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    • 1930_all 7

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    • OBJECTIVES OF THE JUNIOR COLLEGE HENRY OBERHANSLEY Director A SCHOOL is a place in which we can get experiences and in-terpretations faster and more ac-curately than we can outside school. Our school life today furnishes op-portunities rich in...
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    • 25 Conclusion In summary, RTI as Fuchs & Fuchs (2006) explain is a “multilayered structure . . . implemented in the early grades to strengthen the intensity and effectiveness of reading instruction for at-risk students, preventing chronic school...
    • Page 41

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    • 35 placement did not involve much teacher input. Teachers were told when students would receive interventions. Table 1 Respondent Answers Related to Teacher Input Question Number 3 Similar Responses 2 Similar Responses Divergent Responses 1 √ 2...
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    • 58 modifications to assist the learner. Before making a referral, the teacher had the benefit of talking with other professionals, one of which being the special educator, to determine ways to enhance her own teaching and begin adapting and...
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    • 60 One teacher stated that RTI did not impact advanced students. However, the researcher sees it in a different way, if all teachers’ energy and focus is put into moving struggling readers, making adaptations to instruction to help them be...
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    • 66 appropriate educator or administrator for testing. Since the QRI can be administered on any level K-12, students who are referred should be tested at least once a year to determine improvement and to provide appropriate adaptations in curriculum...
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    • advocating Contrast Loading believe that the neural adaptations to this type of training will result in greater power output. Variations of the method have been shown to enhance power in well trained athletes (Baker 2001). Dynamic weight training...
    • Page 19

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    • increased to some degree with the six week training. This also may change the reach height. Researchers conducting future studies may wish to find a way monitor these things more closely. However, the method of testing for this study may be more...
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    • 13 INCLUSION: IN SERVICE TRAINING their nondisabled classmates. Furthermore, Seehorn (n.d.) points out that by being included, students will be exposed to opportunities for problem solving that will help them as they function outside of the classroom...
    • Page 29

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    • 25 INCLUSION: IN SERVICE TRAINING Teachers can encourage a feeling on inclusion by always encouraging students to work together in diverse groups, not condoning negative or discriminatory remarks, and allowing each child to shine in his or her own wa...

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