Evaluating Practice for students with SLD
Specific training is focused on successful educational methods of empirical findings. The skill being taught for student learning from learning difficulties (LDs) includes math. Specific instructional strategies to be used include the use of tightly organized and synthesized procedures to demonstrate a particular ability. In that strategy, the teacher deliberately designed to educate LD students using only a sequence of moves throughout three different parts: preparation for both the lesson, interaction with students during the learning experience, consolidation of the learning phase (Stichter, Conroy & Kauffman, 2008; p. 97)). Educators must include educational strategies in the classroom with cognitive or physical visual impairments that are available all across the daily routine. That is because improvements and modifications are to be made in the school setting as well as in teaching personnel to improve student engagement and promote learning (Stichter, Conroy & Kauffman, 2008). As teachers with students develop appropriate instructional methods, individuals, including student classes, are acquiring the skills required to become active learners. Thus cognitive approaches should encompass reciprocal teaching as well as collaborative problem-solving. The instruction would proceed that; students and I go through FAST (freeze and think, alternatives, solution, try it), but what FAST implies. Students get a sticker chart. The chart would get weekdays and lots of open rooms (for stickers). If the student thinks they have behaved FAST, they will get through a label mostly on map. In this way, they not just evaluate their emotional responses with FAST and recognize that they have done something with the positive results linked with any of this.
Reference
Stichter, J., Conroy, M. A., & Kauffman, J. M. (2008). Characteristics of students with high incidence disabilities: A cross-categorical approach. Columbus, OH: Merrill.
