Check Out Some of the AMAZING Resources at the IRIS CENTER

IRIS Center

IRIS Link

I ran across this site and use it regularly to help support students at my schools. I hope you like it as much as I do!

The IRIS Center offers a wide variety of resources and services to suit a diverse set of instructional needs and circumstances. IRIS is supported by the U.S. Department of Education’s Office of Special Education Programs and located at Vanderbilt University’s Peabody College, the IRIS Center develops and disseminates free, engaging online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities. These resources, designed to bridge the research-to-practice gap, are intended for use in college teacher preparation programs, in professional development (PD) activities for practicing professionals, and by independent learners. The array of IRIS resources includes modules, case studies, information briefs, course/PD activities, a high-leverage practices alignment tool, and an online glossary of disability-related terms as well as supporting products to enhance their use in coursework and PD activities.Developed in collaboration with nationally recognized researchers and education experts, our free online resources address instructional and classroom issues of critical importance to today’s educators: classroom behavior management, secondary transition, early childhood, Universal Design for Learning (UDL), and many others.

In addition to our free resources, IRIS offers low-cost online professional development options: Certificates of Completion for IRIS Modules, a School & District Platform, and micro-credentials.

Since 2001, IRIS resources have been used in teacher preparation programs throughout the United States and around the world. In 2017 alone, the IRIS Website hosted more than two million visits.
Learn more about IRIS in our informative brochure.

En español

En español

En español

Promoting Disability Awareness on Campus

its-not-our-disabilities-its-our-abilities-that-count-chris-burke

People with disabilities are not
their diagnoses or disabilities;
they are people, first.

 
Kathie Snow
Disability is Natural

Articles

Creating Positive School Experiences for Students with Disabilities By Amy Milsom

How to Talk to Kids About Disabilities

Prioritizing Agency for Students With Disabilities When students with disabilities develop self-advocacy and self-determination, they can engage more effectively in their education. By Ace Parsi

Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabilities from the National Association of Special Education Teachers

Tips for Talking to Your Child About Learning Disabilities

Understanding and Responding to Children’s Needs in Inclusive Classrooms A Guide for Teachers by UNESCO

Helping Students Understand and Accept Their Learning Disabilities: The Demystification Conference By Mia Wernig Elfrink

BULLYING AND DISABILITY: An Overview of the Research Literature by Fred Pampel, PhD

13 Tips on How to Talk to Children About Diversity and Difference

Changing How We Talk About Disabilities- GREAT Quick reference

Attitudes and Language – From Disability is Natural

Tools

Disability Awareness Activity Packet

Disability Lesson Plans from Learning to Give

Promoting Disability Awareness and Acceptance In Childhood By Anne Borys

How to Explain Disability to a Child

Content Provided by: United Cerebral Palsy of Greater Indiana

“Whether you’re explaining a disability to a child who has one or to a non-disabled child, the following key concepts should be kept in mind” advises Ava L. Siegler, Ph.D. in Child Magazine.

Compassion: Show a child you fully understand what a hurtful thing a disability can be.

Communication: Explain as much as you possibly can about the disability so a child does not become frightened by the unknown.

Comprehension: Make sure a child understands that the disability is never the child’s fault.

Competence: Convey the sense that even though a disability is very hard to deal with, a child with a disability will make progress and learn to do new things.

Suggested phrases to use when explaining a disability to a child:

Age of the Child When speaking to a child with a disability When speaking to a child without a disability
2 to 4 We don’t know why, but sometimes children are born without everything their bodies need, and that’s what happened to you. That means you’re going to have to work harder and we’re going to work hard to help you. Most children like you are born with everything they need, but sometimes children are born without everything they need. Sometimes they need crutches or wheelchairs or braces to help them do what you do naturally.”
5 to 8 “It’s really tough when your body can’t do everything you want it to do. It’s not fair that you have to work so hard to make your body do what you want. But everyone has some activities that are easy for them, and some that require more effort. You have this problem, but you’re lucky to have lots of talents, too.” “Kids are all different, and they have different strengths as well as things that are harder for them. Some things that are easy for you to do are very difficult for other children to do. It takes a lot of courage for kids with physical disabilities to keep trying and working at it.”
9 to 12 It’s a bad break for you to be born with a disability that makes things harder. But remember your abilities, too and work to strengthen them. It’s natural sometimes to feel angry but try not to give up. Whenever you see someone with a disability, remember that even though they are having a hard time, they’re still kids who need friends and understanding.

