WORK WITH ME, IM SPECIAL Acquire tips and tricks for working with - - PowerPoint PPT Presentation

WORK WITH ME, I’M SPECIAL

Acquire tips and tricks for working with special populations

Focusing on Abilities instead of Disabilities

Welcome to….. Colton Redlands Yucaipa ROP Fall 2013 Teacher In-service Presenter: Dahlene Holliness

Objective/Agenda

• Terminology
• Overview of special populations
• Tips to assist them in being successful in the

classroom

• Focus on abilities instead of disabilities
• Share resources (other teachers)
• Questions
• Survey

Down & Up: A Journey through Dyslexia & Other LDs

According to National High School Center at the American Institutes for Research. 12/2010

• 2,895,923 students, ages 12–17 years, were

served under the Individuals with Disabilities Education Act (IDEA), Part B in 2007.6

• 12.5% of public secondary students and 7.9% of

private secondary students had an Individual Education Plan (IEP) in 2007–08.7

TERMINOLOGY

Disability

• According to The Americans with Disabilities Act

(ADA) three-part definition of disability. Under ADA, an individual with a disability is a person who:

(1) has a physical or mental impairment that substantially limits

• ne or more major life activities; OR

(2) has a record of such an impairment; OR (3) is regarded as having such an impairment.

IDEA

• Individuals with Disabilities Education Act

– Federal special education law that ensures public schools serve the educational needs of eligible students with disabilities.

IEP

• Individualized Education Plan

– An individualized legal document that looks at students unique needs and allows students and educational professionals to work together to design a plan that will help students be involved and progress in general curriculum with accommodations and modifications.

Acts

Rehabilitation Act:

– "No otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity."

American with Disabilities Act

– Extends coverage of Section 504 to employment, public and private educational institutions, transportation providers, telecommunication, regardless of presence of any federal funding.

504 Plan

• Used by a general education student with special

needs who is not eligible for special education

• services. Provides accommodations related to

the disability.

Quote from a Gallaudet University Recruiter

“In terms of a disability, I don’t view myself as having a disability…I function like any other hearing person can. My deafness does not deprive me of

• anything. I can do anything I want. Except maybe

sing.” Summer Cider (Gallaudet University Recruiter)

Quote

• “Disability is a matter of perception. If you can do just one

thing well, you're needed by someone.” - Martina Navratilova

• "I have not been handicapped by my condition. I am

physically challenged and differently able." - Janet Barnes - recognized as the longest living quadriplegic incomplete (Guinness World Records)

• "Enable the Disabled; Translate Disability into Ability;

Capability, a winning Opportunity-Indeed a Reality" – Dr. Veena Kumari

Types of Special Populations

Special populations defined:

 individuals with disabilities  individuals from economically disadvantaged families, including foster children  individuals preparing for nontraditional training and employment  single parents, including single pregnant women  displaced homemakers and  individuals with other barriers to educational achievement, including individuals with limited English proficiency.

Overview of Population Outline

• Special Population Introduction
• Indicators
• Strategies
• Before we move ahead

– Remember we discuss strategies that will help students with disabilities and typically benefit ALL of the students in your class! – Build a team – Treat each student as an individual – Invite students to disclosure and discussion – Students may have the same disability but can be very different in their disabilities and needs including accommodations. – Common indicators may be students perform at poor or insufficient academic levels.

English Language Learner

• Not disabled but considered a special population

due to:

– Limited English – English not being the native language.

• An individual who is in the process of acquiring

English and has a first language other than English.

• 10% of US population identified as limited English

Proficiency.

Tips to work with English language learners

1. Know your student (background, social, emotional and educational needs) 2. Use authentic visuals and manipulatives to reinforce spoken or written words, lectures and verbal directions. 3. Prepare students with challenging whole-class lessons ahead of time. 4. Increase English production, writing and speaking activities and peer interaction 5. Adjust your speech 6. Keep it simple

Autism

• Developmental disability

– Usually observed in the first three years of life – Children can also develop normally until 18-24 months – Cause unknown – Affects how a person’s brain works – May limits the ability to communicate or relate to other people – Not all people with autism are affected the same way

Indicators of Autism

• Delayed in learning to talk
• Repeated motions
• Avoiding eye contact or physical contact
• Repeating words or phrases
• Upset by minor changes

