Disabilities
A disorder in which one or more of the basic psychological processes involved in understanding or using spoken or written language, which may appear as an impaired ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Learning Disability
This strategy is an instructional support provided by teachers until the student is able to transition into independent thinking and learning.
Scaffolding
Responsibility and accountability for planning, differentiating, and delivering instruction, evaluating, grading, and disciplining students is equally distributed in this type of classroom.
Co-Teaching
What does ABC in ABC Analysis stand for?
Antecedent, Behavior, Consequence
Varying the manipulatives and or visuals within a lesson to tailor specific needs of students.
Instructional Material Accommodations
This is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects educational performance.
Speech and Language Disability
This strategy utilizes students to assist peers in learning through teaching.
Peer Tutoring
This relationship involves much communication such as sharing info with them, solicit feedback in a variety of ways, engage them in curriculum planning, hold meetings with them to develop IEPs/IFSPs, etc., invite them to volunteer at school/class events, etc.
Family Relationships
What sociocultural factors play into students behavior?
Time, movement, respect for enders, individual versus group performance
Extent to which a learning accommodation is easy to use, effective, appropriate, fair, and reasonable.
Acceptability
This disability is characterized by difficulties in social communication coupled with restricted, repetitive patterns.
Autism Spectrum Disorder
Students are individually taught strategies that can help them store, retrieve, and generalize information for academic task completion and to manage their own behavior.
Self Mediated Interventions
This relationship aims to observe each other’s classrooms, discuss their teaching, assessment, and classroom management practices, curricula, and instructional methods, and develop plans to facilitate the teaching, learning, and collaboration process.
Mentoring
Using humor, acknowledging and praising students, being aware of non-verbal communication, teaching mindfulness-based stress reduction strategies and using conflict resolution and peer mediation programs help to build up what in students?
Self- Esteem
Strategies for this type of differentiation include previewing, questioning, reciprocal teaching, collaborative reading groups, and story/text mapping.
Text Comprehension Strategies
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment that adversely affects educational performance.
Traumatic Brain Injury
PEMDAS and ROYGBIV is an example of this strategy.
Mnemonics
This relationship tends to focus more on helping educators learn about and implement instructional practices effectively, fostering student learning.
Coaching
Redirections, choice statements, interspersed requests and planned to ignore are examples of what kind of intervention?
Behavior Reduction Interventions
This differentiation addresses content integration, equity pedagogy, prejudice reduction, and fostering an empowering school culture and social structure.
Multicultural Differentiation
This disability is characterized by average to exceptional academic performance & IQ scores as well as having specialized skills, exhibition of good rote and long term memory and be detail oriented.
Asberger Syndrome
This strategy allows students to review material in a different way to help them review newly learned content to increase associations between new information and pre-existing knowledge.
Reprocessing
Working together to problem solve and implement mutually agreed-on solutions to prevent and address learning and behavioral difficulties and to coordinate instructional programs for all students.
Collaborative Consultation
This behavior must be observable (something one can see or hear) and measurable (we must be able to count the frequency or duration of the behavior).
Target Behavior
This differentiation strategy includes consistentence in use of language, gestures, facial expressions, pantomimes, etc., and modeling, questions, art forms, drama, simulations, etc. in order to develop students’ language competence.
English Language Learner Differentiation