Source

“Turn and Talks” in the Classroom Can Yield Many Positive Outcomes For Your Students

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Procedures

Turn and Talk – Procedures and Routines

How to Use

1. Question

Pose a question or prompt for students to discuss and tell them how much time they will have. A one-to-two minute discussion is most productive.

2. Turn

Have students turn to a specific partner. Pair students using Eyeball Partners, Shoulder Partners, or Clock Partners (see variations below). Partner assignments should be set up beforehand so that students can quickly and easily pair up.

3. Talk

Set a timer for the allotted time, and have students begin discussing the assigned question or prompt. When time is up, ask partners to share out thoughts and ideas from their discussion.

When to Use

Use Turn and Talk at any time during a lesson to encourage accountable talk:

  • As a warm-up activity to discuss previous lesson or homework assignment
  • After five to seven minutes of oral or written input, to help student process what they have just heard or read
  • During class discussions as a way for students to discuss ideas before sharing them with the class
  • As a closing activity so that students can review what was learned in the lesson
  • As a clarification tool for a complex problem or new guiding question posed by the teacher

Variations

Eyeball Partners

When students are seated at tables or in groups, “eyeball partners” are students who are facing in front of each other.

Shoulder Partners

When students are seated at tables or in groups, “shoulder partners” are students who are seated next to each other. This may also be done when students are seated in rows.

Clock Partners

Using a clock template, have students “make appointments” with four other classmates, one for 12 o’clock, one for 3 o’clock, one for 6 o’clock, and one for 9 o’clock. Partners may not be repeated. When ready to use partners, simply say “Work with your [choose one of the times] partner.” In Primary Grades PK-1, partners should be assigned by the teacher.

Source

Articles

Turn and Talk: One Powerful Practice So Many Uses by Lucy West & Antonia Cameron

6 Easy Ways to Improve Turn & Talk for Student Language Development

Turn and Talk from HAMERAY PUBLISHING

Why Talk Is Important in Classrooms- from Content-Area Conversations by Douglas Fisher, Nancy Frey, and Carol Rothenberg

Structured Student Talk  From El Achieve

Turn and Talk Tips and Examples

Keep Your Students Engaged with “Turn and Talk” by RACHEL LYNETTE

I'm sure that by now in your teaching career, you've heard of Think, Pair, Share. But have you heard of Turn and Talk? This is very similar to Think, Pair, Share, but its foundation is in brain-based research. Sally of Elementary Matters shares all about Turn and Talk in this guest post and shares a FREE poster that you can hang up in your classroom. Click through to read more and download the freebie!

TURN AND TALK PROMPTS
Please note that the list below is not meant to be a comprehensive list of Turn and Talk prompts, but simply a starter guide to get you thinking about how you can use this tool in your classroom.
READING
1. Which character did you identify most with in the book and why?
2. What do you predict will happen in the next chapter?
3. What did you visualize when you read this chapter?
4. Describe a connection you made while reading this piece. It can be a text-to-text, text-to-self, or text-to-world connection.
5. What is something the main character did that surprised you?
6. Choose a word that was unfamiliar to you when you first read this book. Explain to your partner how you determined the meaning of the word.
7. What do you think is the theme of the story?
8. Do you agree with the character’s actions? Why or why not?
9. After reading this book, what is one question you would want to ask the author?
10. What do you think the author’s purpose was for writing this story?

MATH
1. Explain the strategy you used to solve this problem, and why you chose it.
2. Share three ways we use math in our everyday lives.
3. Analyze this problem and see if you can find the error the student made while solving it. Discuss with your partner how you would correct the error.
4. Do you agree or disagree with how I just solved this problem? Defend your answer.
5. What would be the next step?
6. Choose one math tool / manipulative we have used this year, and explain to your partner what it can be used for.
7. Which image / shape / pattern does not belong in this set of 4? Explain your thinking.
8. What information do you still need in order to solve this problem?
9. I can check my answer by……
10. I know my answer is reasonable because…
http://www.APLearning.com

SCIENCE
1. The physical properties of ___________ and ____________ are similar because ___________________.
2. What do you predict will happen as we complete this investigation?
3. Choose one science safety tool and explain to your partner how to use it and why it is important.
4. Explain what you observed during the experiment, and why you think this happened.
5. Explain the process of how matter can change from one state to another.
6. Choose a plant or animal we have studied, and explain how it is adapted to thrive in its particular environment.
7. Take turns describing to each other the stages of the ___________’s life cycle.
8. A change we could make to our design is _______________. I think this will impact it by __________________.
9. Choose one environmental change, and explain to your partner how it impacts the environment.
10. How can we represent the data we have collected from this experiment?