Tips to work with Autistic students

• 1. Use task analysis (specific and sequential order)
• 2. Keep language simple and concrete
• 3. Teach specific and social rules
• 4. Give fewer choices and clear choices (not open-

ended questions)

• 5. Repeat instructions and check for understanding
• 6. Use varying means of presentations
• 7. Recognize change in mannerisms and behavior

and the triggers

• 8. Allow flexibility in activities

Hearing Impaired/Deaf

• Prevents a person from totally receiving sound

through the ear, has varying levels of hearing loss

– Mild, moderate, severe or profound – Medically deaf

• May not use sign language
• Views as a disability
• Seeks hearing restoration

– Culturally deaf

• Primary language is sign language
• Unique way of life
• Does not seek a “cure”

Indicators of hearing loss

• May not be able to distinguish sounds
• Does not respond consistently to sounds/name
• Asks often for things to be repeated
• Delayed in developing speech or unclear speech
• Avoidance of social settings
• Withdrawals from conversations

Tips to work with students who are hearing impaired

1. Locate an Interpreter 2. Maintain eye contact with the person 3. Seat the student where he/she can see 4. Use note takers 5. Speak clearly so the person can read your lips(10%) 6. If a word is not understood-demonstrate 7. Use visuals 8. Watch the students facial expressions for level of understanding 9. Technology-ALD, Hearing Aids,

• 10. Do not shout

Communication Disorders

• A disability that keeps a person from being able to speak
• r make their speech understood.

– Can be caused by many different disabilities or injuries – Some people with difficulty speaking may use sign language, gestures or small pictures they carry with them. – Can be a range of problems in the areas of speech, language, and auditory processing, and affects a person’s ability to relate to others by using and understanding speech and language – Can be an Auditory disorder

• Normal hearing but has difficulty processing and interpreting

information heard

Indicators of Communication Disorders

• Poor pronunciation
• Stuttering which is the interruption in the flow of

speech

• Difficulty in listening and comprehension
• Clarity and voice quality challenges
• May have the inability to hold meaningful

conversations and express thoughts

Tips to work with students who have communication disorders

1. Do not force students to speak 2. Give alternate ways for students to participate in class activities, discussions and assignments 3. Provide extra time for student to answer questions 4. Do not complete students’ sentences or end the students thought by saying you know what is needed and do not hurry student 5. Show understanding, patience and care 6. Encourage speech practice by having one to one conversations. 7. Repeat mispronounced phrases properly as a question so it does not seem like criticism

Learning Disabled

• Affect the brain's ability to receive, process, store,

respond to and communicate information. LDs are actually a group of disorders, not a single disorder.

– Differ from intellectual disability which functioning is below basic and impairs the ability of daily life tasks. – LD is the process of understanding spoken or written language. – LD shows in different ways in different individuals.

Indicators of Learning Disability

• Trouble listening to a lecture and taking notes at

the same time

• May acquire new skills slowly
• Reverse numbers
• Difficulty memorizing information
• May often misread information or misunderstand

what is being said

• May be able to explain things orally but not on

paper due to difficulty writing or organizing thoughts on paper.

Tips to work with students who are learning disabled

• 1. Break learning into small steps
• 2. Model instructional practices you want students

to follow

• 3. Provide students with strategies to use
• 4. Use visuals
• 5. Give ample time to complete assignments
• 6. Use clear and specific language

Attention Deficit Hyperactivity Disorder (ADD/ADHD)

• A problem of not being able to focus, being over

active or not being able to control behavior.

• For an individual to be diagnosed as ADD/ADHD

the behavior must be out of a normal range for the person age and development

Symptoms

• Inattentiveness (not being able to focus)

– Makes careless mistakes in school work – Does not seem to listen when spoken to directly – Easily distracted

• Hyperactivity(extremely active)

– Has problems working quietly – Fidgets or squirms – Acts if “driven by motor”

• Impulsivity (can’t control behavior)

– Intrudes or interrupts others – Impatient when waiting turn

Tips to work with students who have ADD/ADHD

• 1. When possible allow the student flexibility to

move around or to participate in activities that incorporate physical movement

• 2. Write important information down where the

student can easily read and reference it.

