Support Accessing the GSE: Understanding and Addressing Processing - - PowerPoint PPT Presentation
Richard Woods, Georgias School Superintendent Educating Georgias Future gadoe.org Instructional Accommodations to Support Accessing the GSE: Understanding and Addressing Processing Deficits of SWDs February 12, 2019 Leigh Ann
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
Instructional Accommodations to Support Accessing the GSE: Understanding and Addressing Processing Deficits of SWDs
February 12, 2019
2/15/2019 1
Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
Instructional Accommodations to Support Accessing the GSE: Understanding and Addressing Processing Deficits of SWDs
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Today, we will focus on awareness, urgency of need, and strategies that will assist all students in the general education classroom. Thereby, reducing the need for more intense individual support.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
PROCESSING SYSTEMS
Today, we will discuss how the function of processing systems affect learning.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
characteristics of the specific disability
whether all students have access to the curriculum
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Students With Disabilities (SWD)
teaching strategies that help students compensate for their learning differences
with disabilities can perform on/above grade and can reach their highest potential IF effective accommodations are used.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
includes many disabilities: reading, spelling, oral language, math, etc.
particular processing problem or problems that interfere with learning.
not being able to read despite normal potential.
disability.” It is a medical term and means “difficulty coping with words.”
information through the visual or auditory channels
information correctly received through the visual
both hemispheres of the brain simultaneously
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Must ha have no e normal or g mal or grea eater ter intell intelligen igence ce
Includ ludes es abo bout 2 ut 20 0 pe perce cent nt to to the the po popu pula lation i tion in the n the U United nited Sta States tes
Does n not mea
n tha that y t you
are e “dumb” can’t learn
However er, it d , it doe
s me mean an tha that y t you
lear learn dif n differ eren entl tly than y than some some of
you
r classma lassmates tes
Once y you
lea earn ho n how w you
lea earn be n best st an and d lear learn to n to co compe mpensa nsate te for
these se dif differ eren ence ces, y s, you
can n be be as as suc succe cessfu ssful l as a as any nyon
e on this this plan planet et Ha Have e a a Con Conver ersa sation tion
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Jot
down an wn any y co commen mments ts that resonate with you as you listen to the video by
https://www.youtube.com/watch?v=Q3UNdbxk3xs
FAT CITY T CITY W Wor
kshop hop: : Pr Proce
ing Deficit eficits
Walk alk a Mil a Mile e in T in The heir ir Sho Shoes es Thin hink k – Pair air – Sh Shar are: e:
Be able to a ble to att ttend / end / focus
Have shor e short-ter term m memor memory
Have w e wor
king memory y to to “make sense” of new material
Have long e long-ter term memor m memory
Be able to r ble to retrie etrieve e inf info
PR PROCESSING OCESSING REQUISITES REQUISITES FOR FOR LEARNIN LEARNING
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
input from the sensory organs
information, it must first be stored and organized.
a degree, an attention filter decides how important the signal is and which cognitive processes it should be made available to.
must be retrieved from storage.
The human br he human brain is ain is a a com complica plicated, cr ted, crea eativ tive e inf infor
mation tion-pr process
ing sy syst stem. em.
PR PROCES OCESSING SING IN INFOR FORMA MATIO TION
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
hort-ter term m memor memory
information (20 seconds)
Active e wor
king memory
ideas in mind long enough to complete a task
Long-ter term m memor memory
knowledge
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Visual isual Memor Memory
Stu Stude dents nts ar are un e unable ble to to stor store e an and d rec ecall all inf infor
mation tion whic hich w h was as giv given en vi visua suall lly.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Draw or write the name
pictures as you remember from the previous slide.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
TE TEST ST YOUR OUR WORKING ORKING VIS VISUAL AL ME MEMOR MORY
Wou
ld a differ eren ent t
ganiza nization of tion of the the vi visua sual aid l aid you
r memor mory? y?
