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Ms. Kristal Thomas’ Classroom Edit display name

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My students are an awesome and dynamic group who are diagnosed with either a Language Learning Disability, Autism, Dyslexia, Auditory Processing Disorders, Articulation/Speech Sound delays, etc. These disorders lend itself to poor functioning in the classroom such as decreased literacy skills, poor vocabulary, poor social/pragmatic skills, decreased comprehension ability, or simply can not follow directions because they do not have the knowledge of spatial and positional terms. My children have delays in linguistic underpinnings that prevent them from moving forward. In my school, the teachers work collaboratively to find different strategies, however, the funding to have dynamic, fun, and brightened interventions are at a minimum. Time to create unique interventions is limited and the children relate to technology, games, and hand-on learning. Paper and pencil is not enough for academic retention - especially vocabulary.

About my class

My students are an awesome and dynamic group who are diagnosed with either a Language Learning Disability, Autism, Dyslexia, Auditory Processing Disorders, Articulation/Speech Sound delays, etc. These disorders lend itself to poor functioning in the classroom such as decreased literacy skills, poor vocabulary, poor social/pragmatic skills, decreased comprehension ability, or simply can not follow directions because they do not have the knowledge of spatial and positional terms. My children have delays in linguistic underpinnings that prevent them from moving forward. In my school, the teachers work collaboratively to find different strategies, however, the funding to have dynamic, fun, and brightened interventions are at a minimum. Time to create unique interventions is limited and the children relate to technology, games, and hand-on learning. Paper and pencil is not enough for academic retention - especially vocabulary.

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About my class

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