All these words combined represent writing with students with special needs in an inclusion setting.
Below is some brief facts on the subject.
You can start helping students if you take a few minutes away from conferring during one writing period to just observe a student who has been off you radar. Notice the student’s behaviors, posture, focus and where their eyes are in the classroom. These things can give an insight on how the student views himself or herself in relation to writing.
Students with learning and behavioral disabilities have to major types of reading and problems; decoding and comprehension. Decoding problems involve the skills of identifying words accurately and fluently. Accuracy problems are most readily observed when students read orally, mispronouncing words, substituting one word for another, or omitting words.
Inclusive classrooms reflect the fact that students with communication and language differences are diverse groups. Some may have difficulties due to language barriers while other students cannot understand concepts whether they are presented in their native language or language spoken in the classroom.
Weakness, such as dysgraphia need to be recognized by allowing students to work with a variety of mediums and scaffolding. This includes accommodations such as thicker pencils, pencil grips, prediction software programs, writing frames, graphic organizers, planners, and scribes to more efficiently communicate their thought.
Scala, M. (2001). Working together: Reading and writing in inclusive classrooms. Newark, DE.: International Reading Association
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.
Flether, R. (1998). Craft lessons- teaching writing k-8 . Portland Maine: Stenhouse Pub
Krensky, S. (1998). Write away! . Scholastic.
Kluth, P. (2008). Just give him the whale! Heinemann.
Pg. 43 Tate, M. (2003). Worksheets don’t grow dendrites 20 instructional strategies that engage the brain. Corwin.
Karten, T. (2010). Inclusion strategies and interventions. Solution Tree Press
Kasser, L. (2005). Inclusive physical activity: A lifetime of opportunities. Champaign, IL: Human Kinetics.
Below is some brief facts on the subject.
You can start helping students if you take a few minutes away from conferring during one writing period to just observe a student who has been off you radar. Notice the student’s behaviors, posture, focus and where their eyes are in the classroom. These things can give an insight on how the student views himself or herself in relation to writing.
Students with learning and behavioral disabilities have to major types of reading and problems; decoding and comprehension. Decoding problems involve the skills of identifying words accurately and fluently. Accuracy problems are most readily observed when students read orally, mispronouncing words, substituting one word for another, or omitting words.
Inclusive classrooms reflect the fact that students with communication and language differences are diverse groups. Some may have difficulties due to language barriers while other students cannot understand concepts whether they are presented in their native language or language spoken in the classroom.
Weakness, such as dysgraphia need to be recognized by allowing students to work with a variety of mediums and scaffolding. This includes accommodations such as thicker pencils, pencil grips, prediction software programs, writing frames, graphic organizers, planners, and scribes to more efficiently communicate their thought.
Scala, M. (2001). Working together: Reading and writing in inclusive classrooms. Newark, DE.: International Reading Association
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.
Flether, R. (1998). Craft lessons- teaching writing k-8 . Portland Maine: Stenhouse Pub
Krensky, S. (1998). Write away! . Scholastic.
Kluth, P. (2008). Just give him the whale! Heinemann.
Pg. 43 Tate, M. (2003). Worksheets don’t grow dendrites 20 instructional strategies that engage the brain. Corwin.
Karten, T. (2010). Inclusion strategies and interventions. Solution Tree Press
Kasser, L. (2005). Inclusive physical activity: A lifetime of opportunities. Champaign, IL: Human Kinetics.