SOCIAL STUDIES
1. Which invention do you think had the greatest impact on our society and why?
2. Do you think it is important to learn about the history of our country? Defend your answer.
3. Think about the two cultures we have studied. Describe one way in which they are similar and one way in which they are different.
4. Describe how ________________ had an impact on society.
5. How can you determine if an online resource is valid?
6. Choose an important feature of a map or globe and explain its significance.
7. Explain how supply and demand effect the price of a good or service.
8. Find an example of one non-fiction text feature in your history textbook, show it to your partner, and explain how it helps you as a reader.
9. What do you think is the most important reason for a group of people to immigrate to another country?
10. Of the 10 amendments in the Bill of Rights, which do you think is most important? Defend your answer.

Source

Anchor Charts

listening-behavior-partner-talks-and-independent-reading

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Building a Relationship with Students to Increase Learning in the Classroom

Articles

5 Tips for Better Relationships With Your Students – NEA

Featured article: Unconditional Positive Regard and Effective School Discipline By Dr. Eric Rossen

The Teacher as Warm Demander by Elizabeth Bondy and Dorene D. Ross

Educator’s Guide to Preventing and Solving Discipline Problems by Mark Boynton and Christine Boynton

The Power of Positive Regard by Jeffrey Benson

Building Positive Teacher-Child Relationships– CSEFEL

mutriba_karimova_coaching_model

Unconditional Positive Regard 

Carl Rogers described unconditional positive regard (UPR) as love and acceptance that are not dependent upon any particular behaviors. He often used the term “prizing” as shorthand for this feature of a relationship. According to Rogers, prizing is particularly important in the parent-child relationship.

Unconditional Positive Regard 

Carl Rogers described unconditional positive regard (UPR) as love and acceptance that are not dependent upon any particular behaviors. He often used the term “prizing” as shorthand for this feature of a relationship. According to Rogers, prizing is particularly important in the parent-child relationship. Rogers argued that children who are prized by their parents experience a greater sense of congruence, have a better chance to self-actualize, and have are more likely to become fully functioning people than those whose parents raise them under “conditions of worth.”

Unconditional positive regard is also a crucial component of Rogers’ approach to psychotherapy. In fact, along with empathy and genuineness, Rogers asserted that UPR was one of the necessary and sufficient elements for positive psychotherapeutic change. When Rogers described UPR as “necessary,” he communicated that an unconditionally accepting and warm relationship between therapist and client is a prerequisite for therapy to be effective. This assertion is not particularly shocking; most individuals seeing a therapist would probably expect the therapist to have this type of nonjudgmental attitude, and would also probably expect therapy to progress poorly if the therapist was in fact judgmental or conditionally disapproving. When Rogers described UPR as “sufficient,” however, he made a bolder statement. The term “sufficient” suggests that if a therapist provides UPR, along with empathy and genuineness, to a client, the client will improve. No additional techniques or strategies are needed. The therapist need not analyze any dreams, change any thought patterns, punish or reward any behaviors, or offer any interpretations. Instead, in the context of this humanistic therapy relationship, the client will heal himself or herself by growing in a self-actualizing direction, thereby achieving greater congruence. This “necessary and sufficient” claim holds true, according to Rogers, regardless of the diagnosis or severity of the client’s problem.

In addition to the parent-child and therapist-client relationship, Rogers also considered the value of UPR in other relationships and situations. For example, he spent significant time and energy discussing the role that UPR might play in education, and in the teacher-student relationship in particular. Rogers criticized the mainstream American educational system as overly conditional. He believed that educators too often used the threat of poor grades to motivate students, and that students felt prized only when they performed up to educators’ standards (as measured by grades on exams, papers, etc.). He further believed that students may emerge from school having learned some essential academic skills, but also having learned that they are not trustworthy, that they lack internal motivation toward learning, and that only the aspects of themselves that meet particular academic criteria are worthy.

