ByPat Hensley

successfulteaching@gmail.com http://successfulteaching.blogspot.com

• MA + 30 in Special Education• Nationally Board Certified as an Exceptional Needs

Specialist• 2006 Mauldin High School Teacher of the Year• 2006 Top 10 Teacher of the Year Finalist for

Greenville County School District• Serving 2nd term on the Board of Directors for The

Council for Exceptional Children (CEC)• Teaching experience of 29 years

• Labels– Federal funding– Criteria for different disabilities may differ in

different school districts– Are they necessary?

• General Description– A student with disabilities is like a car on a

major highway

• Structure – chunks• Connected – relevance• Informative – processes, task analysis• Detailed explanation - modeling• Direct Instruction vs. Independence• Scaffolding – use of prior knowledge• Feedback: more than usual• Cognitive Barriers: learning styles vs.

teaching styles

Is everyone ready for a test?!

• Visual – learn better by seeing information• Auditory – learn better by

hearing information• Tactile – Kinesthetic – learn

better by touching

• Interview the student• Teacher made Questionnaire

•Professional tests

• Many teach the way they learn• Meet the needs of the student by

teaching to their style• Purchased vs. teacher-made – Orton Gillingham– Hooked on Phonics

• Teach reading through content areas

• Use Graphic Organizers– Main idea and details– Compare and contrast– Sequential order– Plot– Cause and Effect– Drawing Conclusions

• Writing key points or words• Response mode can be done by having

instructor write down the response• Instructor use of post-it notes• Highlighters of different colors• Illustrate ideas or stories• Multimedia – computers, cameras• Illustrated books

• Use of tape recorder– Use service learning students at local high school– Boy Scouts or Girl Scouts

• Books on tape/CD• Block out extraneous stimuli. • Highlight essential information. • Present a small amount of work. • Repeat Directions aloud after reading them

• Mnemonic Devices– ROYGBIV– Arithmetic

• Musical jingles• Story telling• Response modes can be done orally

• Response mode – student writes answers down

• Students use post it notes• Student is active and in motion• Chew gum while studying• Move around during learning• Take frequent breaks

• Teach to the individual and not to the label• Find out learning styles• Teach to the student’s learning style• It’s more important how you get the message

across and not how expensive the materials are that you use

• Teach through the content areas

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