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	<title>School of Educators &#187; Special educational needs</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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		<title>Emergency Visual Cards for Children with Autism</title>
		<link>http://schoolofeducators.com/2012/03/emergency-visual-cards-for-children-with-autism/</link>
		<comments>http://schoolofeducators.com/2012/03/emergency-visual-cards-for-children-with-autism/#comments</comments>
		<pubDate>Wed, 28 Mar 2012 01:30:30 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Photographs]]></category>
		<category><![CDATA[Special educational needs]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3965</guid>
		<description><![CDATA[Emergency Visual Cards for Children having Autism/Communication Difficulties The emergency visual cards are helpful in teaching children with communication difficulties how to communicate during an emergency. These images can be made into laminated cards which can be used by Firefighters, Police and/or Paramedics to help anyone with communication difficulties during an emergency. These cards can help people of all ages who have difficulty communicating: eg. speech delays, Autism, Down`s Syndrome, Angelman`s Syndrome, Cerebral Palsy, Aquired Brain Injury, Strokes, Parkinson`s, Alzheimer&#8217;s, Dementia, etc. The Emergency Visual Communication Cards can be laminated with Vecro attached and stored in a binder or mini-binder. These laminated cards can be put on a key chain / carabineer which can attach to a belt loop for easy portability. -by Marion (Ontario, Canada)  ]]></description>
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		</item>
		<item>
		<title>ALPHABET TEACHING THROUGH VISUAL CARDS</title>
		<link>http://schoolofeducators.com/2012/03/alphabet-teaching-through-visual-cards/</link>
		<comments>http://schoolofeducators.com/2012/03/alphabet-teaching-through-visual-cards/#comments</comments>
		<pubDate>Sun, 18 Mar 2012 00:30:44 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Special educational needs]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3874</guid>
		<description><![CDATA[VISUAL ALPHABET TEACHING FOR CHILDREN WITH COMMUNICATION DIFFICULTIES  Teaching the Alphabet to children with communication difficulties through visuals can be a fun for the child. Some children have fine motor coordination problems so the visuals are made in a couple of different ways. Method #1: Each alphabet letter is cut and laminated separately and Velcro is added to the back.  These are stored on a velcro base. A velcro workboard is used when teaching. The teacher / therapist / parent  would place the first 3 letter cards on the bottom velcro strip of the workboard, then move the &#8220;A&#8221; card onto the top velcro strip.  She/he would then point and say &#8220;A&#8221; then &#8220;AB&#8221; &#8211; which one is missing? The child can be taught to move up the &#8220;B&#8221; card.  Hand-over-hand, pointing, etc. may be used to cue the child. This method can be used to learn the whole alphabet.   Of course the teacher / therapist / parent would use lots of positive reinforcements (eg. &#8220;high 5s&#8221;).  At the end of each line they could get the child to point to each letter, sing the alphabet song, etc. Eventually the child can be taught to match upper &#38; lower case letters. Later the alphabet letter cards can be used for spelling and can be used in the described method above along with matching pictures of people (such as family members), pets, items, activities, etc. Method #2: Each alphabet would be printed out and laminated. The &#8220;b &#38; w&#8221; alphabet can be used with washable ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>SCHOOL EQUIPMENTS FOR CHILDREN WITH SPECIAL NEEDS</title>
		<link>http://schoolofeducators.com/2012/03/school-equipments-for-children-with-special-needs/</link>
		<comments>http://schoolofeducators.com/2012/03/school-equipments-for-children-with-special-needs/#comments</comments>
		<pubDate>Fri, 09 Mar 2012 10:22:03 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[SCHOOL EQUIPMENTS FOR CHILDREN WITH SPECIAL NEEDS]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3834</guid>
		<description><![CDATA[SCHOOL EQUIPMENTS FOR CHILDREN WITH SPECIAL NEEDS Requirements of Equipments for Resource Room disability-wise as suggested by NCERT (1987) are given below as a reference for schools: &#160; EQUIPMENTS REQUIRED DISABILITY-WISE  A.    Speech and Hearing Impairment 1. Sound discrimination toys (loud to refined) 2. Group hearing aids 3. Individual hearing aids 4. Audiometer with all accessories 5. Speech trainer with all accessories 6. Charts slides on sign language 7. Manual alphabet 8. Model of speech and hearing mechanism 9. Slides, charts on defects/deformities of speech and hearing impairments 10. Charts/Slides on speech articulation/felt cut outs in English and in any other regional language. 11. Speech correction exercises available at All India Speech and Hearing Institute, Mysore. 12. Mirror for speech correction. B.     Visual Impairment                            1. Braille alphabet English/Any other regional language &#160; 2. Snellen charts required for eye check –ups 3. Braille kit including abacus, stylus slate, taylor frame, etc. embossed tape rubber sheets, push pins. 4. Mobility cane, blind folder. 5. Charts on mobility skills. 6. Magnifying glasses plastic-based focusable, cylindrical magnifier, hand magnifiers, rectangular readers, etc. 7. Reading and writing stand with Braille marker. 8. Talking books. 9. Touch and audio learning material. 10. Model on eye mechanism. 11. Slides charts on eye defects and deformity. 12. Typewriter with Braille marker. 13. Thermoform machines. C.    Orthopaedic Impairment 1. Charts/Model/Slides on upper and lower body  impairment. 2. Slides on techniques of physiotherapy. 3. Purchase prosthetic aids, wheel chairs, Braces, hand rails, adjustable furniture, thick pencil holder, book stands and ...]]></description>
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		<slash:comments>0</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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		</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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		<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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