what people can do with people who have it.
Every mother, whether single, married, or a widow, will always choose what is best for her children and family. However, most mothers do not have a choice to stay at home and be with their children because incomes are in dire need for family provisions. From my point of view, it is important for working mothers to balance their work and upbringing of children because their presence in children’s life at early stage is also very fundamental (Hill, Hawkins, Ferris, & Weitzman, 2001). Balancing both responsibilities may be achieved by spending less time at work when the child is still very young. This will give a child a time to bond with the mother before the school age (Warren, 2004).
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
The intricacies of written language could challenge beginning learners seriously (Hell, Bosman & Bartelings, 2003). Spelling skill as a communication tool regarding the written language relies upon connecting speech sounds (phonemes) with visual symbols (graphemes) in a language (Weeks, Brooks & Everatt, 2002). In fact, English is much filled with inconsistency in the sound-to-spelling relationship compared to other alphabetic languages (Hell et al.). As though, the accurate spelling of students has been aroused as a notable issue recently (O’Sullivan, 2000). Then, formal spelling instruction is required to accomplish the adequate spelling performance (Devonshire & Fluck, 2010). Actually, the teaching of spelling at early stages as a solution
She loved to read. She began reading at an early stage. When she was in middle school, she wouldn’t do things girls her age did. She would stay in side her home most of the time reading or doing her house work. She loved her mother and her to sister, to an extent that she would sacrifice what she has to help her family out.
The field of work for the handicapped child is one of exceptional, perhaps even unique, rapidity of change and development. Widening of outlook and better understanding are leading to new tactics and new techniques in approach to identifying the handicapped, in defining their disabilities and in providing better treatment, education, and general care. In this paper I will demonstrate how the handicapped child becomes socialized, has social control and how family, education and the community plays an important role in the development of the social self. Play serves an important role in the all-round development of the child. It is their method of growing in those areas in which they are ready to develop.