Search Results for: why bother giving access

Why Bother Giving Access To Curriculum For Students With Significant Disabilities?

Why should we bother giving access to curriculum for students with the most significant disabilities? I’ve spent 30+ years in the educational field working with students who have a label of significant intellectual disabilities. I have seen a number of practices and philosophies come and go in that time. What I have seen as a constant is that students rise to the level of expectation if given the opportunity. There is a new emphasis on providing instruction for students that allows them to access to curriculum and the same standards as their grade level peers. Some argue that “these...

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Five Posts You Might Have Missed

Before we take a break for the holidays, we wanted to share with you some posts that you might have missed. We recently celebrated our 300th post (an amazing feat if we do say so ourselves). Don’t worry, we will be around before the end of the year to talk about all the exciting things planned for 2015. Check out these carefully curated posts from this past year and if you feel so inclined, share them with a friend or colleague. 1. 12 Things To Remember When Working With Challenging Students Let’s face it. Some students are hard to work...

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Is Inclusion Just an Illusion?

  By Karen Copeland Editor’s Note: This post was originally written for a Canadian audience and reflects small edits in order to clarify the meaning for people in the United States and beyond. You can find the original post here.  The Illusion of Inclusion in Public Education This post is about the challenges families face with their children with disabilities being included in the public education system. Kids who are simply dropped off into regular classrooms without ensuring there are adequate supports in place to experience success. The idea that all kids should be supported while failing to provide enough resources...

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10 Behavior Management Strategies: A Special Educator’s Manifesto

  A version of this post was originally published here. By Nicole Dempsey If I could go back in time, what behaviour management advice would I give to myself as a newly qualified teacher (NQT)? As I see it, behaviour management, is the thing that sets the school teacher apart from the many other imparters of information. The rest—tutors, lecturers, instructors and so on—rarely, if ever, experience the same combination of circumstantial factors that a teacher finds in the classroom. She is significantly outnumbered by students who have not been given the choice to be there or not (although,...

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