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