Next time I would also put more emphasis on the importance of the speaking component of these vocabulary strategies. The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Content Objective: Language Objective: Language Objectives should be directly linked to the language Students will demonstrate comprehension of non-fiction texts at their instructional reading level.
How does this strategy provide comprehensible input for my students? About two weeks before school starts, she invites each of the three children and their families to come into the classroom for individual tours and get-to-know-you sessions with both herself and the special education teacher.
After the students have completed the content area reading, the students are being given an opportunity to read the vocabulary words in the context of the sentence frames and in the actual text.
It turns out that much of this is because they do not feel they are very knowledgeable, competent, or confident about how to educate SWD.
She has always found this method a bit disjointed and has wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too Bui, et al.
She makes sure to provide information about back-to-school night and extends a personal invitation to them to attend so they can meet the other families and children. Take a look.
Her regular ed students are excelling.