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	<title>School of Educators &#187; Inclusive Education</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<item>
		<title>Wonderful Book on Dyslexia</title>
		<link>http://schoolofeducators.com/2012/01/wonderful-book-on-dyslexia/</link>
		<comments>http://schoolofeducators.com/2012/01/wonderful-book-on-dyslexia/#comments</comments>
		<pubDate>Tue, 31 Jan 2012 13:29:55 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Books]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[book on dyslexia]]></category>
		<category><![CDATA[inclusive education]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Wonderful Book on Dyslexia]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3183</guid>
		<description><![CDATA[]]></description>
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		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Improving the Training of School Administrators</title>
		<link>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/</link>
		<comments>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/#comments</comments>
		<pubDate>Mon, 18 Jul 2011 06:52:25 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Training]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2665</guid>
		<description><![CDATA[Among the meager benefits of the, &#8220;No Child Left Behind&#8221; legislation has been the additional &#8220;training&#8221; that has been provided for practicing classroom teachers and school administrators. Additional training for classroom teachers has, deservedly, received a lot of attention because of the improved learning that it is likely to enable teachers, to facilitate for their students. Additional training for school administrators ( school principals and school superintendents and school teachers ) should also receive a lot of attention because of the improved effectiveness, with which it is likely to enable them, to operate their schools and school systems. Reportedly, some school administrators have been somewhat resistant to, and/or resentful of, mandates that they be provided with additional training. It is understandable how some, veteran, school administrators might consider that their ages, years of experience, accumulated knowledge and authority make them needless of additional training or preparation for their jobs. Hopefully, however, these persons will realize that rapid changes in, and increased vicissitudes of, school operations make it necessary for all school personnel to get the most up-to-date preparation and training that can be provided. The need for practicing school teachers and school administrators to get continual training is, in and of itself, a monumental change that needs to be recognized and acknowledged. The need of some practicing school administrators for improved training and preparation, in some specific areas, has escaped the notice of some persons, but is painfully evident to others. One particular area of needed improvement, in the training ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teaching tips: Step-by-step guide to preparing students for presentations</title>
		<link>http://schoolofeducators.com/2011/06/teaching-tips-step-by-step-guide-to-preparing-students-for-presentations/</link>
		<comments>http://schoolofeducators.com/2011/06/teaching-tips-step-by-step-guide-to-preparing-students-for-presentations/#comments</comments>
		<pubDate>Tue, 07 Jun 2011 05:14:37 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[3 Rs]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Education and technology]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2575</guid>
		<description><![CDATA[Mumbling voice shuffling feet averted eyes fidgeting fingers on crumpling note cards These are the common elements of a student struggling to give an oral presentation in front of a class of their peers. As oral presentations and public speaking continues to be an important part of the curriculum at all levels, finding a way to ensure students are capable of confidently delivering information in front of audiences is paramount to academic success. Both teachers and students can follow a few guidelines in preparing to deliver oral presentations. 1. Start Simple. On the first day of class, have students stand and introduce themselves to the rest of the class, including something they think is interesting about themselves. This encourages oral communication from the very start, and establishes speaking in public as an expectation of the curriculum. Continue the culture of oral presentation by consistently asking students to stand and face the class when answering simple checking for understanding questions. As the curriculum becomes more interactive and the students feel more relaxed about speaking aloud to the group, teachers can expand upon opportunities for presentation. If two students disagree about a story element, for example, have them stand up before the class and present their sides of the argument in an impromptu debate. By making simple, short and unrehearsed presentations a natural part of the curriculum, students will become more comfortable with the idea of speaking in front of a group. 2. Audience Rules. Establish strict guidelines for the audience from ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teach Teamwork To Students</title>
		<link>http://schoolofeducators.com/2011/05/teach-teamwork-to-students/</link>
		<comments>http://schoolofeducators.com/2011/05/teach-teamwork-to-students/#comments</comments>
		<pubDate>Thu, 05 May 2011 09:45:07 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2448</guid>
