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14 Characteristics Special Education Students Cohort 1 (Andrew Wetzel …

- - - - is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.
        
        Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.
        
        Strategy 1: Students may benefit from using assistive technology.
        
        The schedule must have short activity times and must alternate between physical and sitting down activities. The schedule must also try and incorporate some aspects of self-care so that children start becoming more independent in putting on or taking off shoes, going to the toilet, or feeding themselves.
        
        Strategy 2: Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept away. Medicines must be kept out of reach. In addition to this, make sure that none of the children can lock themselves up in any room. Small beads or other toy parts that the children could put in their mouth must be kept away if a child has a tendency to do that. If the child has seizures, you may need to look at padding the corners of furniture to avoid injury.
        
        Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
        
        Strategy 4: Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.
        
        Strategy 1: Reinforce learning by using real-life examples and environments.
        
        Strategy3: Use clear, succinct, straightforward language.
        
        Strategy 2: One-to-one tutoring in subjects may be important; this can include peer tutoring.
        
        Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.
        
        Strategy 5:Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.
        
        Strategy 4:Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.
        
        Strategy 3: Consider tailoring reading lists and provide guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.
        
        Strategy 2: Provide reading lists well before the start of a course so that reading can begin early.
        
        Strategy 1: Provide an outline of what will be taught - highlight key concepts and provide opportunities to practise new skills and concepts.
- - - - speech recognition software
      - alternative keyboards and mice
      - augmentative and alternative communication devices
      - word prediction software
      - screen reading software
      - academic software for students with disabilities
- - - - IEP should be the first step to help.
        
        Citaiton Pages for 10 and 11 https://docs.google.com/document/d/1Zxbnuiv4JSp2y34UA2ZFMk-ERBIaCMdvrYB82qMH-pg/edit