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Special Ed. Part 2 Outline

Special Ed. Part 2 Outline. Reference/Source: "Special Education in Ontario Schools", p.65 Reference/Source: "Education for All" p. 65 & 108. Components of Explicit Strategy Instruction. 1. Process and Content Objectives: effectively used for children with special needs

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Special Ed. Part 2 Outline

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  1. Special Ed. Part 2 Outline Reference/Source: "Special Education in Ontario Schools", p.65Reference/Source: "Education for All" p. 65 & 108

  2. Components of Explicit Strategy Instruction • 1. Process and Content Objectives: • effectively used for children with special needs • have all the components for neurodevelopment functions :

  3. Such as: • phonological awareness • morphology • semantic facility • sentence • comprehension • discourse comprehension, • active working memory • automization • paired association memory • spatial processing and pattern recognition. • ……for example.

  4. 2. When and Where to use this Strategy: • Children with reading disabilities need help achieving reading fluency. The Read Aloud narrative, whether fiction or non-fiction can be used daily as a corrective measure or possible remedy for some day-to-day school problems associated with learning disabilities in Reading/Language such as:

  5. Reading Problems: • loses place regularly • makes many flying guesses • does not attempt a new or strange word • ignores punctuation and other cues • makes up words, telescopes • reverses and transposes • loses meaning of a sentence from beginning to end • gets events out of sequence • infers content that is not there • forgets details • does not seem to retain a basic stock of spelling words\often uses creative, phonetic spelling words

  6. 3. Rationale for using the Process and Content of this Strategy with Special Needs Students: • Read aloud literature in both process and content can strengthen the areas of:

  7. Things like: • Reading/Language • Writing Skills • Personal Organization • Copying/Note-Making • and Social Skills. • (page 65, Spec. Ed. In Ont. Schools)

  8. 4. To model this strategy • I will display several samples of effective and good quality children's books. I will read 3 in particular:

  9. Read Alouds: • Grill Pan Eddy • Bedtime at the Swamp • Superhero ABC

  10. 5. Anecdotal Evidence of Strategy Effectiveness: • There are massive amounts of accumulated data on the value of Read Alouds and the use of the Narrative. "The repeated interactive read-aloud technique is a research-based approach to comprehension and vocabulary development in preschool and kindergarten." (2007 international Reading Association) (pp.742-751) • See Internet links and Resources on previous page.

  11. 6. Cue Students for Transfer and Generalization: • I have chosen a selection of Read-Aloud books for display, as a sample of using this strategy in the Language Arts Junior and Intermediate Divisions.

  12. Thank you And now to the story…..

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