TEACHING EXCEPTIONALITIES

Exceptionalities Instructional Helps

Reference for Students with Exceptionalities
Michael Jurgensmeier 12/3/2012

Learning Disabilities Definition Learning disabilities can be described as a condition in which one or more of the basic psychological processes involved in understanding or using language are deficient. Strategies 1- Instruct student to learn self-recording strategies. For example, occasionally ask one during lectures, Was I paying attention? 2- Relate new material to knowledge the student with learning disabilities already has, making specific connections with familiar information 3- Teach the use of external memory enhancer (e.g. lists and note-taking) and encourage the use of other device to improve class performance. 4- Correct or modify annoying behavior and characteristics to achieve more appropriate and acceptable ways of behaving. Handle this delicately, because the youngster is on the brink of adulthood in some ways an yet is very immature in many others. 5- Initiate communication and collaboration with other school personnel who are involved in the academic life of the student, as well as with the parents. Modifications 1o o o o o

Presentation: Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally Response: Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Permit responses to be given via computer Permit answers to be recorded directly into test booklet

2o o o o o

3-

Timing: a. Allow frequent breaks b. Extend allotted time for a test 4- Setting: a. Provide preferential seating b. Provide special lighting or acoustics c. Provide a space with minimal distractions d. Administer a test in small group setting

e. Administer a test in private room or alternative test site 5- Test Scheduling a. Administer a test in several timed sessions or over several days b. Allow subtests to be taken in a different order c. Administer a test at a specific time of day Technology The following companies are known as the source for technology for children with learning disabilities. Search their website for more information

Georgia Tools for Life Family Center on Technology and Disability Schwab Learning Alliance for Technology Access

Environmental Resources 12345www.ncld.org www.ldanatl.org/aboutld/teachers/index.asp www.oneplaceforspecialneeds.com/resources www.findingdulcinea.com www.learningdisabilities.about.com

Attention Deficit Hyperactivity Disorder

Definition Attention deficit hyperactivity disorder; a disorder characterized by a persistent pattern of inattention and/or hyperactivity. Strategies 1- Plan ahead. The key to successfully educating a student with ADHD is to be prepared. 2- Make Meetings Happen. Create meetings with parents. Stick to them. Meet in the classroom so parents can see the learning environment. 3- Create Goals. Make realistic goals with the student and parents. Stick to them. 4- Listen Carefully. Understand where the student is coming from. Accept input from the parents without interrupting. 5- Share Information. Make communication with the parents and the school administration a regular thing. Modifications 1- Task duration To accommodate to the student's short attention span, academic assignments should be brief and feedback regarding accuracy immediate. Longer projects should be broken up into manageable parts. Short time limits for task completion should be specified and can be enforced with timers. 2- Direct instruction Attention to task is improved when the student with ADHD is engaged in teacherdirected as opposed to independent seat-work activities. Also, the teaching of note-taking strategies increases the benefits of direct instruction. Both comprehension and on-task behavior improve with the development of these skills.

3- Peer tutoring Class-wide peer tutoring provides many of the instructional variables known to be important in setting up students with ADHD for success. For example, it provides frequent and immediate feedback. When combined with a token economy, peer tutoring has been found to yield dramatic academic gains.

4-Scheduling Based on evidence that the on-task behavior of students with ADHD progressively worsens over the course of the day, it is suggested that academic instruction be provided in the morning. During the after-noon, when problem solving skills are especially poor, more active, nonacademic activities should be scheduled.

