The social curriculum conveys the values, belief systems, and expectations of behavior in school. It is just as important as the academic curriculum, but is often “hidden” for children with learning challenges. Here you’ll find some effective strategies to intentionally facilitate social inclusion in your classroom and school-wide.
Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.
In order for inclusion to be successful, it must exist at all levels of education: the community, the school, the classroom, and the lesson. This brief overview describes what inclusion looks like at each level.
In an inclusive class, plans must be responsive to students with learning differences, physical challenges, or social/emotional needs. An expert in inclusion shares some of her successful classroom management ideas, including use of color coding, student planners, and the morning “sponge.”
The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.
Learn about three common terms and descriptions related to reading instruction that may help give you a better understanding of what’s happening in your child’s classroom and what it means for your young learner.
Brain breaks are quick, structured breaks using physical movement, mindfulness exercises, or sensory activities. Learn how to use this strategy andwhy it works, and see it in action. A printable “brain break” bank is also provided.
Students with autism spectrum disorder have a number of unique challenges in the classroom. Learn how to set up work systems that can help your students become more independent by strengthening organization skills, reducing distractibility, understanding sequence of events, and more.
How your classroom is arranged can have a big effect on your ability to effectively manage your class. This article discusses some ideas you should keep in mind as you set up your classroom.
An organized classroom with defined areas and spaces can help students with autism in anticipating the requirements of a specific setting and to predict what will be happening during the instructional day. Get tips on how to organize your classroom.
Discover how one elementary teacher set up her classroom library, making it easy to use and inviting — encouraging her students to find joy in selecting and reading books they will love.
Children work at different paces. Here are some suggestions for how to keep your speedy workers occupied while their classmates finish their assignments.
A review of the research on the effective use of homework for students with learning disabilities suggests that there are three big ideas for teachers to remember: (1) the best use of homework is to build proficiency in recently acquired skills or to maintain skills previously mastered; (2) homework should be individualized; and (3) teachers should evaluate homework and provide detailed feedback to students.
Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
1 in 5 students have learning and attention issues. An extensive literature review of empirical studies revealed three critical mindsets and eight key practices that can improve outcomes for students with learning and attention issues — and all students.
To create environments most conducive to learning for students with autism and their peers without disabilities, teachers may need to examine ways in which classroom spaces are organized. Specifically, teachers may need to consider the sounds, smells, lighting, and seating options in the classrooms.
After more than 20 years of research, class size continues to be at the forefront of the educational and political agenda for schools, school districts, and school boards. Here is a snapshot of what research tells us about class size and student achievement.
Like class size reduction, increasing instructional time has lots of common-sense appeal as mechanism for raising student achievement. But more time in school can be costly. These key lessons summarize the current research on different approaches to organizing school time and schedules, beginning with the obvious question: Does more time make a difference?
How much homework is too much? Not enough? Who should get it? These are just a few of the questions that have been debated over the years. While the research produces mixed results, there are some findings that can help inform decisions about homework.
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
Learn simple ways you can make your classroom sensory-friendly to help students with sensory issues feel more comfortable and ready to focus on learning and socializing. Ideas include ways to adapt the classroom space, learning materials, lighting, noises, and smells.
Though circle-time may be difficult for students with ASD, with the appropriate modifications and additions to the activities and environment, the experience can be successful for students and staff alike. Get ideas that will help make morning meetings more meaningful to students, and will assist in increasing student success.
