Learners With Special Needs Quotes

Above all, the most basic message is that teachers and students must avoid interpreting current performance as learning. Good performance on a test during the learning process can indicate mastery, but learners and teachers need to be aware that such performance will often index, instead, fast but fleeting progress.

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As the reader will see in upcoming sections of this book, while being bankrolled by the Federal government, the foisting of the Common Core “State” Standards onto English Language Learners and students with disabilities takes place in an unpleasant manner. Yet, in an equally strange manner, when it comes to getting involved with Gifted and Talented students, the silence is deafening.

Adults must provide a community in which children can hear the Word and can meet God. Children need a sense of belonging in the larger faith community and in their worship setting. These special worship groups will be more truly a community when the participating adults see themselves as learners and worshipers along with the children. We too need to hear the Good News anew and to probe its meaning more deeply. Even as we tell the stories, we must listen for God’s word to us. Children can be encouraged to enter the stories, reflect on their meaning, and respond in worship when the adults in their community

Adults must provide a community in which children can hear the Word and can meet God. Children need a sense of belonging in the larger faith community and in their worship setting. These special worship groups will be more truly a community when the participating adults see themselves as learners and worshipers along with the children. We too need to hear the Good News anew and to probe its meaning more deeply. Even as we tell the stories, we must listen for God’s word to us. Children can be encouraged to enter the stories, reflect on their meaning, and respond in worship when the adults in their community model those behaviors.[17]

And I accepted the job without consulting Shelley. Yeah, I’m a slow learner! Fast-forward to today. It’s been an incredible ride. It took the better part of five years to feel like we were stabilized. It took seven years for Shelley to say she actually respected me. It took eight years for her to say that if we had to go through it all over again, she would still choose me. It took nine years for her to say that my sexual addiction was one of the best things that ever happened to her. My jaw hit the floor when she said that. Today, as I write this, it’s a little over ten years since the mocha hit the fan. We have seen God’s amazing redemption play out, and our marriage is special. We’re still trying to figure out intimacy, still working through painful memories of the past, still leaning into conflict. And trust, well, trust has been and is still being restored. It’s an ongoing thing, which is exactly what prompted my penning this book. This book is in so many ways a “don’t do what I did” manuscript. It is the culmination of a decade of trial and error. My hope is that it will give you the courage you need to lean into the trials and make fewer errors than I did.

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues