Welcome to….. Colton Redlands Yucaipa ROP Fall 2013 Teacher In-service Presenter: Dahlene Holliness WORK WITH ME, I’M SPECIAL Acquire tips and tricks for working with special populations Focusing on Abilities instead of Disabilities
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 one 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 – A ffects 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 or 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 Do not complete students’ sentences or end the students 4. 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.
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