Rogers strongly recommended that teachers and administrators take a more humanistic and less conditional approach to education. He argued that UPR in schools would communicate to children that they are worthy no matter what; as a result, their sense of congruence and their tendency toward self-actualization would remain intact. Students, according to Rogers, should be trusted to a greater extent to follow their own interests and set to their own academic goals. Rather than threatening students to study for exams and write papers in which they have little interest, prize them wholly and allow them greater freedom to choose that which they want to pursue. Advocates of Rogers’ humanistic approach to education argue that it would enhance students’ self-worth, which in turn may preclude many of the psychological and social problems that children encounter. Critics of Rogers’ humanistic approach to education argue that without conditions of worth based on academic achievement, students would have no provocation to learn, and would demonstrate lethargy rather than self-motivation.

Andrew M. Pomerantz, Ph. D.

 

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Phonemic Awareness Assessments from LRI

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LRI has created these English assessments for Preschool, Kindergarten and 1st grade. The assessments were created to inform teachers about a child’s progress with phonemic awareness throughout the school year, and they can be used as a tool for determining where to start the Phonemic Awareness curriculum when implementing the lesson mid-year. The assessments align with the Phonological Awareness Standards of the Common Core State Standards.

Assessment Scoring Guides

Spanish Phonemic Awareness Assessments

Common Core in relation to Phonological Awareness (K-1)

Alignment to the Common Core State Standards for Phonological Awareness: Kindergarten

Alignment to the Common Core State Standards for Phonological Awareness: Grade 1

 

Movement Breaks in the Classroom

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Movement breaks are brief intervals that enable all students to move their bodies and help teachers to engage learners in physical ways. Chants, poems, even Morning Meeting greetings, and activities can be used as movement breaks throughout the day.

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Activities

  1. 5-4-3-2-1 In this simple game, students stand up and the teacher (or leader) has them do five different movements in descending order. For example the teacher would say: “Do five jumping jacks, spin around four times, hop on one foot three times, walk all the way around the classroom two times, give your neighbor one high-five (pausing in between each task for students to do it).
  2. Trading Places Have students stand behind their pushed-in chairs. Call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). Examples: “Everyone with curly hair.” “Everyone who ate cereal for breakfast.” “Everyone who is wearing stripes.”
  3. Six Spots Number six spots around your room from 1-6. Have students each go to a spot of their choice. Choose a student to roll a die (if you can make a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot, and the die is rolled again. Continue until only a few students are left.
  4. Mingle, Mingle, Group! In this game students mill about the classroom saying, “mingle, mingle, mingle” in soft voices until the teacher says, “Groups of 5,” at which point the students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. The teacher can call out any number for the group size. You can also add rules such as: as soon as a group is complete, all members must sit down in a line.
  5. Dance Party! Put on some rockin’ music and dance! If you can make the room semi-dark and have a black light or other special effect, your kids will love it!
  6. Freeze Dance! Similar to Dance Party, except that every so often the music stops, and students must freeze and hold the position they are in until the music begins again.
  7. Name Moves Students stand behind their chairs. In turn, each student says his or her name accompanied by a special movement. For example a student might say, “Kayla!” while dramatically dropping to one knee and doing Jazz Hands. After the student does his or her move, the rest of the class says the student’s name in unison and imitates the move. Then it is the next student’s turn.
  8. Keep It Up Students must keep a beach ball from hitting the ground. Add two or three balls to make it even more fun.
  9. Simon Says An oldie but a goody!
  10. Movement Songs Sing a song with whole-body movements, such as, “Head, Shoulders, Knees, and Toes,” “Father Abraham,” “Toe-Knee Chest-Nut,” “Shake Your Sillies Out (Raffie),” “Grand Old Duke of York,” “My Bonnie Lies over the Ocean,” etc.
  11. Recorded Movement Songs Older students might enjoy a simple Zumba routine, YMCA, or the Macarena. Littler ones will love Sesame Street’s A Very Simple Dance to Do.
  12. Animal Pretend Younger children will enjoy pretending to be various animals (or even objects such as lawn mowers or airplanes). Call out a few in sequence.
  13. Would You Rather Ask a “would you rather” question and have students show their choice by moving to one end of the room or the other. Have a few kids share why. Here are 20 free “Would You Rather” Questions to get you started.
  14. Find It Fast Call out a color or other trait (e.g. something round, something made of wood), and students must find an object in the room that fits the trait and get to it quickly.
  15. Physical Challenges Challenge students to do something physically difficult, such as standing on one foot with arms extended, or this one: Grab your nose with left hand, and grab your left earlobe with your right hand, and then quickly switch so that your right hand is on your nose and your left hand is grabbing your right earlobe. Yoga poses could also be a good variation.
  16. Plates Give each student a paper plate. Students must walk around the room balancing the plates on their heads. If a student drops his or her plate, the student must freeze until another student picks it up and places it back on the student’s head (while keeping his or her own plate in place, of course).
  17. Line Up! Have students line up using a specific criteria, such as age (use day and month, not just year), height, alphabetically by middle name, hair length, etc.
  18. Limbo All you need is a long stick and a pair of kids to hold it. Music is nice, too.
  19. Human Knot Divide students into groups of about eight students. Have students each grab right hands with someone who is not directly next to them. Then do the same with left hands. The challenge is to untangle and become a circle without releasing hands.
  20. Jump Skip Counting Have students count by twos, fives, tens etc. while jumping with each count. You could also practice spelling words this way.

