Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and

Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and

Teaching Special Education Students In the classroom, teachers are primarily responsible for ensuring that special education students are provided with equal opportunities for education. While instructors should not lower academic standards in the classroom, they should make every effort to make reasonable accommodations for students with disabilities. By making simple adjustments, such as allowing students to record lectures or changing the format of a test, teachers can make sure that special

This plan should address the concerns of the parents and must be tailored to suit the specific needs of the concerned child. Developing an IEP involves a collaborative approach from the teachers, parents and students and other special education staff. Team effort is central to the success of the program as only when input from all the members are garnered can a successful plan be charted out. Once the

It would not only be time consuming and expensive for each classroom teacher to develop an effective basic reading skills curriculum but such a curriculum is also fraught with a high degree of error. There is compelling evidence that supports the use of scripted programs rather than teacher-developed approaches to teach complex skills (Benner, 2005). Second, apply positive behavioral supports to manage the behaviors of students with behavioral difficulties during

An IQ level below 70 signifies a deficiency in adaptive functioning. The possible causes of mental retardation may be attributed to three genetic disorders - down syndrome, fetal alcohol syndrome and fragile X syndrome. The impaired genetics conditions are believed to be the most common causes of mental retardation. In addition, researchers have identified few other causes that may profoundly heighten the risk for developing mental retardation in a child.