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Sequence 212How ls Dyslexia Diagnosed? Schools may use a new process called Response to Interven- tion (RTI) to identify children with… |
Sequence 213dyslexic individuals "read backwards," although spelling can look quite jumbled at times because students… |
Sequence 214dyslexia receive academic therapy outside of school, the therapist should work closely with classroom teachers, special… |
Sequence 215has several of these characteristics that persist over time and interfere with his or he,- learning. Oral Language • Late… |
Sequence 216• "Stumbles" through longer words • Poor reading comprehension during oral or silent reading, often because… |
Sequence 217• Messy and unorganized papers • Difficulty copying • Poor fine motor skills • Difficulty remembering the kinesthetic… |
Sequence 218• Poor sense of time • Forgets homework • Messy desk • Overwhelmed by too much input • Works slowly If your child is… |
Sequence 219Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 220Teachers who use this approach help students perceive the speech sounds in words (phonemes) by looking in the mirror when they… |
Sequence 221What Is the Rationale Behind Multisensory, Structured Language Teaching? Students with dyslexia often exhibit weaknesses in… |
Sequence 222the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 223Summary: What Are the Principles of a Multisensory, Structured Language Approach? Additional ways to enhance foreign language… |
Sequence 224phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 225Wolf, M. Proust and tile Sq11id: The Story a11d Science of the Reading Brain. New York: HarperCollins, 2007. TIie… |
Sequence 226cial that this specialized instruction begin at the student's current level of reading skill development, rather than at… |
Sequence 227grade may only need to read a few letters and two or three common words to score well enough to reach a score of "… |
Sequence 228ing) skills. Instead, oral language abilities (listening and speaking) are considered the best predictors of reading and… |
Sequence 229Word Recognition Word recognition is the ability to read single printed words. It is also called word reading or word… |
Sequence 230made up of words, word parts (such as syllables), and individual sounds (phonemes). We must be able to think about, remember… |
Sequence 231ties students with dyslexia might have had in learning language or with memory can affect the ability to learn the meanings of… |
Sequence 232Middle and Secondary School • Reluctant readers • Slow, word-by-word readers; great difficulty with words in lists, nonsense… |
Sequence 233Diagnosis A diagnosis of dyslexia begins with the gathering of information gained from interviews, observations, and testing… |
Sequence 234types of content and methods that research has shown to be effective for students with dyslexia and other poor readers. If… |
Sequence 235How Are ADHD and Dyslexia diagnosed? ADHDand dyslexia are diagnosed differently. An evaluation for ADHD is carried out by a… |
Sequence 236Is ADHD Overdiagnosed? The American Medical Association and the Centers for Disease Control and Prevention have concluded… |
Sequence 237ganization. The ADHD writer often has difficulty with organization and proofreading. Both the dyslexic writer and the ADHD… |
Sequence 238with ADHD will improve and develop enough coping skills so that their symptoms no longer have a negative impact on their… |
Sequence 239HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 240Schools Attuned is one of several programs developed by All Kinds of Minds, a non profit organization dedicated to… |
Sequence 241"Schools Attuned has helped our teachers go beyond the diagnosis that the kids come in with-like ADD-and helps them… |
Sequence 242and 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 243POLICY FOR SUPPORTING CHILDREN IN THE CLASSROOM by Arbor Montessori School (Decatur, GA) Arbor Montessori School, about to… |
Sequence 244Health's twenty-year research on reading suggests that sixty percent of children will face challenges in learning this… |
Sequence 245INDEPENDENCE, WORK CYCLES, AND CLASS SIZE ln our classrooms we are committed to supporting each child to develop his or her… |
Sequence 246Our parent education and support programs carry out our in- tention to partner with parents in serving the child. The Head of… |
Sequence 247INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 248When 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 249services had there been such a thing at the time. Dr. Montessori was "the first professional who saw that retardation… |
Sequence 250sequences at an individualized pace. While some lessons are done in small or large groups, the philosophy is based in… |
Sequence 251and their environment a long side peers. Si- Choice making, so critical to the life of mon, who experiences a child with… |
Sequence 252port system that benefits one and all. All children can learn together while forging close bonds of friendship along the way… |
Sequence 253organized work patterns benefits a typically developing child, it ac- tually makes education possible for the child with… |
Sequence 254Materials that teach through activity and are self-correcting allow children with disabilities to learn without the… |
Sequence 255was a critical key in the evolution of the inclusion of children with significant and severe disabilities. Additionally, one… |
Sequence 256• A child with blindness and no other disability • A child with deafness and no other disability Children who experienced… |
Sequence 257lowed our guides to develop both professionally and personally in ways they could not have initially imagined. Additionally,… |
Sequence 258Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 259PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 260fifteen percent of the school population is served by these and other special programs at the school. Throughout this process… |
Sequence 261mal training on the characteristics of different learning disabilities or on specific accommodations, modifications, and/ or… |
Sequence 262and employed to lead these classes, five days a week for forty-five minutes a day. The instructors are supervised and… |
Sequence 263As our adolescent community students trans1t10n from our middle school program into high school, they have benefited from the… |
