KUNNAMPALLIL GEJO JOHN, SPEECH LANGUAGE PATHOLOGIST
Purpose: To provide Grade 1 teachers with background knowledge to promote effective instruction by presenting observable traits of students with learning needsAND WHAT WE CAN DO ABOUT IT!
Presentation: Power Point, large- and small-groupwork, lesson-building with Universal Design;
Pay-off: Increase skill in turning challenge into possibility by planning with Universal Design;
Identify one instructional accommodation and one classroom management strategy you already use in your classroom.
Select someone from your table/group to share with large group.
Instructional Accommodations:
Classroom Management Strategies:
ID= Intellectual
Disability
HI= Hearing
Impairment
LSH= Speech and
Language
VI= Visual
Impairment
ED= Emotional
Disturbance
OHI= Other
Health
Impaired
SLD= Specific
Learning
Disability
OI= Orthopedic
Impairment
Deaf-
Blind
MD= Multiple
Disabilities
AUT= Autism
TBI= Traumatic
Brain Injury
DD= Develop-
mental
Delay
010
20
30
40
50
60
LD ID ED SLI AUT
Percent
Total Students with Disabilities=3658
Temporal-Sequential Ordering: time, seriation, problem-solving
Spatial Ordering: patterns,geometric imaging, whole-to-part, spatial concepts, nonverbal thinking
Memory: Abstract, symbolic information, procedural recall, rapid recall of facts,
Executive Functions
1. Activationprioritizing, organizing
2. Focussustain and shift attention
3. Effortregulate alertness
4. Emotionmanage and modulate
5. Memoryworking, recall, LTM, STM
6. Actionmonitor and self-regulate
Achievement below ability;
60-80% of students with LD are males;
Comprise 4-10% of population,
Familial pattern;
Inconsistent performance;
Short- and long-term memory deficits;
Disorganized in thought, action, and materials;
Poor spatial awareness and sequencing in time and space;
Socially immature; misinterpret social cues;
Numerical Proportional Reasoning
Geometry and Measurement
Algebraic reasoning: Patterns and Functions
Probability
Relational and positional concepts
Fractions, decimals
One more
Skip counting
Place value
Patterns
Equations
Multi-step word problems
Money
Subtraction and division
Calendar and time
Estimation
Operational signs
Increase Memory: Make it Multisensoryseeing (V),hearing (A), saying (A), doing (K), writing (V,K,T), acting (VAKT);
Increase Organization: Provide routines, graphic organizers for math concepts, visual symbols for math-problem-solving,
Utilize Downward Extensions and Task Analysis: i.e. number sentences and equations@@@=@@_; recognize vs. identification
Use the VAKT tool on the next page to design instructional accommodations to a Fact Family lesson.
Visual:
Auditory:
Kinesthetic:
Tactile:
limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment,
attention deficit with/without hyperactivity disorder;
tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes,
adversely affects a learners performance
ADD/ADHD: Distracted by sound and movement, impulsive, inconsistent across settings, task-dependent; hyper-alert;
Moves from one activity to the next; incomplete work;
Winded, easily fatigued, little interest in activities, low motivation;
Lethargic, low energy, disorganized thinking;
Did you know that
ADHD can occur in different lobes of the brain?
attention deficit with/without hyperactivity disorder;
difficulty with ALL six executive functions;
impairs the neural circuits that function as conductor of the symphony of the brain
Strategy: teacher needs to serve as conductor by organizing, initiating, reduce sound and movement, sustain motivation;
Chadd.org
Scheduled breaks
Hi-protein or complex carb snacks
Visual schedule
3:1 praise ratio
Elapsed timer
Fidget toy
Differential Reinforcement of Other Behavior (DRO)
Below average intellect AND adaptive skills, IQ=70ish or below;
Adaptive functioning=
communication, social, self-help skills;
No specific personality and behavioral features: may be placid, dependent, aggressive, impulsive;
Strategy: 80-100 repetitions with drill, concrete examples, personalized experience,realia, manipulatives, VAKT
Math Objective Universal
Design
Procedures
Classroom
Management
Student
Products
Impaired articulation, expressive language, receptive language;
May occur with spoken or sign language;
Limited vocabulary, simple grammar and sentences, unusual word order; slow speech; circumlocutions;
Poor language comprehension; misarticulations;
Overlap with students with ED;
Utilize Power Words from Word Wall;
Ask students to retell
directions to team; Utilize peers as
language models;
Inability to learn due to poor peer and adult relationships;
Abnormal feelings and behaviors under normal circumstances;
Physical symptoms or fears associated with school;
Emotional/Social behaviors that are of a marked degree and have lasted for longer than six months AND affect learning;
2-16% of population;
Bright, easily bored, distracted;
Argumentative, defiant, blames others, loses temper easily; mood swings;
Verbal and/or physical aggression; agitated;
Passive, socially reclusive;
Receptive and expressive language concerns;
Low self-esteem; poor memory and decision-making;
Acting out; poor social relationships;
Strategy: anticipate behaviors, be proactive, use preferred activity for leverage, stay calm; puzzle reinforcer, VAKT
Impaired development in social interaction and communication;
Restricted repertoire of activity and interests;
Lack of social/emotional reciprocity;
Lacks awareness of others, prefers solitary interests;
Delayed language comprehension;
Triggers: gym floor, florescent lights, noise, movement, inconsistency
Visual Supports, such as icons, pictures, photo album of school locations, staff
Elapsed timer
Numbered turn takers
Transition warnings, such as bells, claps, lights
Routines
Preferred activity alternated with work
Content Process Product
Readiness Profile Interests
Blooms Taxonomy
Grouping
Presentation
and Response
Style
Document
Project
Demonstration
Drawing
Understand your own Knowing-Doing gap when you teach. Build your presentations with the product in mind. Know there are better ways of doing thingstap your internal
experts! PLAN grouping, traffic flow, multi-sensory tasks,
environmental triggers, choices Dont Assume! Apply Blooms Taxonomy to guide lesson-
planning, i.e. knowledge vs. application Embed accommodations and modifications into the lesson for
all students to access; Think VAKT and Task Analysis Repetition: similar (drill) and diverse (multiple ways) to learn
the same material
Objective Universal
Design
Procedures
Classroom
Management
Student
Products
Measure and Display Successes for Learning and Behavior; Link to BIP;
Increase Students Awareness of How Disability Affects Learning and Behavior; Link to IEP;
Utilize an Array of Consistently Applied Strategies to Ensure Success, i.e. highlighting verbs, restating directions in student language;
Focus on Student Strengths and Interests for Preferred Activities (leverage);
Utilize Visual Supports for Learning and Behavior, such as authentic pictures of student working, daily schedule; point system (individual and group) with puzzle reinforcer and preferred activity; elapsed timer
KUNNAMPALLIL GEJO JOHN, MASLP, MSC PSYCHOLOGY
SPEECH LANGUAGE PATHOLOGIST
THIS PRESENTATION IS FOR SPECIAL EDUCATION PROFESSIONALS