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Sequence 3in reading and spelling among her students with high IQs. "Some of these bright students were being thwarted… |
Sequence 4They sorted, with computer-like efficiency, the words of our language containing various single phonograms, those containing… |
Sequence 5among nations continues to advance our understanding of the brain and the treatment and remediation of dyslexia. Paul Irvine… |
Sequence 6teacher training programs. Like the international and national Mon- tessori organizations, the International Dyslexia… |
Sequence 1JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |
Sequence 2guage skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives;… |
Sequence 3are likely to benefit from systematic, explicit instruction in reading, writing, and language. Dyslexia occurs in people of… |
Sequence 4How ls Dyslexia Diagnosed? Schools may use a new process called Response to Interven- tion (RTI) to identify children with… |
Sequence 5dyslexic individuals "read backwards," although spelling can look quite jumbled at times because students… |
Sequence 6dyslexia receive academic therapy outside of school, the therapist should work closely with classroom teachers, special… |
Sequence 7has several of these characteristics that persist over time and interfere with his or he,- learning. Oral Language • Late… |
Sequence 8• "Stumbles" through longer words • Poor reading comprehension during oral or silent reading, often because… |
Sequence 9• Messy and unorganized papers • Difficulty copying • Poor fine motor skills • Difficulty remembering the kinesthetic… |
Sequence 10• Poor sense of time • Forgets homework • Messy desk • Overwhelmed by too much input • Works slowly If your child is… |
Sequence 11Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 12Teachers who use this approach help students perceive the speech sounds in words (phonemes) by looking in the mirror when they… |
Sequence 13What Is the Rationale Behind Multisensory, Structured Language Teaching? Students with dyslexia often exhibit weaknesses in… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 15Summary: What Are the Principles of a Multisensory, Structured Language Approach? Additional ways to enhance foreign language… |
Sequence 16phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 17Wolf, M. Proust and tile Sq11id: The Story a11d Science of the Reading Brain. New York: HarperCollins, 2007. TIie… |
Sequence 18cial that this specialized instruction begin at the student's current level of reading skill development, rather than at… |
Sequence 19grade may only need to read a few letters and two or three common words to score well enough to reach a score of "… |
Sequence 20ing) skills. Instead, oral language abilities (listening and speaking) are considered the best predictors of reading and… |
Sequence 21Word Recognition Word recognition is the ability to read single printed words. It is also called word reading or word… |
Sequence 22made up of words, word parts (such as syllables), and individual sounds (phonemes). We must be able to think about, remember… |
Sequence 23ties students with dyslexia might have had in learning language or with memory can affect the ability to learn the meanings of… |
Sequence 24Middle and Secondary School • Reluctant readers • Slow, word-by-word readers; great difficulty with words in lists, nonsense… |
Sequence 25Diagnosis A diagnosis of dyslexia begins with the gathering of information gained from interviews, observations, and testing… |
Sequence 26types of content and methods that research has shown to be effective for students with dyslexia and other poor readers. If… |
Sequence 27How Are ADHD and Dyslexia diagnosed? ADHDand dyslexia are diagnosed differently. An evaluation for ADHD is carried out by a… |
Sequence 28Is ADHD Overdiagnosed? The American Medical Association and the Centers for Disease Control and Prevention have concluded… |
Sequence 29ganization. The ADHD writer often has difficulty with organization and proofreading. Both the dyslexic writer and the ADHD… |
Sequence 30with ADHD will improve and develop enough coping skills so that their symptoms no longer have a negative impact on their… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 2Schools Attuned is one of several programs developed by All Kinds of Minds, a non profit organization dedicated to… |
Sequence 3"Schools Attuned has helped our teachers go beyond the diagnosis that the kids come in with-like ADD-and helps them… |
Sequence 4and the payoff the MSD kids get as a result of our corn mi tment to the All Kinds of Minds training." At Arb or… |
Sequence 1POLICY FOR SUPPORTING CHILDREN IN THE CLASSROOM by Arbor Montessori School (Decatur, GA) Arbor Montessori School, about to… |
Sequence 2Health's twenty-year research on reading suggests that sixty percent of children will face challenges in learning this… |
Sequence 3INDEPENDENCE, WORK CYCLES, AND CLASS SIZE ln our classrooms we are committed to supporting each child to develop his or her… |
Sequence 4Our parent education and support programs carry out our in- tention to partner with parents in serving the child. The Head of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 3services had there been such a thing at the time. Dr. Montessori was "the first professional who saw that retardation… |
Sequence 4sequences at an individualized pace. While some lessons are done in small or large groups, the philosophy is based in… |
Sequence 5and their environment a long side peers. Si- Choice making, so critical to the life of mon, who experiences a child with… |
Sequence 6port system that benefits one and all. All children can learn together while forging close bonds of friendship along the way… |
Sequence 7organized work patterns benefits a typically developing child, it ac- tually makes education possible for the child with… |
Sequence 8Materials that teach through activity and are self-correcting allow children with disabilities to learn without the… |
Sequence 9was a critical key in the evolution of the inclusion of children with significant and severe disabilities. Additionally, one… |
