Children of low socioeconomic status often enter school with poor skills, leading them to be misidentified as learning disabled. Educators in Grades Ka12 can allocate resources for special education services more effectively and meet the needs of low SES students by preventing students from being placed in the wrong program and by providing readiness supports. Offering an in-depth look at schools that have realized effective results in remarkable time frames, the authors challenge educators and parents to consider how low expectations can affect student achievementaand emphasize optimism as a necessary tenet of schools' day-to-day teaching/learning programs and school-community relationships. This resource provides: Training resources for teaching low SES students Assessment tools for identifying learning needs Strategies for building relationships of trust and collaboration throughout the school community Data charts that illustrate the increase in student achievement from schoolwide initiatives A bibliography and glossary of pertinent research and terminology With these strategies and tools, schools can meet the developmental and environmental needs of their most vulnerable students and watch student achievement and confidence soar!In a fifth-grade classroom, we observed collaboration with a PE teacher on a lesson plan related to the establishment of the 13 colonies. The names of the states were taped, in ascending order, to the climbing wall, and children were asked toanbsp;...
|Title||:||Poverty Is NOT a Learning Disability|
|Author||:||Tish Howard, Sandy Grogan Dresser, Dennis Dunklee|
|Publisher||:||Skyhorse Publishing, Inc. - 2015-01-27|