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SOME STRATEGIES FOR ELIMINATING BARRIERS FOR SPECIAL POPULATIONS FROM PROGRAM QUALITY CRITERIA TEACHER SELF-EVALUATIONS Individuals with disabilities
Have a computer station setup for wheelchair access Have open lab opportunities for make up and work Student is accompanied with a teacher aide Train teachers in SIOP (sheltered instruction observation protocol) strategies Work with school counselors and special education teachers One-on-one instruction for students when necessary Extra time for assignments or project if needed Room/Lab modification Hearing and other physical impairment aides when appropriate Have alternate curriculum for students requiring repetitive operations Make up sessions are available throughout the year for students to make up work Participate in all IEP/504/RTI meetings and implement accommodations Curriculum materials can be easily addressed at many different academic levels Highlighted textbooks Peer tutoring Recommends tutoring/counseling if necessary Extra time given on assignments and/or tests Adjust lesson plans/curriculum Teaching includes much visual instruction Software allows students to repeat materials Teaching includes much visual instruction Software allows students to repeat materials Modify content of curriculum and provide extra time for completion of assignments Teach lessons through multi-media Develop online tutorial Use chats Students are assigned to teams with seniors to assist with mentoring Limit percentage of special populations within a classroom Working closely with the Special Education department to ensure student success Print PowerPoint presentations for students as needed Provide printed notes to IEP students as well as modified projects Provide students with printed version of lectures as needed Reads information to students who are poor readers Eliminate wiring, furniture, etc. which may impede movement of physically handicapped students Set-up peer advocates in the classroom Correct placement in a group setting can be beneficial to all Use of INFINITE CAMPUS to keep students engaged Vary instructions, notes and demonstrations Placed a mirror over range top in one of the kitchens Closed caption or script for videos for hearing impaired students Open notebook tests A portable work area with a lower counter to allow a person confined to a wheel chair to do more of the preparation Recruitment directed at special populations Conference with other teachers who specialize in these students to set-up plan for the semester Peer tutors available for additional support in the Academic Resource Center Differentiated instruction and alternative testing tools incorporated into lessons Push-in teachers provided as needed Physical placement to minimize electro magnet field effect on some student disabilities Work with each student and parents to determine what opportunities are necessary for student to successfully bridge their specific barriers in CTE courses Determine student reading level and make accommodation Differential learning for Special Education students with modified testing and assignments Include introduction to workplace skills and positive work habits Limit percentage of special populations within lab Request teacher aide Individuals from economically disadvantaged families, including foster children
Waive lab fees and help with professional clothing for job interview Pay CTSO fees Train teachers in SIOP (sheltered instruction observation protocol) strategies Work with school counselors Allow student to work off the lab fees Develop organization/business/community support for students who need help in financing school costs Peer tutoring Arrange payment for special certifications and workshops for teachers Recommend free tutoring/counseling if necessary Pay for special certifications and workshops Students without a computer should be given access to computers outside of class time if possible Set-up peer advocates in the classroom Use of INFINITE CAMPUS to keep students engaged Conference with other teachers who specialize in these students to set-up plan for the semester Work with each student and parents to determine what opportunities are necessary for student to successfully bridge their specific barriers in CTE courses
Individuals preparing for nontraditional training and employment
Promote and enforce a classroom atmosphere free of gender bias Work with school Counselors Evaluate and adjust, if necessary, curriculum and all other course materials for gender neutrality Peer tutoring Train teachers in SIOP (sheltered instruction observation protocol) strategies Pay for special certifications and workshops Adjust lesson plans/curriculum Encourage participation of non-traditional students Set-up peer advocates in the classroom Correct placement in a group setting can be beneficial to all Use of INFINITE CAMPUS to keep students engaged We have 5 BTIO babies (Baby Think It Over) and they are of diverse ethnicity to match our student population Offer female Auto and Metals courses, and Male Human Growth & Development and Fashion classes Changed project in Clothing Construction from students may make prom dress to students may make prom dress or prom vest and cummerbund. Communicate with current