Sequence 10• A child with blindness and no other disability • A child with deafness and no other disability Children who experienced… |
Sequence 11lowed our guides to develop both professionally and personally in ways they could not have initially imagined. Additionally,… |
Sequence 12Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 1PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 2fifteen percent of the school population is served by these and other special programs at the school. Throughout this process… |
Sequence 3mal training on the characteristics of different learning disabilities or on specific accommodations, modifications, and/ or… |
Sequence 4and employed to lead these classes, five days a week for forty-five minutes a day. The instructors are supervised and… |
Sequence 5As our adolescent community students trans1t10n from our middle school program into high school, they have benefited from the… |
Sequence 66. If an outside specialist would like to observe, the educational specialist is happy to coordinate these observations. How… |
Sequence 7a. Further assessment by either the educational specialist or another trained professional; b. Hearing and eye examinations… |
Sequence 8Radius and Lesniak list the benefits of the SST process in im- proving student learning: • a way for students to gain control… |
Sequence 9ment of trust and teamwork. We generally decide to use it when we find that some aspect of the normal flow of mutual… |
Sequence 10The SST Process at Santa Cruz Montessori School tcp One: ltequl'~t ror Assi.stanre An;one can make a requQI for SST as.… |
Sequence 11SST Instructions for Teachers •Jle,,ien the studenfs records, paying particular attention 10: Amounl and qu3lily of class… |
Sequence 12i Modifications and Strategies Checklist Student Date _____ _ Teacher ______________________________ _ Please check any… |
Sequence 13Parent Contribution Sheet !'lease complete and bring this sheet 10 the meet mg. Tins will help you to be part of the te,… |
Sequence 14Student Contribution Sheet Please complete this conrribu1iott sheet/or our meeting. It ll'i/1 help us support you 11s be,… |
Sequence 15i SST Instructions for Specialists •Rtview your client's rcrords, paying p11rc-icuh1r attention to: Assessment results… |
Sequence 16Educational Specialist Contribution Sheet Pleme comp/ere und bring rhis sheet 10 rhe meeri11g. This will help you 10 be part… |
Sequence 17Student Success Teams Handbook Santa Cruz Montessori School Meeting Time and Day: ________ _ Adap1cd from: Radius. M… |
Sequence 18Dear EfTcc1ive 1camwork bc1ween you and 1he siatf al Santa Cruz Momessori can impro, c the quality of education for your… |
Sequence 19~ What Is the Purpose of the Meeting? I ... _ Al this meeting we will develop an action plan to address your child's… |
Sequence 20N --.J N ::::l ;,; ~ ~ ~ ~ .., ~ & :- -~ ~ N t :::· o;; N a c::, 'O (/) ll> ~ iii Q… |
Sequence 21Name: xxxxxxx Blrthdalc: xxxxxx Tutor: XXXXX SA~ll'LE Student Adantalions Sbccl Class: Scbool ycnr: 2008/09 Grade… |
Sequence 22Santa Cruz Montessori School Educational S1>ecialist Job Description Description: Under the supervision and with the… |
Sequence 23•monitoring adaptations, accommodations. modifications. etc. listed in the plan for each 7 student •meeting "ith… |
Sequence 24•Training and Coordination of In-Class Tutors & Allied Professionnls •monthly group meetings with all tutors. and… |
Sequence 25Private In-Class Tutoring Policy I. Fees during school hours i11-class: 55 minutes with one student == $30 55 minutes with… |
Sequence 26Primarv Screening Tools Winter 2009 I. Slingerland Pre-reading Screening Procedures II. Visual Perception-Visual… |
Sequence 1PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 2The Cobb School has a process in place to iden- tify students who would benefit from a modifica- tion of the program (see… |
Sequence 3nificant improvement has been noted, the teacher and/ or program coordinator will contact the parents. Any other relevant Cobb… |
Sequence 4ties, and may be used as a preliminary quantitative measure when identifying students with special needs. The learning… |
Sequence 5The Cobb School Montessori Process for Helping Students with Learning Needs Student's name, ___________________ _ Date… |
Sequence 6The Cobb School Montessori Teacher's Referral Student's name ___________________ _ Date of Birth ________ _… |
Sequence 7List and describe strategies that have been used with the child: Results of those strategies: Suggestions/ recommendations… |
Sequence 8The Cobb School Montessori Parents' Inquiry* Student's name ___________ _ Date of Birth. ____________ _ Parents… |
Sequence 1PART 1. THE INTERFACE BETWEEN THE SECOND AND THIRD PLANES OF DEVELOPMENT It is therefore the life of man and his values… |
Sequence 2recently come under scrutiny, especially at the nine-to- twelve level, as needing significant internal reform. The expansion… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 2of persistence in their tasks, the variety of interests that swelled the momentum of the school, the adolescents'… |
Sequence 3Margaret E. Stephenson first used the world interface in the early 1970s to describe the overlapping relationship between the… |
Sequence 4The foundation for the disciplines is laid throughout the pri- mary curriculum: Mathematics, geography, zoology, and botany,… |
Sequence 5gives an overview of unit, ten, hundred, and thousand. That is a direct connect to the materialization of those orders of… |
Sequence 6THE NEED FOR ELEMENTARY-ADOLESCENT INTERFACE What are the motivating factors or psychological conditions of the child-… |
Sequence 7EDU H Ji i \--)! ,,. __ ' -1 '\, -~ ~ t . .. '-L, 0 µ.J Figure 1. Cosmic Education and the… |
Sequence 8The importance is to go from the study key to reality outside the school walls using the discipline as the structure of the… |
Sequence 9activity, thereby bringing up the existing schema and altering it in light of the new information. 3. A key lesson is often… |
Sequence 10in the real world, means that we cannot limit the child or ourselves to one subject at a time, to one box or compart- ment of… |