Strategies for Academic Success (GS-100) is a 1-credit learning strategies and study skills course appropriate for Valpo students who want to enhance their academic achievement.

Academic Success Strategies

• College Reading and Writing.
• Managing Stress.
• Motivation and Focus.
• Communication with Instructors.
• Test-Taking Strategies.
• Time Management.
• Learning Strategies.
• Grades and GPA.

Following are eight strategies that you can employ to help students succeed.

1. Set High Expectations.
2. Establish a Classroom Routine.
3. Practice the ‘Daily Fives’
4. Continually Grow in Your Profession.
5. Help Students Climb Bloom’s Taxonomy Pyramid.
6. Vary Your Instruction.
7. Show That You Care About Every Student.

It takes a combination of skills — organization, time management, prioritization, concentration and motivation — to achieve academic success.

Positive self-esteem and self-confidence are critical factors in commitment to academic success.

Answer: Achieving academic success is difficult for me because of a lack of self-discipline. Achieving academic success needs organization, time management, prioritization, concentration, and motivation. Learning new skills and concept is a good indicator of academic success.

Five ways to make your learning more effective

1. Set your goals. Setting goals is a great way to keep you focused on what you want to achieve.
2. Make lists. Lists are a great way to keep organised.
3. Ask questions. Being in the classroom is the best time to ask lot of questions about your work or subject.
4. Relax.
5. Schedule Your Time.

5 Tips for Getting All Students Engaged in Learning

1. Connect what you’re teaching to real life. One key way to involve students in their learning is to make sure the material speaks to them.
2. Use students’ interests and fascinations.
3. Give students choices.
4. Hook their interest with fun transitions.
5. Teach students self-monitoring skills.

Three Strategies to Ensure Student Success and Engagement

• Establish organization and structure. Establish and communicate clear learning objectives throughout the course. Establish and communicate clear standards for performance (e.g. rubrics and grading guidelines)
• Keep Learners Intrinsically Motivated. Establish personal and real-world relevance.
• Involve the Learner.

Visual

1. Use maps, flow charts, or webs to organize materials.
2. Highlight and color code books/notes to organize and relate material.
3. Have students pick out key words and ideas in their own writing and highlight them in different colors to clearly reveal organizational patterns.

Mills. These different learning styles—visual, auditory, reading/writing and kinesthetic—were identified after thousands of hours of classroom observation.

Make learning participative. Encourage peer learning. Break tasks down into smaller steps that will incrementally build into the task objective. Use learners’ own words, language, materials and personal context – be clear about activity purpose and how it relates to the skills needs of the learner.

Methods of modifying games and activities:

1. Sit down or lie down rather than stand.
2. Walk rather than strike.
3. Kick rather than strike.
4. Throw or strike rather than kick.
5. Permit additional trials: sticks, throws, jumps.
6. Allow for substitutions.
7. Reduce the time periods of the game.

Motivating Special Needs Children

1. Use of Positive Reinforcement.
2. Encourage Activities Such as ‘Social Stories’ and ‘Scripting’
3. Allow Them to Choose Their Own Activity.
4. Use Play Therapy.
5. Reward Children with Favorite Toys or Food.
6. Use Music Therapy.
7. Integrate Activities that Affect the Level of Sensory Stimulation.
8. Constantly Introduce New Fun Activities.

ACCESS TO EDUCATION FOR STUDENTS WITH A DISABILITY: BARRIERS AND DIFFICULTIES

• Lack of available options.
• Lack of information to families or prospective students.
• Lack of information to families about procedures.
• Inconsistency (lack of equivalence) between various.
• Co-ordination between services, departments and ancillary.

When we think of children with learning challenges, we think of difficulty with reading or math, with being organized, with paying attention and staying focused in school. But many students with learning and attention disorders also have social and communication problems.

Physical Inaccessibility: Students with disabilities continue to encounter physical barriers to educational services, such as a lack of ramps and/or elevators in multi-level school buildings, heavy doors, inaccessible washrooms, and/or inaccessible transportation to and from school.

Common Barriers to Participation Experienced by People with Disabilities

• a physical environment that is not accessible,
• lack of relevant assistive technology (assistive, adaptive, and rehabilitative devices),
• negative attitudes of people towards disability,

• Dyslexia. Dyslexia is one of the most common learning difficulties – also known as learning disabilities, in the US.
• Attention difficulties.
• Dysgraphia.
• Dyscalculia.
• Dyspraxia.
• Screening and testing for difficulties/ disabilities.
• Accommodations and technology.
• Touch-type Read and Spell.

What Challenges Do Teachers Face in Inclusive Classrooms?

• Lacking Experience in an Inclusion Setting.
• Lacking Experience With Severe and Profound Disabilities.
• Creating Activities That Include All Students.
• Educating Students With Less Severe Disabilities.
• Dealing With Death.
• Not Having Enough Teacher Aides.

Setting up lines of communication such as email, a “communication book” or phone calls, can facilitate an on-going conversation about the child’s progress, challenges and needs. Inclusive education is a belief system that values a child’s abilities first, not their disabilities.

A limited understanding of the concept of disability, negative attitude towards persons with disabilities and a hardened resistance to change are the major barriers impeding inclusive education.

The challenges facing successful implementation of inclusive education may be summarized as: challenges related to change from segregated settings to inclusion, meeting needs of both children with disabilities and the less challenged learners in regular classes, equity, infrastructural barriers, classroom learning …

Few of them are negative attitudes, school location, poor quality educational provision, inflexible curriculum, poor physical environment and lack of trained professionals in regular schools.

A central argument is that if education is to succeed in its tasks, curriculum as its core should be restructured or repacked around the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be.

In sum,the purpose of the four pillars at learning of the individual level is to ensure the continuous growth of a person. At the societal and global level, it educates the individuals as a part of society or global village where they can develop social responsibility necessary in building a better place to live.