Source

Videos from GoNoodle are great!

GoNoodle videos get kids moving to be their strongest, bravest, silliest, smartest, bestest selves. Over 14 million kids each month are dancing, stretching, running, jumping, deep breathing, and wiggling with GoNoodle.

For Teachers: 3 out of 4 elementary schools in the US use GoNoodle to: – Give students the brain breaks they need – Host indoor recess – Make subject transitions seamless – Energize or calm their class

Create a free account on GoNoodle.com now and find hundreds of ways to move! — https://goo.gl/fA6qK3

Videos from Stand Up Kids

BURPEE

HOLLOW ROCK

PUSH UP

LEARN TO SQUAT

FULL SQUAT

SQUAT DRILL

MAKE IT RAIN

CROCODILES & CRABS

SHAKE THE WIGGLES OUT

FAST FEET & HIGH JUMPS

BLOCKED SQUAT & GRASSHOPPERS

ONE LEGGED HOPS & PLANKS

AIR SQUAT & RUN IN PLACE

Pogo Jumps & Lunges

Pushups & Spins

Blocked Squats & Backpack Chair Deadlifts

Floppies & Planks

Push Press & Tuck Jumps

Articles

Teaching with the Brain in Mind, 2nd Edition by Eric Jensen  Chapter 4. Movement and Learning

Research-Tested Benefits of Breaks Students are easily distracted, but regular, short breaks can help them focus, increase their productivity, and reduce their stress

The Cognitive Benefits of Physical Activity in the Classroom

Movement Breaks to the Rescue!

Classroom-Based Movement Breaks

Sensory and Movement Break Ideas | Getting Classrooms Moving!

Teacher Toolbox Physical Activity Breaks in the Secondary Classroom

Middle School Activity Breaks

Movement Breaks OT Tips

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Tips

  • Keep physical activity breaks short and manageable. Shoot for 1 – 5 minute breaks at least 2-3 times per day.
  • Participate with your students in the activity. Students will be more likely to join in and have fun if they see their school community moving with them.
  • Ask teachers and school administrators to share and demonstrate their favorite activities, games, and movement ideas during staff meetings throughout the school year.
  • Create a classroom atmosphere that embraces movement! Consider playing age and culturally appropriate music. Be patient – it may take some time for kids to embrace and be comfortable with the physical activity.
  • Integrate physical activity into academic concepts when possible. For example, a social studies unit on the Olympics can include student participation in classroom energizers fitting into an Olympic theme.
  • Encourage your physical education teacher to be a movement leader and advocate. Ask if he or she can share some simple motor skills and games for classroom teachers and guidance for creating safe movement spaces.
  • Empower students by asking them to share their own physical activity break ideas. Provide opportunities for students to lead and demonstrate activities.
  • Add physical activity breaks right into your daily schedule. Try creating a classroom physical activity calendar of events that includes a variety of ideas throughout the month. Use a classroom physical activity tracker to help your students reach 10 minutes daily! Check out these brain break for testing ideas.
  • Add in fun equipment items such as beanbags, spot markers, yoga mats, and balance boards. Consider applying for a Game On grant!
  • Integrate health and fitness concepts while moving with students to emphasize the importance of daily physical activity and good nutrition.