• 3. Divide big assignments into smaller ones
• 4. Allow student to have small breaks if possible
• 5. Distraction free seating
• 6. Give consequences immediately following

misbehavior

• 7. Ask student to do a task

Other Disabilities

• Vision Impaired

– The eye has different parts that work together to create

• ur ability to see. When a part of the eye doesn’t work

right or communicate well with the brain, vision is

• impaired. http://nichcy.org/disability/specific/visualimpairment
• Intellectually Disabled

– limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child.

http://nichcy.org/disability/specific/intellectual

QUESTIONS SO FAR??

Activity

• Arrange yourselves into partners

– Partner A and Partner B

• You will a piece of paper and pen
• Each person will receive a sheet of paper with

directions on it.

• You will participate in a lip-reading activity

Preparation Tips

• Obtain a list of students with DA in your classes

(if possible)

• Familiarize yourself with the disability and

accommodations appropriate to that disability

• Keep a record of each students information with

notes and accommodations used for that student

• Schedule time to meet with the student/parents to

discuss the accommodations (if needed)

Modifications

Enables students to:

• Access to full curriculum
• Demonstrate knowledge
• Experience success
• Motivate students to

Typical Accommodations

• Examples of Possible Accommodations:

– Extended Time for Testing – Exams in Alternate Environment – Use of notes for exams – Copy of Overheads, Notes, Tape Recorder – Course information accessible online – Use of Technology for Reading or Writing – Use of Calculator, Color Coding – Preferential seating in classes – Interpreter or peer assistant

Curriculum modifications

• Tailoring experiences and activities for career and

technical preparation to meet the unique needs of the individual learner.

• The method of delivering the curriculum may need to be

modified for a specific learner.

• The term "modification" may be used to describe a

change in the curriculum.

• Modifications are made for students with disabilities who

are unable to comprehend all of the content an instructor is teaching.

http://ctsp.tamu.edu/videos/videos06/Instruction/3_002.php https://www.washington.edu/doit/Stem/articles?83

• varying instructional pace
• specific teaching strategies that meet the individual

learning needs of the student

• extended time in the program
• more time to practice
• identifying appropriate instructional materials
• modifying existing instructional materials
• providing appropriate support services
• modifying evaluation procedures

Accommodations

• The term "accommodation" may be used to

describe – an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. – They allow students with disabilities to pursue a regular course of study.

https://www.washington.edu/doit/Stem/articles?83

Curriculum Accommodations

• 1. Taped textbooks
• 2. Peer note takers
• 3. Cue cards for task steps
• 4. Study guides
• 5. Extended time for

practice

• 6. Highlighting important

facts in a text-book

• 7. Peer readers
• 8. Assistive devices
• 9. Providing instruction in

chunks and allowing time for reflection

• 10. Frequent

comprehension checks and illustrated instructions

• 11. Using written and oral

instructions

• 12. Illustrating instructions

Students need to:

• Learn to advocate for themselves
• Be self-sufficient
• Know they are part of a team who supports them
• Be familiar with resources available to them and

how to use them

• Follow up, follow through and stay connected

with their education and the team

Questions for Instructors to use

1. Are there elements of this course that you may have concerns about? Why? 2. Are there any elements I can help you with that you are concerned about? 3. In other courses what course and instructor practices and procedures have you found helpful because of your disability? 4. How do you think your attendance will be affected by your disability? 5. How do you think your preparation will be affected by your disability? 6. How do you think your participation will be affected by your disability?

http://uncw.edu/cte/et/articles/vol9_3/klein.pdf

SCENARIO AND DISCUSSION

We learn best from each other and our experiences.

SURVEY

“Every CTE teacher works in a “blended classroom”. A blended class contains a mixture of learning styles, academic achievements and socialization skills. Therefore when CTE teachers plan and deliver instruction they need to keep in mind, their students’ characteristics, abilities, learning styles and needs especially of students from special populations.

Career Technical Special Populations Training & Education Resource Center

Thank you for your time

Thank you for your time and….

Scenario and discussion

• This student is deaf or severely hard of hearing. He may be able to

communicate effectively in a one-on-one situation, but he is not able to hear sufficiently to succeed in a classroom without accommodation.

• This student has bipolar disorder, which is characterized by changes in
• mood. He experiences days where he feels very low and unmotivated

(depressed). He also experiences days where his thoughts are racing and he has difficulty concentrating (mania). He takes medication as a part of his mental health treatment, and at times experiences some side effects to the

• medication. He has been quite successful in his coursework and is an active

participant in many activities.

• Or Eion scenario