		<description><![CDATA[Why is it important to teach teamwork to students and how can it be done? With the increasing use of social networking, instant messaging and online communication students are becoming connected to more and more people. I do feel positive about the increase of this type of communication and the growth of the internet as a learning tool. However, students seem to be interacting face to face with their peers less often, and some key communication and teamwork skill are being left behind and not taught effectively. Despite the growth of online communication, direct communication will always be important and necessary. Those people with these communication skills will be at an advantage as opposed to those who can’t quite get along with their peers. There are many group work tasks you can give to teach teamwork to students and allow them to practice their positive and productive communication with each other. There are projects students can work on in teams, jobs students can complete together and a huge range of games students can play that involve productive teamwork skills to be successful. To teach teamwork to students however you also need to highlight to them the importance of teamwork and also what skills they will need to communicate effectively and work well in a team. Here are some vital skills you can highlight and discuss with your students. Listening: The most important is that students need to listen, first of all so that other students can speak without being interrupted ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Presentation on Inclusion</title>
		<link>http://schoolofeducators.com/2011/04/presentation-on-inclusion/</link>
		<comments>http://schoolofeducators.com/2011/04/presentation-on-inclusion/#comments</comments>
		<pubDate>Tue, 26 Apr 2011 09:41:57 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Power point Presentations]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2402</guid>
		<description><![CDATA[A powerpoint presentation by Ismat V Ahmad conducted at IIT Delhi. Inclusion]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2011/04/presentation-on-inclusion/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Making Students Speak in Classroom</title>
		<link>http://schoolofeducators.com/2010/12/making-students-speak-in-classroom/</link>
		<comments>http://schoolofeducators.com/2010/12/making-students-speak-in-classroom/#comments</comments>
		<pubDate>Mon, 27 Dec 2010 02:45:46 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2384</guid>
		<description><![CDATA[Strategies for Effective Discussion Leading There is nothing so dispiriting for teacher or for student as a discussion section in which questions fall flat, conversation drifts aimlessly, and a small number of predictable voices predominate. These ten strategies are about how to get students to talk; more importantly, they are about how to get them to talk with intelligence and enthusiasm. 1. Memorize names the first day. Have your students write down on note cards their names, phone numbers, majors, hometowns, and any other relevant information. Sometimes it helps to break the ice by including a personal question: what is your favourite movie? where is the most interesting place you  have travelled? can you provide a piece of information about yourself which is entirely unique and which you would be willing to share in public? This will prepare them for the following exercise, which will require them to speak publicly. The discussion leader introduces herself and then turns to the person immediately adjacent to her in the circle (whenever possible, the classroom should be organized as a circle). She then allows that person to introduce himself by asking the expected questions: &#8220;what is your name?,&#8221; &#8220;where are you from?,&#8221; etc&#8230; As the discussion leader proceeds through the circle she continues to repeat each student&#8217;s name out loud from the beginning, asking to be corrected when she makes a mistake, until finally upon reaching the end she can identify each student in sequence. If you can encourage the students to attempt ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 4 Day 9- On Learning Difficulties</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/#comments</comments>
		<pubDate>Fri, 09 Apr 2010 03:45:08 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[attention deficit hyperactivity disorder]]></category>
		<category><![CDATA[brain]]></category>
		<category><![CDATA[learning difficulties]]></category>
		<category><![CDATA[school children]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2071</guid>
		<description><![CDATA[  What are &#8216;Learning Difficulties&#8217;? Today, a large number of schools and institutions across India are sensitive to the fact that 15 percent of all school-going children have some degree of learning difficulties. According to the Canadian Association for Children and Adults with Learning Disabilities: Learning Disabilities or Difficulties, is a generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, co-ordination, communicating, reading, writing, spelling, calculation, social competence and emotional maturation. Learning Difficulties are intrinsic to the individual and may affect learning and behaviour in any individual, including those with potentially average, average or above average intelligence. Implicit in most definitions of learning difficultieswould be a discrepancy between what the child is actually learning &#8211; based on his present achievement &#8211; and what the child ought to be learning according to &#8216;normal&#8217; developmental standards &#8211; as estimated using different systems of measurement. It is important to understand that these children have to be assisted in dealing with academic learning not because they are deficient in any general sense, but because our academic system depends on and recognizes only certain types of performance as an indication of scholastic achievement. At this point, it would be appropriate to mention that the term &#8216;learning difficulty&#8217; as opposed to &#8216;learning disability&#8217; is a more acceptable term because the child is perceived to have ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 1 Day 7- Communication and Interaction Difficulties</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-7-communication-and-interaction-difficulties/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-7-communication-and-interaction-difficulties/#comments</comments>
		<pubDate>Thu, 07 Jan 2010 04:58:37 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1941</guid>
