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Special Education - Coggle Diagram

- - - - Executive functioning
      - Working memory
      - Processing speed
    - - Time off the clock
      - Masking (CPR)
      - Attention checks
      - Stand still
      - External motivators
      - Eye contact/proximity
      - Declarative directions
      - Fidget tools
  - - - Never demand a student to close their eyes
      - Sensory tools
      - Teach variety
    - - Kidnapping
      - War
      - Getting lost
      - Being robbed/accosted
      - Being stalked
      - Car accident
    - - Self-Awareness
      - Strong student-teacher relationships
      - Show students that teachers believe in them
      - Live, Laugh, Love
  - - - Belligerent behavior on behalf of other students
      - Zero-tolerance policies
      - Harsh suspensions
    - - Proactivity
        
        Encourage (positive) social interactions
        
        Classroom discussions
        
        Group projects
        
        Clubs & Extra-curricular activities
        
        Art
        
        Chess
        
        Choir
        
        Community services
        
        Dance
        
        Music
        
        Sports
        
        Non-verbal cues
        
        Maintain eye contact
        
        Positive facial expression
        
        Stand or sit tall and straight
        
        Keep your feet still
        
        Don't cross arms or legs
  - - - Identify students with test anxiety
      - Teach study skills
      - Teach effective test-taking skills
      - Teach anxiety reduction strategies
      - Attribution training
      - Create accessible and student-friendly tests
      - Involve students in test creation process
      - Provide appropriate testing accommodations
      - Employ technology-based testing
      - Consider collaborative test-taking arrangements
      - Consider a range of scoring methods
      - Host workshops and provide parents & students with resources
      - Teach strategies and other actions to overcome test anxiety
  - - - Lack of appropriate government funding
      - Equity question: balancing gifted + regular students
        
        Gifted students mixing with regular students
        
        'Gifted schools' are typically only 1 day per week
      - Main difference between the two types of classrooms are that gifted classes involve more creative, innovative techniques
      - Admission into program requires passing test that can be taken multiple times
      - Being in the gifted program makes little difference in overall achievement by the end of high school (grade 12)
    - - Reforms
        
        Appeal to child prodigies by making it more challenging for students to be admitted into the program
        
        Teach higher level education at 'gifted schools' than what is being currently administered
  - - - Make things predictable
      - Tell them what's important
      - Adjust how you communicate
      - They take you at your word, so, mean what you say
      - They experience the world differently
      - Make compassionate assumptions
      - Everything starts with rapport
      - Approach it all like teaching swimming
  - - - Place emphasis on behaviors
      - Problem-solving should be collaborative
      - Problem-solving should be proactive
      - Kids do well if they can
      - Doing well is preferable
    - - Unsolved problem
      - Adult takes lead on Plan B
        
        Specify high-priority unsolved problems
        
        Designate person primarily responsible for solving the problem with the student
        
        Follow the remaining sequence to track the three steps involved in collaboratively solving the problem
        
        Empathy Step
        
        Define Adult Concerns Step
        
        Invitation Step
        
        Add new unsolved problems as old ones are solved
      - Identify kid's concerns (Empathy Step)
      - Identify adult's concerns (Define the Problem Step)
      - Agree upon a solution (Invitation Step)
- - - - Respectful Tasks
      - Quality Curriculum
      - Flexible Groupings
      - Continual Assessment
      - Building Community
    - - Flexible Learning Groups
      - Personal Response and Choice
      - Respectful Tasks
      - Shared Responsibility for Learning
    - - Differentiate Environment
      - Differentiate Content
      - Differentiate Process
      - Differentiate Products
      - Differentiate Assessments
    - - Reading/Written language
      - Oral language
      - Visual representations
      - Audio representations
      - Tactile representations
      - Gestural representations
      - Representation to oneself
      - Spatial representations
- - - - Accommodations
        
        Make adjustments to the learning process
        
        Peer reader
        
        Text-to-speech
        
        Audio recording
        
        Providing text ahead of time
        
        Must be implemented by all educators
      - Instructional
        
        Impact to learning
        
        Learning from textbooks
        
        Worksheets
        
        Internet research
        
        Mathematics problem-solving
        
        Reading script in drama class (reader's theatre)
        
        Learning from notes on the board
      - Environmental
        
        Seating arrangement(s)
        
        Level of noise when working
      - Assessment
        
        True knowledge
        
        Impute error
        
        Processing error
        
        Recording error
        
        Effort
      - Modifications
        
        Changes in age-appropriate grade-level expectations
        
        Identify current level of achievement
        
        Identify annual program goal(s)
        
        Identify learning expectations
    - - Responsibility
      - Independent Work
      - Initiative
      - Organization
      - Collaboration
      - Self-Regulation
- - - - Behavior
    - - Giftedness
      - Mild Intellectual Disability
      - Developmental Disability
    - - Multiple Exceptionalities
    - - Autism
      - Deaf and hard-of-hearing
      - Language impairment
      - Speech impairment
      - Learning disability
    - - Physical disability
      - Blind and Low vision