Students in My Class.pdf - Central Okanagan School District No. 23

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• Provide opportunities for sharing learning, understandings or passions with others • Provide opportunities for working with other gifted students • Plan open-ended assignments that allow for choice and for exploration of a topic in more depth • Differentiate expectations with class assignments • Allow time during the day to engage in personal interest or passion areas • Enroll students in challenge or stretch programs when available • Select elective courses to meet the interests and strengths of the student • Set clear and appropriately high expectations for assignments. Contracts may be useful in facilitating this • Monitor and provide support in cooperative group work as they often have difficulty working collaboratively
STUDENTS WITH LEARNING DISABILITIES Tyler is a bright, active 12 year old boy in grade 7. He readily shares information during class discussions and seems to have no difficulty in understanding the concepts presented, but has difficulty in reading and completing written work. School supplies and assignments are often lost. His teachers describe him as often noncompliant and underachieving with a history of incomplete assignments and refusal to do work. He is easily distracted and does not follow directions. Teachers do not feel that his marks reflect his understanding of the material as he does so poorly on test. James is a grade 10 student who has been identified as having a severe learning disability. He is enrolled in all regular classes but receives 2 blocks of support from the Learning Centre. In class James seldom appears to be paying attention to the teachers's lecture and the notes he does manage to take usually do not include the necessary key ideas. His assignments are rarely completed and often lost before they are handed in. His binders and locker are a disaster. Students such as James and Tyler may not be labeled as Moderately or Severely Learning Disabled (SLD), depending on whether formal testing has been completed. Characteristics • Learning Disabilities are neurologically-based and usually involve a processing dysfunction • Appears to be a discrepancy between potential in different subject areas and demonstrated output • May be very competent orally but the complexity of written ideas seen in assignments may be very different
Page 1 and 2: DEAF AND HARD OF HEARING Characteri
Page 3 and 4: • Wait time of 4 seconds for proc
Page 5 and 6: • May miss non verbal cues which
Page 7 and 8: • Allow more time to complete tas
Page 9 and 10: • May be easily frustrated when l
Page 11 and 12: PHYSICAL DISABILITY Sandeep is a gr
Page 13 and 14: Instructional/Behavioral Considerat
Page 15 and 16: B C Deaf/Blind Hearing/Vision Teach
Page 17 and 18: HEALTH ISSUES In your class you may
Page 19 and 20: District and school policy and proc
Page 21 and 22: INTENSIVE BEHAVIOUR CHALLENGES OR S
Page 23 and 24: FETAL ALCOHOL SPECTRUM DISORDER The
Page 25 and 26: • Learning Disabilities (LD) •
Page 27 and 28: Learning Style/Assessment: • Allo
Page 29 and 30: • Limited or no eye contact • R
Page 31 and 32: Ministry of Education Special Progr
Page 33: • Vivid imagination and sense of
Page 37 and 38: • When memorization is required p
Page 39 and 40: • May not have the prior knowledg
Page 41 and 42: MILD INTELLECTUAL DISABILITIES Hold
Page 43 and 44: STUDENTS WITH WRITTEN OUTPUT DIFFIC
Page 45 and 46: unremarkable elementary school hist
Page 47 and 48: • ADAPTATIONS • • Strategies/
Page 49: Mathematics • Provide additional
Page 52 and 53: • Fax: 604-261-0778 Cochlear Impl

Students in My Class.pdf - Central Okanagan School District No. 23

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