Flight Training Courses at the CFI Academy

Choosing a flight school is a very personal decision. You will be investing a great deal of time and money throughout your flight training experience. The flight school that you choose will obviously play an important role in the type of pilot that you become.
 

CFI Academy is a flight instructor training institute which specializes in the training for the initial issue flight instructor certificate applicants (CFI), and flight instructor instrument airplane (CFII) and multi-engine instructor ratings (MEI). At CFI Academy, flight instructor certificates and ratings’ training is all that we do. We believe that by keeping ourselves focused and involved in the CFI courses exclusively, we do a much better job with preparing our applicants for the FAA practical test (checkride), and have our entire infrastructure optimized for best results.
 

CFI Academy exclusively trains future teachers of aviation – FAA Certified Flight Instructors. The courses offered are:
 

– Flight Instructor initial certification course (CFI ASE and/or AME)
– Flight Instructor Instrument Airplane and Multi-Engine Instructor add on ratings (Single-Engine add on in case of initial CFI on Multi-Engine)
– Ground Instructor certification courses (BGI, AGI and IGI)
– Flight Instructor Refresher and Re-instatement Course
– Flight Review and Insurance required flight / ground training in our aircraft or customer aircraft
– Instrument Proficiency and Currency flight / ground training
– Checkride preparation courses
– Special Request Courses
 

You should read the training philosophy and mission statement as well to better understand the service and training quality here.
 

If for some reason you do not find an answer to something, or need some sort of custom course structure, you can always contact us. If we can not provide you with what you are looking for, maybe we can recommend someone who can.

How to Help Students with Disabilities

Students with disabilities must have appropriate supports and services to succeed, including instructional strategies adapted to their needs. Some supplementary aids and services that educators have successfully used include modifications to the regular curriculum, the assistance of a teacher with special education training, special education training for the regular teacher, the use of computer-assisted devices, the provision of note takers, and the use of a resource room. In these classrooms, students are viewed not as separate groups, disabled and nondisabled, but as students with shared characteristics who also vary.

Teaching resources continue to play a crucial role. Five areas that are examined to help students comprehend social studies resources are vocabulary level; content in terms of conceptual complexity (concrete versus formal ideas); writing style; organization of materials; and special features such as illustrations and graphics. The following is a list of appropriate classroom strategies in social studies for special needs students:

– Activity-oriented instruction
– Instruction related to students’ everyday experiences
– Interesting social studies activities
– Appropriate linguistic and conceptual social studies content demands
– Efficient classroom management, establishing ground rules and procedures for social studies activities
– Focus on skills development throughout social studies activities
– Examination of textbooks for the impact they may have on students

A primary reason for including students with special needs in the regular classroom is to increase their contact with a broader range of students. Excellent opportunities exist during social studies activities to promote such contact. Most social studies curricula hold the potential for a wealth of activity-centered small-group experiences appropriate for a wide range of students. When students work together to achieve a social studies objective, the potential for positive interactions within the group increases. Constructive interactions in the context of a group experience reinforce the interaction skills of all students and develop an appreciation of differences among peers. Other positive results of having students with a varying range of attributes work together cooperatively include tolerance, better appreciation for what a person can do, and opportunities to perform services that help others.

Meeting the personal needs of students with special needs requires thoughtful consideration of many factors. The identification of conditions needing accommodation may require modification of the learning experience to most fully benefit the student. Student abilities and characteristics, combined with the specifications of the Individualized Education Plan (IEP), determine the degree of modification of instructional strategies, curriculum, and evaluation procedures necessary to best serve the student.

To further your education and get a competitive job, a masters degree in special education iѕ a good choice fоr you.