Copy-Change Worksheet

A number of adaptions could occur within an examination. This may include the use of a scribe, or increased time limits if writing becomes difficult. We are also able to employ different coloured paper to aid dyslexic learners within exam

1. Describe your experience this week, ie: patients seen, dx, number of treatments, treatments performed, etc. Students were not seen on Monday or Tuesday of this week due to an inoperable heating system in the school buildings. There were a total of 14 students seen by OT and the dx were varied. Obviously, all the students had some form of vision impairment, and some additionally had been diagnosed with autism, intellectual disability, learning disability, ADHD, and physical impairment(s). Treatments included vocational training, self-care and home maintenance skills, SP and SI treatments, and social skills training.

In this case study, Miss Smith is co-teacher of biology at Hamilton High school where she aids Mrs. Patel, a special education teacher because they deal with students with varied reading abilities. In this particular class, these teachers are forced to read text loud the asks listening comprehension as students raise their hands as they wait for recognition by the teachers

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

I may be asked to mount children’s work onto a display board so that these can be seen by the children and adults, where space is limited though I will ensure that the children’s work is rotated on a regular basis to display the effort of everyone in the class. I may also be asked to create a display on a table showing the children’s work from a selection of books.

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

What types of diagnoses do the clients in that classroom represent? The adults might have diagnoses of intellectual disability, cerebral palsy, traumatic brain injury, acquired brain injury (cerebral vascular accident, hypoxia etc), Autism Spectrum Disorder, Fragile X, fetal alcohol spectrum disorder, trisomy 21 and/or Down Syndrome.

Others may need to have direct one on one assistance. Modifications can be as simple as having the assignment or test read aloud so that all students, not just the ones who need it read to them, can benefit from this modification. Knowing your students and their individual needs will help understand what modifications are needed and when.

Within my practicum classroom there are several students who have been coded or diagnosed. In fact, there are even a couple of students who just require a little extra help. In order to cater to those students i had templates created. These templates consisted of sentence starters such as; “My most magnificent thing would be….” and “one time i was really frustrated when….”. These students were asked to complete the sentences and glue the sheet into their journals. In addition, because it is a grade two classroom i had words students may have difficulty spelling written on the smartboard.

If working in partners, each student will be given an inflectional ending worksheet and the set of regular spelled word cards that are in a Ziploc bad in the binder labeled, “Give me an –ing, -ed, -s!”

In the classroom, there is an interactive white board. All my lessons are planned based on using this piece of technology. I have designed mimios so that the students and I can work together to create book reports, collect facts, and pre-write their activities. These mimios also allow the students to get involved. The students can use the mimio pen to work out the activities that I have created. I will also use the interactive white board to play informational videos to help us learn more about Dr. Seuss. There is also a listening center in the classroom. Since it will not be used as a learning center during my unit plan, I will have it set up so the students can listen to Dr. Seuss books during their free center time. I have also created

Title: Watch out for the other person on the other side of the computer screen ( identity

How can you make sure to give students an equal opportunity to respond at the same time maintaining their attention?

Children with a visual impairment may have the materials modified. Use brightly colored pens with a

Solution: Use the CQs above to Show what “symptom” means. Ask the students how they feel when they are ill and make them act it out.