Sequence 2646. If an outside specialist would like to observe, the educational specialist is happy to coordinate these observations. How… |
Sequence 265a. Further assessment by either the educational specialist or another trained professional; b. Hearing and eye examinations… |
Sequence 266Radius and Lesniak list the benefits of the SST process in im- proving student learning: • a way for students to gain control… |
Sequence 267ment of trust and teamwork. We generally decide to use it when we find that some aspect of the normal flow of mutual… |
Sequence 268The SST Process at Santa Cruz Montessori School tcp One: ltequl'~t ror Assi.stanre An;one can make a requQI for SST as.… |
Sequence 269SST Instructions for Teachers •Jle,,ien the studenfs records, paying particular attention 10: Amounl and qu3lily of class… |
Sequence 270i Modifications and Strategies Checklist Student Date _____ _ Teacher ______________________________ _ Please check any… |
Sequence 271Parent Contribution Sheet !'lease complete and bring this sheet 10 the meet mg. Tins will help you to be part of the te,… |
Sequence 272Student Contribution Sheet Please complete this conrribu1iott sheet/or our meeting. It ll'i/1 help us support you 11s be,… |
Sequence 273i SST Instructions for Specialists •Rtview your client's rcrords, paying p11rc-icuh1r attention to: Assessment results… |
Sequence 274Educational Specialist Contribution Sheet Pleme comp/ere und bring rhis sheet 10 rhe meeri11g. This will help you 10 be part… |
Sequence 275Student Success Teams Handbook Santa Cruz Montessori School Meeting Time and Day: ________ _ Adap1cd from: Radius. M… |
Sequence 276Dear EfTcc1ive 1camwork bc1ween you and 1he siatf al Santa Cruz Momessori can impro, c the quality of education for your… |
Sequence 277~ What Is the Purpose of the Meeting? I ... _ Al this meeting we will develop an action plan to address your child's… |
Sequence 278N --.J N ::::l ;,; ~ ~ ~ ~ .., ~ & :- -~ ~ N t :::· o;; N a c::, 'O (/) ll> ~ iii Q… |
Sequence 279Name: xxxxxxx Blrthdalc: xxxxxx Tutor: XXXXX SA~ll'LE Student Adantalions Sbccl Class: Scbool ycnr: 2008/09 Grade… |
Sequence 280Santa Cruz Montessori School Educational S1>ecialist Job Description Description: Under the supervision and with the… |
Sequence 281•monitoring adaptations, accommodations. modifications. etc. listed in the plan for each 7 student •meeting "ith… |
Sequence 282•Training and Coordination of In-Class Tutors & Allied Professionnls •monthly group meetings with all tutors. and… |
Sequence 283Private In-Class Tutoring Policy I. Fees during school hours i11-class: 55 minutes with one student == $30 55 minutes with… |
Sequence 284Primarv Screening Tools Winter 2009 I. Slingerland Pre-reading Screening Procedures II. Visual Perception-Visual… |
Sequence 285PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 286The Cobb School has a process in place to iden- tify students who would benefit from a modifica- tion of the program (see… |
Sequence 287nificant improvement has been noted, the teacher and/ or program coordinator will contact the parents. Any other relevant Cobb… |
Sequence 288ties, and may be used as a preliminary quantitative measure when identifying students with special needs. The learning… |
Sequence 289The Cobb School Montessori Process for Helping Students with Learning Needs Student's name, ___________________ _ Date… |
Sequence 290The Cobb School Montessori Teacher's Referral Student's name ___________________ _ Date of Birth ________ _… |
Sequence 291List and describe strategies that have been used with the child: Results of those strategies: Suggestions/ recommendations… |
Sequence 292The Cobb School Montessori Parents' Inquiry* Student's name ___________ _ Date of Birth. ____________ _ Parents… |
Sequence 293CLASSIFIEDS Alabama Are you a visionary? To suc- cessfully guide an entire school community into a future of success and… |
Sequence 294Alasaka Montessori Borealis, a program of the Juneau School District in beautiful Juneau-Alaska's capital city-is… |
Sequence 295The Montessori Training Center of Minnesota Enjoy the rewards of helping children develop in harmony with life ... Upcoming… |
Sequence 296the Napa Valley wine country). Opening fall 2009. Must have or be working toward a California credential. Flexibility and… |
Sequence 297Colorado Boulder, Colorado's Public Montessori School is completing its expansion for the 2009-10 school year. We are… |
Sequence 2982700 27th Street, NW Washington, O.C. 20008 or <e.m i tchell@aidanschool .org> Florida Openings for Fall 2009… |
Sequence 299The HAND is the instrument of the MIND. ❖ The CHILD is the instrument of the FUTURE. t~) Teacher Training al The… |
Sequence 300Georgia Montessori of Macon in Macon, Georgia is seeking an Education Director with a flexible start date, commencing no… |
Sequence 301world. Come see why Atlanta is an exciting and vibrant place to Jive, both personally and professionally. Our schools… |
Sequence 302AMI or AMS certified elementary lead teacher for the 2009-2010 school year. ThefuJl-timeposition includes hea Ith benefits… |
Sequence 303classrooms are supplied with a di- verse set of materials and teaching equipment, which is, designed to foster physical, in… |
Sequence 304Toapply,submityourapplication on-Line via our website at www. cpsd.us byclickingon Employment Opportunities. Oak Meadow… |
Sequence 305Minnesota Montessori School of Duluth is seeking AMI trained Children's House Guide for established class beginning… |
Sequence 306l._~ ~, ~ ~ Montessori ~Institute ======= MINW Northwest Come to the beautiful Pacific Northwest for ' Montessori… |
Sequence 307New York Montessori School of Syracuse in Central New York welcomes experienced Montessori trained teachers in our primary… |
Sequence 308This full time position offers a competitive salary and benefits. Visit www.FollowtheChiJd.org to learn more about oux… |
Sequence 309Montesseii ?!:7!\~ar Receive Your A.M./. Diploma for Teaching Ages 6-12 ! UPCOMING COURSES IN MILWAUKEE, WI Academic-year… |
Sequence 310Pennsylvania Penn-Mont Academy, the sec- ond oldest continuously operating Montessori school in America, is seeking a… |
Sequence 311Salary commensurate with ex- perience+ healthy bonus based on parent and student satisfaction For additional information con… |