Understanding Our Students: Presented for West Chester
University Pre-service Teachers Elena Tobin, MS Kathy Wilkins, Ph.D
October 21, 2008 Slide 2 Our Afternoon - Agenda Introduction - KWL
Icebreaker Disorders Defined Music Class Observation In the Eyes of
Our students Classroom Application Slide 3 KWL Icebreaker Generate
together ideas to add to our KWL Chart Discuss and report out
together Slide 4 The Exceptionalities Served at Vanguard Autism
Spectrum Disorders Autism Aspergers Pervasive Developmental
Disorder NOS Neurological Impairment (OHI) Emotionally Disturbed
Slide 5 Disorders under ASD Autism Aspergers Disorder Pervasive
Developmental (NOS) Slide 6 STOP & Think! Based on the opening
KWL activity and Autism/Aspergers information, talk about something
new you learned. Slide 7 Other Health Impaired (OHI) Broad spectrum
of neurological disorders or impairments represented mild to
moderate CP, active seizure disorder, brain injury from illness,
inoculations, or surgical difficulty, mild TBI. Neurological
impairments create a broad spectrum of learning disabilities Slide
8 Emotionally Disturbed For the students this classification refers
to more internalizing emotional disorders such as depression,
anxiety, mood disorders not disruptive behavior disorder or conduct
disorder These students tend to be higher functioning cognitively
and academically The focal teaching strategies and instructional
modifications used for ASD students work well for ED students Slide
9 Types of Learning Differences Communications and Speech/language
disorders These students have difficulty with the pragmatics of
speech Reading disorders decoding may be good but unable to
comprehend or make inferences Math disorders significant difficulty
with word problems Writing Disorders inability to transform thought
to written word Slide 10 Neurosocial Disorders Inability to read
non-verbal communications such as facial expressions, tone of
voice, body language Seen traditionally in students diagnosed with
Non-verbal Learning Disorder and Aspergers Inability to
self-monitor or recognize how ones behavior affects the behavior of
others Lack of empathy or understanding of what others may
experience mind-blindness Slide 11 Typical Supports in a School
District Speech/Language Therapy Occupational Therapy fine motor
and sensory processing School Counseling and School Psychologists
Reading Specialists Behavior Support/TSS Lets view a simulation
Slide 12 STOP & Think! Reflect: What were your thoughts about
the anxiety simulation of the learning disabled child? Slide 13
Writing Development 101 Writing through the eyes of a child with
learning disabilities Strategies for your classroom Lets Talk About
Writing Slide 14 What is Writing? Most teachers expect students to:
Express thoughts on paper: wMust have Ideas wOrganize wAnd Sequence
with wProper Conventions to develop a coherent and logical sample
All at the same time! Slide 15 Curriculum Demands Requiring Writing
Skills Formats wEssays wParagraph writing wBook reports wJournals
wTests, quizzes wWorksheets wNote Taking wHomework wResearch Slide
16 STOP & Think! How often could your students be reading and
writing during Music class? What do you envison? Slide 17 What
Skills Should Students Have? It is a gradual process that occurs
over time and builds on previous learning. Writing requires:
wPlanning and organization wRetrieval of words and sentences
wSpelling, sentence construction, transitions, pace, and flow of
ideas wAbility to perceive readers needs and interests Slide 18
What Do We Know? Our students have difficulty due to common
factors: Cognitive and language development Auditory processing
issues Physical/fine motor control Frustration, I hate writing, I
cant do this Overall reluctance due to one or more of above factors
What this may look like:look Slide 19 Writing is a Mechanical
Process Graphomotor wHolding the tool wMoving the tool motor
patterns wPerceptual skills Left to right Top to bottom Spacing
Visual What this may feel like:feel Slide 20 STOP & Think! How
can you accommodate students with disabilities in your classroom?
Slide 21 Modified Music Activity Lets talk about the composer
Handel. Independent work OR in pairs Sample 1 & Sample 2 Adapt
sheet music? Slide 22 Differentiating Music Instruction Gardeners
seven intelligences Multiple modalities Visual and auditory input
Slide 23 Slide taken from:
http://www.authorstream.com/presentation/tccampa-65510-gardner-multiple-
intelligences-intelligence-psychology-intell-type-education-ppt-powerpoint/
Slide 24 Differentiating Music Instruction DI in a box Whats around
your school? Model classroom environment: Make a word wall,
centers, utilize technology Slide 25 Additional Tips Knowledge is
Power: Ask reading specialists for student reading levels to assist
with your activities. Add reading level information to your
substitute folder, and adapted work as necessary Students with
IEPs: ask special education teacher for a copy of SDI section
(Specially Designed Instruction) with list of accommodations - keep
as a reference Resources to take with you: 1. All Presentation
materials: http://edtechdiva.wikispaces.com
http://edtechdiva.wikispaces.com 2. Green packet 10 tips for school
staff
