Including Students with High-Incidence Disabilities

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    • 00:12

      TEMA KHIEU: So, the three little pigs are the characters.They wanted shelter and protection,and that's why they built their houses--but what happened?What happened?Monica.

    • 00:23

      MONICA: Some of the houses were destroyed.

    • 00:27

      TEMA KHIEU: OK-- some of the houses were destroyed by what?

    • 00:31

      STUDENT: By the big, bad wolf?

    • 00:33

      TEMA KHIEU: By the big, bad wolf.What did he do?

    • 00:35

      STUDENT: He blowed down their houses?

    • 00:37

      TEMA KHIEU: He did--he blew down their houses.So, when I'm scaffolding students that need that extra--

    • 00:42

      TEMA KHIEU: Mm-hmm.

    • 00:43

      TEMA KHIEU: I believe there's definitely a gradual releaseof responsibility.So that may start with one on one--let's go over the directions and you tell me what I just said--and, then, I would have the students re-explain,of course, what I just said so that I'mchecking for understanding.

    • 01:04

      TEMA KHIEU [continued]: I know with one of our Down students,it's a lot of guidance.The other students are so quick to help him with whateverhe may need explaining.

Including Students with High-Incidence Disabilities

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Abstract

Tema Khieu explains how she teaches students with disabilities.

Including Students with High-Incidence Disabilities

Tema Khieu explains how she teaches students with disabilities.

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