SETSS is a uniquely useful setting to support students with developing independence. Students with disabilities at our school often receive SETSS because of a lack of executive functioning skills. It is my job as the SETSS provider to help identify the barriers in place preventing students from working independently and then scaffold tasks in a […]
We as teachers are often left with more questions than answers when students with disabilities are not able to produce what is expected during project work time. In an ideal world, high school students should be able to use all available resources, tools, and accommodations provided by their teachers to persist through project work time […]
As the speech-language provider, I am often working to increase student independence in the writing process. There are, of course, many components to be addressed – brainstorming, outlining, drafting, etc. – yet I invariably find myself having to take the lead when it comes to proofreading. Many of my students have spent their entire educational[…]
A lot of the reading that I was doing about students with intellectual disabilities was around the importance of developing life skills. One of my fears is that they are not learning those skills explicitly at our school. I’ve also been speaking with our liaison at DOE central about the alternative placements for our students […]
The words “data analysis” probably don’t evoke much excitement in our high school students, but having the ability to closely examining data sets, graphs, and statistics can be an extremely useful life tool. Throughout our semester together in Microbiology, my students and I have been discovering ways to navigate various types of data. We have […]
For this post, I focused on the work that I do with our students with Autism at ESA. As the speech-language pathologist (SLP), I have the opportunity to see these students both in the classroom (for “push-in” sessions) and in small groups outside of the classroom (for “pull-out” sessions). This provides me with a unique […]
PoP: How might we authentically include students with severe disabilities so they are academically engaged in their classes and socially engaged in the school community through my role in SETSS? Most of the students with Autism and ID in our school experience a level of isolation related to their disability. Two of our students with […]
PoP: How might we authentically include students with severe disabilities so they are academically engaged in their classes and socially engaged in the school community through my role in ICT? In the world of education, the biggest challenge is ensuring all students are given equal opportunities to access content and adequately build new skill sets. […]
PoP: How might we authentically include students with severe disabilities so they are academically engaged in their classes and socially engaged in the school community through my role in Speech? ESA strives to be a community inclusive of all people, and in many ways we are successful. However, over the past few years, with the […]