( : Closure misconceptions (i/j); (i/l); (r/n); (n/h); (e/c)
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
(A Foundation Skill for Reading) VISUAL DISCRIMINATION:
recognizing objects as distinct from its surrounding environment. (saw/was); (6/9)
(i/j); (i/l); (r/n); (n/h); (e/c); (8/5)
http http://ey ://eyec ecan anlear learn.co n.com/pe m/perce ception ption/discrimi /discrimina nation/ tion/
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
VISUAL FIGURE-GROUND PROBLEMS:
follow one object among backgrounds
in words, reads two words as one, reads same line twice, unable to track from left to right, and skips lines
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
In one ear-out the other
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Students are e una unable ble to stor to store e and and recall ecall inf infor
mation tion giv given en verball erbally.
In one ear-out the other
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
2 22/15/2019
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
St Stud uden ents ts ar are u e una nable ble to to dist distingu inguish ish a pa a particu ticular lar so soun und d fr from th
e ot
hers s in the in the ba backg kgrou
nd
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
AUDIT UDITOR ORY Y SEQUE SEQUENCIN NCING
Stu Student t are un unable le to to r reme memb mber r and rec ecog
nize e th the sequ e sequen ence ce of
sounds ds de density nsity/de /desti stiny ny an animal/ imal/amina aminal 75 75/57 /57
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Sig Signif ific icant Readin ing Defi ficit its
Si Sign gnifi ifica cant nt Rea eading ding Deficits Deficits
When you see pronounce as:
TR TRY Y READING READING THIS THIS PASS ASSAGE GE We pegin our qrib eq a faziliar blace, a poqy like yours enq zine. Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign. Enq wiqhin each one of qhese zany calls, each one qheq hes QNA, Qhe QNA coqe is axecqly qhe saze, a zess- broquceq rasuze.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Please Read the Passage Below: We pegin our qrib eq a faziliar blace, a poqy like yours enq
qrillion calls qheq work qogaqhys py qasign. Enq wiqhin each one of qhese zany calls, each one qheq hes QNA,Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.
.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Please Read the Passage Below: We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA. The DNA code is exactly the same, a mass-produced resume.
.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Wha hat t ca can n a te a teac ache her r do do f for
studen ents ts wi with th lear learning dis ning disabil biliti ities? es? Learn about the child and the learning disability Learn about Use multiple learning styles and multiple forms of communicating instructions Use Avoid lengthy directions Avoid Use strategies to help students remember Use Break down tasks into smaller steps Break down Provide additional time for schoolwork and tests Provide Allow the student with reading problems to use textbooks on computer, Ipad or similar devices Allow Provide or allow students to record notes for listening difficulties Provide Allow student to use computers for writing (spell check, grammar, etc.} Allow Teach organizational and study skills Teach
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
LESSON PLANNING
ALWAYS provide feedback Consistency Frequency Balanced Assessments
Provide varied instructional strategies in the lessons plans to meet the needs of all students: Visual Vocal Auditory Tactile Kinesthetic Bihemispheric
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Sc School and Class hool and Class Clima Climate te
established early, practiced for retention, and followed consistently.
classroom assignments and assessments.
tasks and activities.
assessment or evaluation
Given the video, with your group discuss the
following: Using the Accessibility Strategies for Math document, which processing deficits were addressed in this lesson? ▪ Group 1: Conceptual and Language ▪ Group 2: Visual -Spatial and Organization ▪ Group 3: Memory and Attention If a processing deficit was not addressed, what suggestions would you make for the teachers?
Watch the video below
http://www.youtube.com/watch?v=GZKy7uWqrKk
Integrating Strategies to Address the Processing Deficits
Given the video, with your group discuss the following: ❑ Using the Accessibility Strategies for Math document, which processing deficits were addressed in this lesson? ▪ Group 1: Conceptual and Language ▪ Group 2: Visual -Spatial and Organization ▪ Group 3: Memory and Attention If a processing deficit was not addressed, what suggestions would you make for the teachers?
Watch the video below
https://www.youtube.com/watch?v=3ugwoLLfVuA
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
February 12, 2019
2/15/2019 34
Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org