Source

Books

 Energizers! 88 Quick Movement Activities That Refresh and Refocus– Susan Roser

Action-Packed Classrooms, K-5: Using Movement to Educate and Invigorate Learners (2009)

  • by Cathie Summerford (Link)
  • “Focusing on using movement and music to energize young students and boost their learning, this research-based book offers strategies for basic energizers, clear objectives for standards-aligned instruction, and a student/teacher/principal agreement to commit to active learning.” – Amazon

Brain Breaks for the Classroom: Quick and Easy Breathing and Movement Activities That Help Students Reenergize, Refocus, and Boost Brain Power-Anytime of the Day! (2009)

  • by Michelle Gay (Link)
  • “40 fun exercises help students take a quick break and return to their work refreshed and ready to learn. Each exercise is designed to get more oxygen and energy to students’ brains, improve their focus, and calm their nervous systems. The result: increased motivation, cooperation, and learning in the classroom. Includes a full-color poster with five easy moves all kids can do when they need a ‘brain break’! For use with Grades K–5.” – Amazon

Brain Gym: Teacher’s Edition (2010)

  • by Paul E. Dennison and Gail E. Dennison (Link)
  • “This is a stand-alone book for parents, teachers and learners who want in-depth descriptions and variations for the 26 Brain Gym activities.” – Amazon

Energizing Brain Breaks (2009)

  • by David U. Sladkey (Link)

Energizing Brain Breaks 2 (2011)

The Kinesthetic Classroom: Teaching and Learning Through Movement (2010)

  • by Traci Lengel and Mike Kuczala (Link)
  • “Research shows that regular physical activity helps children perform better in school. This inspiring book illustrates how to integrate movement within classroom instruction, ranging from short activity breaks to curriculum-enhancing games.” – Amazon

Learning on Your Feet: Incorporating Physical Activity into the K-8 Classroom (2016)

  • by Brad Johnson and Melody Jones (Link)
  • “In this much-needed book, you’ll learn how incorporating physical activity into the classroom can improve students’ engagement, achievement, and overall wellness. Students typically spend most of the day sitting at their desks, and many don’t have recess or PE, yet research shows that regular exercise helps stimulate brain function and improve skills such as reading, critical thinking, organization, and focus.” – Amazon

Moving INTO the Classroom (2018)

  • Stacia Miller and Suzanne Lindt, Eds (Link)
  • This textbook focuses on research in movement integration and the benefits of physical activity to the child’s physical, cognitive, emotional, and social development. It includes research on and suggestions for integrating movement into English-language arts, mathematics, science and social studies for lower and upper elementary students. Though the textbook is specifically aimed at elementary-level teachers, secondary teachers and pre-service teachers can modify the activities to fit their lessons as well. – Springer
Perceptual-Motor Activities for Children with Web Resource: An Evidence-Based Guide to Building Physical and Cognitive Skills (2011)
  • by Jill Johnstone and Molly Ramon (Link)
  • “…blueprint for improving perceptual-motor skills—the skills that require young learners to use their brains and their bodies together to accomplish tasks. When kids improve these skills, they not only improve their coordination and increase their body awareness but they also enhance their intellectual skills and gain a more positive self-image.” – Human Kinetics

Physical Activity and Educational Achievement: Insights from Exercise Neuroscience (2018)

  • edited by Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, and Richard Bailey (Link)
  • “A growing body of research evidence suggests that physical activity can have a positive effect on educational achievement. This book examines a range of processes associated with physical activity that are of relevance to those working in education – including cognition, learning, memory, attention, mood, stress and mental health symptoms – and draws on the latest insights from exercise neuroscience to help explain the evidence.” – Amazon

Physical Activity and Health Promotion in the Early Years (2018)

  • edited by Hannah Brewer and Mary Renck Jalongo (Link)
  • “This book…provides a theoretical base explaining why physical activity is important, and offers practical strategies for increasing health and well-being in early childhood settings. It takes ancient wisdom on the mind and body connection, applies it to the youngest children, and supports it with current empirical and international evidence—all with an eye toward improving wellness across the lifespan. The many topics discussed in the book include children’s motor skills, movement, interaction, physical literacy, the use of video games, dog ownership, developmental delays, as well as strategies to improve physical activities in the classroom and broader contexts.”

