1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. What are the two things that are required for eligibility for Spec. Ed. service? | diagnosed disability and severely impacting the education | 2. What are two of the ways to refer a student in need of an evaluation? | tell ESS in writing, tell parent to look in handbook, fill out academic concern form | 3. What are the top 3 disabilities categories represented in Spec. Ed? | SLD, S/L, OHI | 4. Fill in the following "The IEP is a ________ document. What is written and described on the document is what we are required to follow _______. | legal, by law | 5. What are two things to remember about the MOD sheets? | keep in binder, have for sub, new one after meeting means destroy old one. | 6. Complete the quote "Fair isn't everybody getting the same thing, Fair is | everybody getting what they need in order to be successful. | 7. Give two examples of possible modifications to the setting. | working in a small group, working one on one with teacher. | 8. Give two examples of possible modifications to materials. | copy of teachers lecture notes, books on tape, braille | 9. Give two examples of possible modifications to student response. | answers given orally or dictated, use of computer, use of sign language | 10. Give four examples of confidentiality requirements. | Subject line of Email use initials of student if needed Use first name and last initial of student in body of email (if possible). Use initials of student when discussing with other teachers or around other students. Do not identify a student to other students, teachers, or parents as a student with an IEP or a disability. Do not highlight a student in your roster or write IEP or SPED next to the name. | 11. What things may be affected by executive processing disorder? | Manage time Pay attention,Switch focus, Plan and organize, Remember details, Avoid saying or doing the wrong thing,Do things based on your experience, Multitasking | 12. Name three things you can do to support a student with low vision when they must read from the board. | Seat student near the board (within 3 to 5 feet) and in a central location, but within a group of students | 13. Give two possible ways to support a student with a speech/language disorder. | When possible pair a visual picture with the vocabulary words. When vocabulary is abstract and pictures are not available, try to relate the words to a personal experience for students to relate to. | 14. Name three things to do to help a student with an Emotional Disturbance in the classroom. | Keep class rules/activities simple and clear Reward positive behaviors, Allow for mini-breaks,Consistent and Fair treatment for all,Use motivational strategies and incentives | 15. List four things that are a part of your role as a teacher with students who have IEPS. | Manage and guide personnel in your room, such as paraprofessionals,Monitor student progress, Be a member of the IEP Team, Be a content expert,Contribute to and read the IEP,Implement the specially designed instruction in the IEP,Communicate with parents and teachers,Collaborate with Special Educators, Paraprofessionals, and related service Staff,Follow any individualized Positive Behavior Support Plan |
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