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Mrs. Lindberg's Classroom Edit display name

  • Elko Grammar School 2
  • Elko, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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The flexible seating and therapy materials I am requesting will help significantly with my students and their varying needs! Many students who have speech, language, and social difficulties typically also have other sensory or physical needs as well. With our traditional seating arrangements, we find ourselves having to take multiple "wiggle breaks" to help students refocus throughout a session. By providing students with the sensory input they need, they have a greater opportunity to be successful and practice their skills distraction-free. I find that students who are able to wiggle and move can even process information better! The wobble chairs, wobble cushions, and floor seating will allow students to choose where to sit comfortably whether it be at a table, on the floor, or at the whiteboard. The therapy materials, puzzles, and games will provide an engaging way for students to develop their language skills and help them in the classroom. Sometimes learning can feel like a chore, and having games and interesting materials for students can help them to want to engage in what is being taught, instead of feeling left out of their classrooms and wanting to leave the speech room. These therapy materials and seating options can help these students in a rural school district to feel more involved in their education and engage willingly in activities! Communication standards I address include: (8.PK.1)(8.PK.2)(K.SL.4)(SL.1.4)(SL.1.1)(SL.2.6)(L.2.1)(L.2.3)(SL.3.4)(SL.4.4).

About my class

The flexible seating and therapy materials I am requesting will help significantly with my students and their varying needs! Many students who have speech, language, and social difficulties typically also have other sensory or physical needs as well. With our traditional seating arrangements, we find ourselves having to take multiple "wiggle breaks" to help students refocus throughout a session. By providing students with the sensory input they need, they have a greater opportunity to be successful and practice their skills distraction-free. I find that students who are able to wiggle and move can even process information better! The wobble chairs, wobble cushions, and floor seating will allow students to choose where to sit comfortably whether it be at a table, on the floor, or at the whiteboard. The therapy materials, puzzles, and games will provide an engaging way for students to develop their language skills and help them in the classroom. Sometimes learning can feel like a chore, and having games and interesting materials for students can help them to want to engage in what is being taught, instead of feeling left out of their classrooms and wanting to leave the speech room. These therapy materials and seating options can help these students in a rural school district to feel more involved in their education and engage willingly in activities! Communication standards I address include: (8.PK.1)(8.PK.2)(K.SL.4)(SL.1.4)(SL.1.1)(SL.2.6)(L.2.1)(L.2.3)(SL.3.4)(SL.4.4).

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