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Audio Transcript Auto-generated
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today, I'm going to focus on differentiation for students.
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In the typical classroom in my elementary school, my elementary
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school serves, um, low incomes, families.
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Um so many of the different types of students are
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going to be very prevalent in my classroom as well
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as my colleagues, classrooms.
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Um, I focused on specific ones for the five day
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lesson plan for our final project.
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These six types of students are typical in our classroom.
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We typically have one of each, if not multiple, of
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each of these different types of students.
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And each of these students could be and one or
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more of these categories.
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One thing that really stood out to me while creating
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or going through this class was a quote from Ignacio
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Estrada saying, If a child can't learn the way we
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teach, maybe we should teach the way that they learn.
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Differentiation is all about teaching the way that students learn
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best. I'm going to start.
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My talented and gifted students don't tend to gifted students,
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our students that show talents in one or more different
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subjects or domain areas.
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Um, there are usually about six different learning styles or
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multiple intelligences that go along with this so they could
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be great at interpersonal skills, musical skills, body body smart
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skills such as the kinesthetic piece spatial awareness they should.
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They could be grated.
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The naturalist piece.
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So nature.
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Logical mathematical piece.
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Are they great with numbers?
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Linguistics? Are they words smart and intra personal skills?
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Are they great?
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Um, by themselves, like, Do they?
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Are they self aware?
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So all of those different things, along with talented and
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give and once again talented and gifted students could be
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talented in one or more different subjects.
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So it's not limited to just one thing, and it
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it doesn't have to be more than one thing.
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So one of the ways to accommodate for those students
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is social emotional support and any person, really.
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You put a lot of pressure on yourself.
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Same goes for these students.
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They put a lot of pressure on themselves to be
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perfect. They stress they typically have a harder workload, or
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um, or things that they have to get done.
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They feel that those things typically need to be perfect
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and correct every single time.
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So just as with adults, we get stressed about anything
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and everything so social, emotional and mental support is key
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for these students, not necessarily just social skills, but giving
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them that take that time to take a break if
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they need thio the space to just kind of decompress
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as necessary.
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The next thing is really project based.
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Learning. Project based learning is just allowing the the students
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choice and how they want to demonstrate mastery and either
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the learning target or even the standard.
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So do they want Thio create a presentation?
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Do they want to create a dia Rama?
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Do they want to write a story?
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Do they want to make a reader's theater or create
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a song?
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However, they want to demonstrate the mastery of the target
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or the standard is really key with the students to
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keep them engaged in the learning?
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Because oftentimes, if you're not engaging not only talented, gifted
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students but any student, they're not going thio.
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I want to continue with school.
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They typically get bored and there's that burnout.
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Same goes with talented and gifted students.
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Um, that goes right into the choice.
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Peace project based learning is all about giving the students
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choice and then peer teaching.
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You know, the student that is in my classroom really
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enjoys. I'm working with her peers.
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She likes to help other students.
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She is my key helper.
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So one of the things that really works for her
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is a partnering up her up with students that need
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a little bit more support.
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Those might be my e l l students.
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It could be my students that are on the autism
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spectrum. Wherever it is.
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She is the student that enjoys teaching.
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So peer teaching and peer support and allowing them to
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kind of step into that teacher role is super helpful
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to engage them and keep keep them working instead of
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sitting there bored after they finished a task.
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The next type of student that I really want to
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focus on is that student has a behavior disorder, don't
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behavior disorders.
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I only listen you here, but some of them they
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all have to be diagnosed by a licensed physician.
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This is not something a teacher can diagnose.
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It has to be something that a doctor diagnosis.
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So some of the examples would be O d d.
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So oppositional defiant disorder, bipolar disorder, someone who might be
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on the autism spectrum 80 HD Now those last two
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autism spectrum in 80 HD are not always students that
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have behavior problems.
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Sometimes the student can be a normal student and have
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autism, but sometimes they can also have a behavior disorder,
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along with same with a D.
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H D.
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And how we accommodate for those students really is based
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on each individual students and the behavior plan that goes
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along with them majority of the time.
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But most of the accommodations revolve around choice or the
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words first this than that, so giving them choices.
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First you have to do this, then you can do
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this, and usually it's a preference with also giving them
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a heads up on what is coming in the future.
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And then task is super difficult or something that they
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just don't enjoy.
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And it's always a battle.
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Speech to text is an option.
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So within my lesson plan, I have allowed my students
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that have behavior problems.
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Thio make the choice.
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If they would like to use paper pencil thio, complete
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a graphic organizer or if they would like to get
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onto class, kick and complete the task on their If
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they choose to use classic, they have the option to
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write type record or even draw the answer.
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Whatever they choose is up to them.
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But they still have to do the task because I
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am not assessing their writing skill.
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And I am assessing, um, how best that they answer
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questions or come up with their own questions about the
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story in the cover of this story, then I don't
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need them too, right?
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So it's not a battle that I would like to
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fight. They just need to be given that choice.
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The next thing that I really want to focus on
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with differentiating for students, the students that are typically on
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the autism spectrum now the autism spectrum is just that.
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It's a spectrum.
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It can have so many different types.
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I like to think of it like as a target,
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where you have all these different types of disorders and
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behaviors, and there could be the high type of autism
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and a very low grade of autism.
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This could also include your students who have a PhD
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behavior disorders.
