Chemistry of Fireworks

by Gina Kuntscher and Natalie Pickering

Introduction

Anchor Video

Concept Map

Project Calendar

Lesson Plans

Letter to Parents

Assessments

Resources

Modifications

Grant

Modifications

Section 504
Accommodations
Emotionally Disturbed

These strategies can help accommodate emotionally disturbed children.

  • Approve early dismissal to attend therapy.
  • Maintain weekly/daily journals; self-recording of behavior.
  • Establish home - school communication system.
  • Schedule periodic meetings with home and treatment specialists.
  • Provide carry over of treatment plans into school environment.
  • Assist with agency referrals.
  • Develop behavior management programs.
  • Write contracts for student behavior.
  • Post rules for classroom behavior; teach expectations.
  • Provide counseling, social skills instruction.
  • Ensure agency - school collaboration.
  • Educate peers and staff.
  • Provide carryover treatment programs into home environment.
  • Reinforce positive behavior.
  • Schedule shorter study and work periods according to attention span expected.
  • Be consistent.

TUSD Section 504 Student Services

http://www.tusd.k12.az.us/contents/distinfo/sect504/accomed.asp

 

 

Dyscalculia: MITIGATIVE STRATEGIES (http://www.as.wvu.edu/~scidis/dyscalcula.html)

Although dyscalculia may be difficult to diagnose, there are strategies that teachers and parents should know about to aid students in learning mathematics.

1. Encourage students to work extra hard to "visualize" mathematics problems. Draw them or have them draw a picture to help understand the problem, and make sure that they take the time to look at any visual information that is provided (picture, chart, graph, etc.)

2. Have the student read problems out loud and listen very carefully. This allows them to use their auditory skills (which may be strength).

3. Provide examples and try to relate problems to real-life situations.

4. Provide younger students with graph paper and encourage them to use it in order to keep the numbers in line.

5. Provide uncluttered worksheets so that the student is not overwhelmed by too much visual information (visual pollution). Especially on tests, allow scrap paper with lines and ample room for uncluttered computation.

6. Discalculia students must spend extra time memorizing mathematics facts. Repetition is very important. Use rhythm or music to help memorize.

7. Many students need one-on-one attention to fully grasp certain concepts. Have students work with a tutor, a parent, or a teacher after school hours in a one-on-one environment.

8. If possible, allow the student to take the exam on a one-to-one basis in the teacher's presence.

9. The student might like instant answers and a chance to do the problem over once s/he is wrong. Often their mistakes are the result of "seeing" the problem wrong.

10. In early stages, design the test problems "pure," testing only the required skills. In their early learning, they must be free of large numbers and unnecessary destructive calculations.

11. Allow more than the "common" time to complete problems and check to see that student is not panicking (tears in eyes, mind frozen).

12. Most importantly, be PATIENT! Never forget that the student WANTS to learn and retain. Realize that mathematics can be a traumatic experience and is highly emotional because of past failures. The slightest misunderstanding or break in logic can overwhelm the student and cause emotional distress. Pity will not help, but patience and individual attention will. It is typical for students to work with until they know the material well and then get every problem wrong on the test. Then 5 minutes later, they can perform the test with just the teacher, on the chalkboard, and many times get all problems correct. Remember that this is very frustrating for the teacher/parent as well as the student. Patience is essential.

13. Assign extra problems for practice and maybe a special TA (teaching assistant) or special education is assigned to assist the affected student.

14. When presenting new material, make sure the student with discalculia is able to write each step down and talk it through until they understand it well enough to teach it back to you.

15. Go over the upcoming lesson with so that the lecture is more of a review.