nontraditional students to see what they like and dislike about the program, and what ideas they may have to help recruit other nontraditional students Recruitment directed at special populations Implement projects that appeal to nontraditional students Work with each student and parents to determine what opportunities are necessary for student to successfully bridge their specific barriers in CTE courses Makes environment comfortable for nontraditional students Do not allow students in classes with nontraditional students to self-select for groups, teams, etc. Nontraditional students will likely be chosen last or not at all Do not call attention to nontraditional students in the classroom setting Allow nontraditional students to demonstrate their competence in the classroom Do not allow bullying of nontraditional students Prepare in advance for inclusion of nontraditional students Recruitment materials should show women and men and models should be racially diverse. Provide nontraditional role models/mentors Relate course content to nontraditional interests Provide benefits of nontraditional employment such as higher pay and better benefits, more diverse options, more interesting work, etc. Insure that intern/job shadowing experience are not gender biased Describe potential jobs in detail, indicating the entry-level wage and career advancement opportunities, and describe the training necessary to obtain these jobs, the length of training, the cost, if any, available support services, and entry-level training requirements. Explain the apprenticeship system. Most Americans--but women in particular--are unfamiliar with this method of training Discuss both the benefits and barriers for people working in nontraditional jobs If necessary, assist the female student in overcoming her math fears. Many women are afraid of doing math, but once they overcome their fear, they may enjoy it and careers that involve math (section continued on next page) Family and friends may not support a student?s decision to enroll in a nontraditional course. Help the student, if possible, to find support for his/her decision
Note: Career interest inventories, administered after career exploration, can be useful to help students learn to picture themselves in nontraditional occupations. Career aptitude and assessment tools should be used with great caution, since many have the effect of screening young people out of nontraditional occupations. Counselors can identify other interests and skills, in addition to prior coursework and job experience, as a base for career paths. For example, young women interested in computer games may possess good hand-eye coordination, or be adept at computer repair.
Individuals with limited English proficiency
Purchase books in Spanish or online tutorials when available Active recruitment of minorities and special populations with low representation in technical areas (allow for attendance without prerequisites) ELL/Interpreter if students cannot read or speak English or pare up student with someone who is bilingual Have Open Lab opportunities for make up and work Work with school Counselors Train teachers in SIOP (sheltered instruction observation protocol) strategies One-on-one instruction for students when necessary Extra time for assignments or project if needed Have alternate curriculum for students requiring repetitive operations Make up sessions are available throughout the year for students to make up work Address curriculum materials at many different academic levels Peer tutoring Extra time given on assignments and/or tests Pair student with someone who is bilingual Adjusts lesson plans/curriculum Recommend tutoring/counseling if necessary Teaching includes much visual instruction Software allows students to repeat materials Modify content of curriculum and provide extra time for completion of assignments Teach lessons through multi-media Develop online tutorials Use chats Students are assigned to teams with seniors to assist with mentoring I have students partner with students who have problems communicating to solve the need for participation in group activities Limit percentage of special populations within a classroom Print PowerPoint presentations for students as needed Provides students with printed version of lectures as needed Reads information to students who are poor readers Teacher has student aide who gives her Spanish phrases to send out through Sychroneyes (computer software) Set-up peer advocates in the classroom Correct placement in a group setting can be beneficial to all Use of INFINITE CAMPUS to keep students engaged Recruitment directed at special populations Vary instructions, notes and demonstrations Sanitation videos in Spanish Open-notebook tests Conference with other teachers who specialize in these students to set-up plan for the semester Peer tutors available for additional support in the Academic Resource Center Differentiated instruction and alternative testing tools incorporated into lessons Push-in teachers provided as needed Work with each student and parents to determine what opportunities are necessary for student to successfully bridge their specific barriers in CTE courses Differential learning for Special Education students with modified testing and assignments |