Student is learning Low Tech Tools: First grade student Communication and modified and adapted first Manipulatives for Family speaks Learning Support grade content hands on instruction Spanish at home Classroom Visual supports with No ESOL services at Reading directions this time Student is not Identify characters Number and letter Expresses interest in included in any from a story (using cards for emerging writing – enjoys general education at direct matching skills practice tracing his name, this time pictures and non- Common objects What we know
Enjoys stacking special education Answer simple WH- vocabulary blocks, lining up toys room questions with knowledge Four adults in visual cues Token board for Strengths classroom available (redirecting back reinforcement Follows class routine for support into the story to Pencil grip for independently look at pictures) emerging writing (checking schedule, The classroom: Sequencing events skills beginning to work) A class of 8 first and from a story using Highlighter tape for Works second grade picture cards key words independently on students, all Beginning exposure Build basic sign familiar tasks diagnosed with ASD. to sight words as language knowledge Responds to positive 2 students are well as names of Use of boardmaker reinforcement and verbal. 5 students common objects symbols praise have high-tech Picture schedule Math First-then cards Works well with communication Sequencing Picture exchange familiar adults and devices. numbers (1-10) seeks affection from Classroom is set up Matching numbers High-Tech Tools: them into stations – to sets for the Text to speech Responds to visual computer, sensory, numbers 1-10 software cues and can follow teacher time, Beginning exposure Communication simple directions independent work, to addition device with LAMP “turn on the lights”, work binders problems (receiving app “get the bag”, “clean Students use picture assistance in setting Bookshare up” schedules and up math problems) Classmate Reader Gets attention of picture cards to Identifying shapes, adult and gestures to match them to the matching shapes to things he wants correct location their shape names (cookies, juice box) (taking a pink card Finishing and from his schedule extending patterns Needs: and going to the Non-verbal, deficits pink station) Other in speech and Each student has a Following language desk facing the front directions, Becomes frustrated board for Calendar especially changes with changes in time in routine routine (field trips, Snack table Working with peers fire drills) Student has his own and interacting with Occasionally independent work peers becomes aggressive station when he does not get Has access to a what he wants computer during his (pinching, attempting computer rotation to hit) Whole group Difficulty interacting instruction is with and relating to delivered to all peers – does not engage in play with students at the other children small table Difficulty with academic content, particularly language-based activities (reading, health/science/social studies)
Q. NO 01 Describe The Concept and Scope of Teacher Education. How Teacher Education of Pakistan Is Similar To USA and Different From Teacher Education of India? Answer Concept of Teacher Education