285G | Supporting Students with Disabilities / Home-School Connection UNIT 8 Suggestions These support notes are meant to offer general suggestions. They should be considered neither comprehensive nor label-based. As always, a student’s unique needs drive any curricular accommodations and modifications (as delineated in their individual IEP or 504 plans). Receptive-expressive language support Provide students with additional time to process information presented orally. Repeat and/or replay cues and readings as necessary. Whenever possible, support orally presented information with visual supports, such as images from the text. In this unit, which focuses on innovation and how we use natural resources, realia, such as cotton, rope, and paper, can be used as a support as well. Executive Functioning Students with organization issues may need support to refer to resources when they are completing tasks. In this unit, students write a journal entry using a graphic organizer to identify and order events, and then use the organizer to write their journal entry. Have students think about the things that happened to them that day (or the day before depending on which day they are writing an entry for) and write the events down on note cards. Have students physically move the cards to order the events, and then write a number on each one to establish a place holder. Have students retell the steps, pointing to each number. Then have students mark off steps as they complete them by writing them into their journal entry. Auditory Processing Students with auditory processing disorders will need extra time, and the opportunity, to listen again during listening activities. Give students ample time, and allow them to repeat audio as needed, especially for music, media, and oral language activities. Give students access to the text to follow along, even during first readings. Enable closed captioning for the video at the end of the unit. In this unit, Innovation, students learn how people in the past and the present have solved problems with creativity and through innovation. Encourage families to extend class discussions at home to help strengthen students’ understanding of how we learn from nature to solve problems. Work with students to write lists of new terms they can bring home to share. They can use their lists to guide discussion. This unit focuses on problems and solutions. Students read about how Native Americans solved many problems by what they learned from nature. In several activities students are asked to come up with solutions for problems. Have students share the lists of solutions they came up with in the oral language activity, then discuss with their family other possible solutions that would work in those situations. Ask students to explain what a collective noun is to their family. Have them write a list of classroom items and their collective noun counterparts. Have students write a sentence using each form of the nouns. For example: I grabbed a book off the table. and I grabbed a stack of books off the table. Students can take home their sentences and share them with their family. They can have fun creating collective noun sentences with their family about things around the house. In Art, students will create a piece of artwork from recycled materials. Have students create an art gallery of their work in the classroom and invite families to come and see their recycled art pieces. Students can explain their art piece and what they used to create it. Supporting Students with Disabilities Home-School Connection
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