		<description><![CDATA[Pupils having Communication and Interaction Difficulties Pupils with communication and interaction difficulties face a multiple barriers to learning. One of the bitter and most frustrating experiences of human beings is the inability to express their needs. This happens with a child who is having a difficulty in communication and interaction. Similarly, trying and failing to understand what someone else is struggling to convey can be extremely disheartening. We can experience this difficulty and uneasiness of not being able to express ourselves or unable to understand what other person wants to convey if we have played a game of dumb-charade or when we fail to communicate with a person of different language. Similarly, a child with communication and interaction problem face the difficulty in expressing his/her needs and a teacher or parents face the problem of not being able to understand the child’s need. In this way, communication fails and child comes across different learning barriers that affect his/her participation in classroom/ school. Teachers often face problem on how to understand a child and remove the barriers before participation and learning. Generally, all educational settings are heavily dependent upon communication and interaction may be verbal or non-verbal. For the children who have a difficulty in this area, school becomes a frightening, frustrating, and confusing place (Linda, 2007). Among children who, according to the Code (DfES, 2001a, Chapter 7, section 55), will have communication and interaction difficulties are those with: ·        Speech and language difficulties, impairments and disorders ·        Specific learning disabilities ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 2 Month 12 Day 19- HIRING HIGHLY QUALIFIED SPECIAL EDUCATION TEACHERS</title>
		<link>http://schoolofeducators.com/2009/12/volume-2-month-12-day-19-hiring-highly-qualified-special-education-teachers/</link>
		<comments>http://schoolofeducators.com/2009/12/volume-2-month-12-day-19-hiring-highly-qualified-special-education-teachers/#comments</comments>
		<pubDate>Sat, 19 Dec 2009 13:37:27 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Inclusive Education]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1828</guid>
		<description><![CDATA[HIRING HIGHLY QUALIFIED SPECIAL EDUCATION TEACHERS Recruiting and hiring a qualified special educator is a big challenge for busy school administrators. The shortage of qualified special educators further makes the task more difficult. A successful implementation of inclusive education requires the appointment of a highly qualified special education teacher in the school for providing quality education and support services to children with disabilities. Therefore, hiring qualified and well-trained special education teachers is indispensable for providing a continuum of support services to children with disabilities in schools. Highly qualified special education teachers will not be only more effective teachers of students with disabilities but they also are more likely to stay, thereby reducing turnover and providing continuity. Effective Hiring Practices One of the most important responsibilities of school administrators is hiring the best teachers they can find. However, hiring highly qualified teachers is easier for some schools than others. It depends on the vast knowledge of school principals about inclusive education. Evaluating whether a particular special education teacher is “highly qualified” or a suitable match for a particular position may be daunting to principals, who often have questions about special education training programmes or certification and the desirable attributes of applicants. The more the principal understands about inclusive education and the special needs of students with disabilities and how it operates in the school and district, the easier it will be to evaluate applicants’ qualification, training, and their responses to the interview questions. Applicants are also interested to join the school ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 2 Month 12 Day 18- REASONABLE ACCOMODATIONS AND MODIFICATIONS IN EXAMINATIONS FOR PERSONS WITH DISBAILITIES</title>
		<link>http://schoolofeducators.com/2009/12/reasonable-accomodations-and-modifications-in-examinations-for-persons-with-disbailities/</link>
		<comments>http://schoolofeducators.com/2009/12/reasonable-accomodations-and-modifications-in-examinations-for-persons-with-disbailities/#comments</comments>
		<pubDate>Fri, 18 Dec 2009 16:00:52 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Inclusive Education]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1823</guid>
		<description><![CDATA[Traditionally examinations are designed and conducted with the assumption that all students can read with the help of their vision, write with their hands, and use spoken languages. In reality, some students use finger for reading and their hands for speaking; they read lip movements and facial expressions for listening. In order to enable these students to appear in the examinations using their preferred medium of communication, reasonable adjustments have been recommended under the Persons with Disabilities Act, 1995 and the rules framed by various educational authorities. This article highlights the range and nature of adjustments and modifications recommended in the written examinations and interviews. 1.     Why are modifications required in the written and other tests for the students with disabilities? Like other aspects of education, the examination system was also designed to meet the requirements of the non-disabled students. As a consequence, students with disabilities were unable to attempt certain parts of the paper. Group discussions, interviews, science practical examinations, etc also posed numerous challenges for deaf, blind and spastic children. In order to equalize conditions in which examinations are administered, school boards, universities and other examining authorities have introduced a number of modifications. 2.     Is there a legal obligation towards modifying the examination system for students with disabilities? Yes, modifications in the examination system are a legal obligation. The principle policy regarding modification of examination is laid down in Section 30 and 31 of the Persons with Disabilities Act, 1995. 3.     Are candidates with disabilities entitled to question ...]]></description>
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		<slash:comments>0</slash:comments>
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