SLD & inclusion

1. create individual learner profiles

1.1. acknowledge learner levels with appropriate scaffolding & support

1.2. create learning goals

1.2.1. monitor, reflect, & adapt goals regularly

2. encourage empowerment & self-actualization

2.1. give realistic feedback

2.2. teach self-evaluation

2.3. allow time to process & reflect

3. encourage, coach, guide, & praise

3.1. hold high expectations

3.2. offer help without enabling

4. promote identifying, interventions & screenings

5. UDL principles

5.1. multiple means of representation, action & expression, & engagement

6. collaborate & communicate with student, families, staff, & specialists

6.1. create a team of support

6.2. ongoing monitoring

6.3. functional communication

6.4. involvement in strategizing

7. identify characteristics of students & connect them to strengths

7.1. support recognition of skill set

7.2. know when to fade supports

8. dyslexia & reading differences

8.1. strengths: creativity & the arts, personal skills, oral vocabulary, architecture & engineering

8.2. offer multiple modalities & MTSS

8.2.1. visual, auditory, & kinesthetic-tactile modalities

9. speech & language disorders

9.1. determine appropriate supports for: receptive language, expressive langauge, phonology, morphology, syntax, semantics, & pragmatics

9.2. offer accompanying visuals/functional communication

9.3. explore assistive options

9.4. collaborate with an SLP