Spark: the Revolutionary New Science of Exercise and the Brain (2008)

  • by John J. Ratey (Link)
  • “Did you know you can beat stress, lift your mood, fight memory loss, sharpen your intellect, and function better than ever simply by elevating your heart rate and breaking a sweat? The evidence is incontrovertible: aerobic exercise physically remodels our brains for peak performance.” – Amazon

Teaching with the Brain in Mind (2005)  – chap. 9: Movement and Learning

  • by Eric Jensen (Link)
  • “…[this] best-seller is loaded with ideas for how to improve student achievement and create a more effective classroom by applying brain research to your teaching. [It] translates the latest scientific findings into effective instructional strategies…” – Amazon

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning (2010)

  • by OWP/P Architects, VS Furniture, & Bruce Mau Design (Link)
  • “Created by an international team of architects and designers concerned about our failing education system, [this book] explores the critical link between the school environment and how children learn…” – Amazon

healthyhabits

 

Hearing Loss in School

audiogram

The National Dissemination Center for Children with Disabilities (NICHCY) explains that hearing loss falls into four subcategories: conductive, sensorineural, mixed and central. These identify the location in the body in which the hearing impairment occurs. Hearing aids and other sound amplifying assistive technologies (AT) often work for students with conductive hearing loss, as their impairments stem from the outer or middle ear. Such does not hold true with sensorineural, mixed and central hearing losses, as these impairments stem from the inner ear, the central nervous system or a combination of the two. Typically, hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech.

Educational Challenges

Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in:

  • the subjects of grammar, spelling and vocabulary
  • taking notes while listening to lectures
  • participating in classroom discussions
  • watching educational videos
  • presenting oral reports

Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona’s Department of Education’s Parent Information Network notes that, “Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly.”

Source

Hearing Impairment Topic Categories via-

The National Association of Special Education Teachers (NASET)

Accommodations Adults with Hearing Impairments
Advocacy Assessment
Assistive Technology Audio/Video Tapes
Books and Publications Causes
Characteristics Classifications
Classroom Management Definition
Diagnosis Frequently Asked Questions
History of the Field Medical Issues/Medication
Organizations Overview
Parent Information Prevalence
Transition Services

Hearing Loss in Children Links via ASHA

Audiologic Treatment/Habilitation

Causes of Hearing Loss in Children

Cochlear Implants

Hearing Aids for Children

Hearing Assistive Technology for Children

Hearing Screening

Ototoxic Medications

Types of Hearing Loss

Types of Tests Used to Evaluate Hearing in Children and Adults

Resources

Accessibility Considerations Worksheet For Students with Hearing Loss

Article- The Cascading Impact of Hearing Loss on Access to School Communication Fragmented Hearing -> Effort -> Listening Comprehension -> Fatigue -> Pace of Learning It’s About Access, Not Hearing Loss

Causes of Hearing Loss in Children

How to Read an Audiogram and Determine Degrees of Hearing Loss

Students with Hearing Impairment in the School Setting ASHA Practice Policy documents

The Los Angeles Unified School District’s Position Paper Deaf and Hard of Hearing Services

GUIDE TO EDUCATION OF CHILDREN WHO ARE DEAF OR HARD OF HEARING

Ideal Classrooms

Sonoma County’s DHH procedures for deaf and hard of hearing (ZIP file with forms)

SUPPORTING STUDENTS WHO ARE DEAF/HARD OF HEARING IN WI PUBLIC SCHOOLS Information for public school administrators and pupil services personnel about educating students with hearing loss (PPT)

Assistive Technology in the Classroom For Deaf and Hard of Hearing

Assistive Technologies for Individuals Who are Deaf or Hard of Hearing  (from Gallaudet University)

IEP/504 CHECKLIST: ACCOMMODATIONS AND MODIFICATIONS FOR STUDENTS WHO ARE DEAF AND HARD OF HEARING (One Sheet Wonder!)