Needs students

differences of each student, to create an optimal learning environment for students to reach high standards in education, while being cognitive of cultural influences. With a cultural understanding educators can enhance the educational process by utilizing unique approaches to help students create connections to topics so that, students will have a desire to learn. Through several medias I have shown my ability to perform this standard. Understanding individual differences that students may have as well

Now and Days, Romeo and Juliet is being taught to ninth graders, but Why exactly do they need to read it? Some people (mostly teachers) think Shakespeare doesn’t need to be taught anymore, they also think Shakespeare isn't a true writer, that his work is fake and isn't actually wrote by Shakespeare. Yet, there is a reason it is still being studied by students, there is a message being ignored that students should learn. Reading Shakespeare shows us a message, a wide variety of vocab, and a different

area of learning needs for students with autism are communication, self-care and daily living skills, social skills, basic academic skills (literacy and numeracy), self regulation and self direction, independent functioning in the community and employability. (Westwood 2007, p. 25) Contemporary literacy learning for students with autism therefore needs to reflect the seven areas, however, students will not be motivated to learn if their point of entry is not coupled with student interests and delivered

Needs Assessment Developmental School Counseling and Pupil Services In determining schools effective counseling practices, school counselors have a responsibility in showing that their programs are effective. A needs assessment will determine what works and which areas need improvement. Measuring results is crucial in determining success from failure. Evaluating counseling programs holds counselors accountable and allows them to do their work effectively. The assessment is designed to identify

of education changing, especially in the area of serving students with special needs? The field of education is dramatically changing at an unprecedented rate. For example, a greater percentage of students are identified with autism than in the past ten years. The general education teacher is becoming more and more aware of special needs students due to inclusionary practices and must adapt his/her curriculum to help all students achieve. This can be a roadblock for the general education

are more important skills a student needs to learn for their future. Julia Barrier-Ferreira is an educator and wrote an article for Clearing House, which focused on the nurturing of students. Not only are thinking skills important for a student’s future, but they also need the skill to deal with difficult life issues. Students may be able to achieve academically, but lack what is necessary to cope with difficult life issues. Teachers have to abandon teaching students what is not related to the standardized

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students? The learning targets were met; therefore the following was the outcome: The students created a macroscopic, three-dimensional (3D) model of several properties of the periodic table. They explained in their own words the following terms: atomic radii, ionic radii, first ionization energy, and electronegativity. Lastly, they identified, described, and explained the patterns observed

Special Needs Accommodations for Grade 6 ELL Students By: Paige Scott Background and Concerns The following is a case study involving a 6th grade student, whom I will call Johnny. Johnny moved to the United States from Honduras one year ago. His native tone is Spanish and he speaks very little English. Other than his birthday, which is October 25, 2002, and that he lives with his mother and four brothers, Johnny’s teachers and peers do not know much about him. Based on teacher observations

education for those students in need. The videos embedded within the article gives a clear depiction of what a “good” teacher appears and acts like in front the classroom. These examples derive from actual teachers working with Teach for America illustrating a successful teacher and classroom. Although the Motivator, Tour Guide, Manager, and Connector are all great examples for teachers, current teachers should not epitomize and mimic one example but parallel all. I believe that

between 5 and 10% of school aged children (Aguiar, Eubig, & Schantz, 2010; Modesto-Lowe, Danforth, & Brooks, 2008; Schroeder & Kelley, 2009). It is the most frequently diagnosed childhood neurobehavioral disorder (Aguiar, Eubig, & Schantz, 2010). Students with ADHD exhibit developmentally inappropriate levels of hyperactivity, impulsivity, and inattention (Modesto-Lowe, Danforth, & Brooks, 2008). Typically, the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) is used to diagnose ADHD