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They could also be your gifted students, so the autism
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spectrum disorder is not just one single thing.
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It could be so many different things, so to accommodate
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for those again is a case by case basis.
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But a lot of the times and specifically the share
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with a few of my students I like to give
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choices choices is key in my classroom.
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That could be, um, referential.
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Seating could be a preferential partner because they get along
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with only a few people, or they really enjoy working
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with certain people.
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It could also be when I say, preferential seating, flexible
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seating. Maybe they really enjoy sitting on a ball chair
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instead of in a regular chair Now, not always would
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that be the case, but majority of the time they
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would get their preferred seat.
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The next part would be speech to text.
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They can use a variety of different APs, and resource
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is the biggest one that we use in our classroom
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would be classic, so they would also get the same
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accommodation that the student has a behavior disorder would have.
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They would be able to choose if they would like
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to use class kick to record their answer or draw
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their answer.
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Or however however they wish to do it.
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The next thing is pictures with labels, often times.
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I'm finding that students specifically the student that I have
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this year that has autism needs new information that is
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labeled so very specific to an e l l student
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or someone that is unfamiliar with things and vocabulary rich
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it information.
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So picture at the beginning of a unit and giving
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the information about a vocabulary word along with a picture
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is very help, as well as giving students a heads
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up. So pictures before you teach a lesson as helpful,
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giving a heads up before you call on them before
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something new is coming.
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That routine is usually pretty key with all of those
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students to make sure that they are not going to
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become agitated or upset.
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The next thing is students that have 80 HD now
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80 HD kind of fell in several of these other
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categories, such as autism, spectrum disorder and behavior.
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It could have fallen in any of those categories, but
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I kept it separate because there is one student who
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doesn't have autism spectrum disorder, and he does not fall
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and to the behavior disorder category in my classroom.
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He has a PhD.
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It is a diagnosis, Um, one thing for him is
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that he one thing for him is that he really
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needs a little bit of a heads up through all
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of these, different with a PhD like Don't move.
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Sometimes they need the heads up with things.
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So some of the accommodations that we use for students
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with that would be choices preferential seating again, flexible seating
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allowing, like them tow land, the floor said on a
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yoga ball.
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However, they best like to learn because a D.
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H. D has that hyperactivity piece in it, which is,
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the student typically moves a lot.
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So when this he moves a lot instead of getting
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on them for sitting in their chair, the wrong direction
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or the wrong way, give them something to help them
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get that energy going and help help help them move.
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So a digit toy, or even just anything flexible seating.
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Um, the next thing would be that helpful partner going
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back to that talented and gifted student partnering the two
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together so they have ah, helpful partner to kind of
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keep them on task is very beneficial for a PhD
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students. Now the next one is E l l students,
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those English language learners.
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English language learners can come from all over anywhere.
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They could be from the United States.
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They could be from, um I have one currently from
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the Congo.
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I have a student from Guatemala.
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All of these different place is could come from now.
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If you have a student who is l l.
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That just means that English is not their negative language.
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Or it also means that it could not be the
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primary language spoken at home, so they could be from
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the United States.
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But English is not what the primary language at home
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is. So Mom and Dad might speak a different language,
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meaning that they grew up speaking a differently English language.
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Learners typically need ah, lot of vocabulary help and pre
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teaching to new concepts Thio accommodate for their the need
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in the vocabulary.
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So ah, lot of the accommodations that I have made
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within my lessons would be using vocabulary that has picture
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cues with it.
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So there's a picture on the card that we either
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draw is already there, and it or we work together
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to find one on the Internet that works best for
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them. It could also be vocabulary or new words with
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movements, pictures with labels on things a super helpful.
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So within the story we had very, very was a
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snake. We would have pre taught the lesson, and we
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would have created labels on a picture of the cover
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of the book talking about how he is a snake
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and what color the snake was.
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What else was in the picture?
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Well, there was a stick.
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All of these different pieces fall into allowing students to
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learn with learn their vocabulary.
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The next one would be reviewing of previous concepts and
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topics, just really making sure that they know what the
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next step it and once again, partnership with those years.
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Now that does not mean that they're partnering just with
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higher level students.
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It is also partnering with students that maybe speak the
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same language, allowing them to still be themselves and don't
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get rid of and not get rid of their culture,
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but just allowing them to integrate themselves within your classroom.
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The next one faces aces is just being trauma informed
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note with aces.
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It's an assessment that you give, and the higher the
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score of meaning, the more trauma that the student has
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faced. So it's something at home Maybe they've experienced physical
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abuse, emotional abuse, sexual abuse.
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There could also be neglect.
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Different household dysfunction, such as your parents are divorced.
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You could have substance abuse in the home.
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All of these different things play into being drama, and
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the aces score.
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Now with that is being trauma informed and how to
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make trauma informed teaching.
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There's a mindset shift.
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With that, you're starting to ask why, Instead of getting
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angry about the situation, teachers need to teach lots of
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social skills and sort behaviors and two baskets of high
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priority and low priority being and respond to those things
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in a reasonable manner.
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The best way to accommodate for those students is giving
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them a heads up, giving them routines, choices and breaks
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on building a really, really strong connection with them.
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So they feel not only loved and supported, but how
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someone to turn thio and creating that safe space with
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students classroom that could also be a place where they
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can leave and take a break.
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That choice is, peace is key, though allowing them to
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feel as though they are in control at times is
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very, very necessary