special education
oba4
ED4391.docx
Now that you have chosen the student on whom you want to focus your INCLUDE strategy, complete the information below. To make this work, you will need to expand on the information about your student. Think like a teacher. Use all the information given you in the case study and what you’ve studied about the INCLUDE strategy and start to build what the student could conceivably struggle with in your room (in each area below) and how you will address it (based on the textbook content) so the student has an optimal learning opportunity. This will take some amount of creativity to decide on what might be the “identified problem” in each area. Then you can use the textbook to guide you to the possible solution.
Classroom Demands (pg. 152-157)
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Identified Problem: physical disability |
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Explain how the problem is exhibited by your student: time lost from school during surgery, and relocation to the U.S. |
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What change(s) you will try: Word-Identification and reading Fluency strategy |
Demand: Classroom Grouping (pg. 158-160)
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Identified Problem: |
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Explain how the problem is exhibited by your student:
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What change(s) you will try: |
Demand: Instructional Materials (pg. 161 - 170)
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Identified Problem: |
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Explain how the problem is exhibited by your student:
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What change(s) you will try: |
Demand: Instructional Methods pg. 170 - top of 176)
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Identified Problem: |
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Explain how the problem is exhibited by your student:
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What change(s) you will try: |
Demand: Student Evaluation (pg. middle of 176)
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Identified Problem: |
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Explain how the problem is exhibited by your student: |
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What change(s) you will try: |
Conclusion: Share here how working through this exercise for a student helped you think more like a teacher.
