Oftentimes, a child’s gifted ability is mistaken as ADHD because of the similarities between the symptoms of the latter and the conduct disorders of the former. As a result, gifted and talented children remain unidentified. How can you differentiate between giftedness and ADHD?
Some gifted children do not excel in school, and they become underachievers. The first step in helping underachieving gifted students is to identify the causes of underachievement. There are three common causes.
With the perceived overdose of statewide testing of students, it is expected to find a slew of criticisms against standardized tests. Are there too many? Do they provide the information needed? When should teachers use and not use standardize tests?
The Child Behavior Checklist is an assessment instrument to assist parental involvement in the social development of their child. How is this test exactly used, and how can it be harnessed for great success?
The school counselor suggested that the special child must undergo the Peabody Picture Vocabulary test. Is this the most appropriate test to assess the child’s verbal intelligence? Find out.
Identifying a student as one with special needs should not be done lightly. But identification should be done as early as possible so that proper interventions can be given. Fortunately, there are several assessment instruments that are used in the field of special education.
Does your toddler have special needs? Early diagnosis of problems in developmental motor skills is crucial for helping children with special needs. One of the most popular assessment tools is the Peabody Developmental Motor Scale. Is it reliable and sufficiently responsive?
One of the most popular and most often used assessment tests to determine the intelligence quotient of students and identify those who have special education needs is the Stanford-Binet Scale. There are, however, instances when the score obtained from this test is not considered valid.
A good assessment can be useful in many ways. It improves classroom instruction, fosters active student involvement, and provides skilled teacher direction.
Discussion is one of the most effective teaching strategies that encourage greater classroom participation. But discussion is best used only during certain situations. At the same time, discussion will not be successful if carried out incorrectly. How can a teacher effectively use discussion?
Questioning is not just an impulsive act on the part of the teacher. A single question can help students process the information they are learning, and come to conclusions on their own. Questioning is an art form, and not all questions are good questions.
Teaching is a demanding job. Teachers must meet numerous deadlines. Teachers must accomplish several objectives. Teachers must master the art of multitasking. In the face of so much responsibility, many teachers forget an important component of classroom instruction. It is called reflection
One of the newer concepts of effective teaching is reflection-in-action. That is, the teacher conducts reflection while teaching. Such reflection supposedly improves classroom instruction. How can teachers leverage this technique in class?
The emphasis of today’s instruction in the classroom is to shift teaching strategies, classroom discipline, and classroom assessments from the teacher-centered paradigm to the learner-centered paradigm. Let’s dive into a comparison between the two methods.
You’ve found yourself teaching a classroom that includes one or more students who have a hearing impairment. Before joining that IEP team, you should have a background knowledge of what assistive technologies and devices will be needed by students with hearing impairment.