5-Novelty Presentation of novel, interesting, highly motivating material will improve attention. For example, in-creasing the novelty and interest level of tasks through use of increased stimulation (e.g., color, shape, texture) reduces activity level, enhances attention and improves overall performance. Technology Several forms of ADHD technology can be found at the following web address http://www.time4learning.com/ADD.shtml Resources 1- www.epa.gov/region9/childhealth/adhd.html 2- www.nasponline.org/resources/.../special%20needs%20template.pdf 3- www.findingdulcinea.com ... Learning Disabilities ADHD 4- www.webmd.com/add-adhd 5- www.thefreeresource.com Health Psychology

Emotional/Behavioral Disorder Definition An emotional and behavioral disorder is an emotional disability characterized by the following: An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers. An inability to learn which cannot be adequately explained by intellectual, sensory or health factors. Consistent or chronic inappropriate type of behavior or feelings under normal conditions. Displayed pervasive mood of unhappiness or depression. Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems. Strategies 1- Specifically identify the behavior which needs to be changed. 2- Create a baseline of the observed behavior. 3- Closely examine the information in the baseline and evaluate what has been observed and documented 4- Develop short and long term goals for the student. In the plan create a reward system to be used. Such as: give student a check mark for every 15 minutes behavior is appropriate. When the student receives 8 checks they may have 10 minutes of computer time. 5- Reevaluate the plan for effectiveness. Has the behavior reduced occurrence in a variety of settings? Modifications 1- Using taped word read-alongs. The researchers found a study that showed middle school students reading rate and accuracy improved when the students listened to tapes. Varying the pacing of the tapes helped improve reading skills, too. 2- Test retakes. The study the researchers found was of 10 12 year olds who were learning math and spelling. Students who could retake a test scored higher than those who couldnt. 3- Responses, praise, and academic talk. Students who were given many opportunities to respond to academic talk and who frequently received praise performed better than those who didnt. 4- Cover, copy, and compare (CCC). Students not only performed well with this strategy, but they liked it, too. According to the researchers, CCC is a process of looking at an instructional stimulus, removing, it, and responding with an immediate check for accuracy. If the student has a wrong answer, she just tries it again.

Technology 1- Point Sheets and Behavior Charts 2- Teaching Self Discipline Lack of discipline is a common cause of ineffective instruction. This book shows you how to present discipline to students by cueing them to performances by socially competent same age peers and incorporates discipline training into the general curriculum. This book can help students set goals for their own behavior, make decisions about their own actions and moderate theor actions in accord with their peers. 3-Book of Possibilities A book of activities complete with supply lists. This book can be a useful tool for the teacher that has students that need to be occupied at all times. 4-The Motivaider This little device is similar to a pager and can be set to buzz or beep at certain intervals reminding students to stay on whatever task they are trying to accomplish. This can be really helpful for students who have difficulty paying attention or are easily distracted. The idea is to pair one specific goal the student is working on with the buzzing of the Motivaider. When used effectively, it can promote independence because the student would not need continuous prompts from a teacher. Resources 1-www.pacer.org 2-www.gallaudet.edu/...disabilities/emotionalbehavioral_disorders.html 3-www.education.com ... Child and Adolescent Depression 4-www.doe.k12.ga.us/.../Emotional-and-Behavioral-Disorder.aspx 5-specialed.about.com ... Disabilities Behavior & Emotional

Communication Disorder Definition

an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. Strategies

1. Get teachers and parents involved on the team to help these students 2. 2. Accept personal limitations in addressing students with Communications and Learning Disorders 3. Accept the students with Communications and Learning Disorders as people and not as a diagnosis 4. Teachers need not hold onto the belief that medicine should cure ADHD 5. Organize classroom to address the auditory and visual distracting stimuli Modifications
1- Arranging the Physical Environment of 2- Provide extra time to answer questions.

the Classroom to Support Teaching/Learning

3- Encourage speech practice by having one-on-one conversations with the student about his

or her interests. 4- Keep lectures clear, simple, pronounced, and in proper language syntax (no slang) 5- Make eye contact with the student when listening and speaking.

Technology augmentative and alternative communication (AAC) devices Unaided communication systems rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. 3- Aided communication systems require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD's)and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages.
12-

References
1234-

en.wikipedia.org/wiki/Communication_disorder www.nlm.nih.gov/.../speechandcommunicationdisorders.html www.nidcd.nih.gov/ www.psychologytoday.com/conditions/communication-disorders

5-

www.cec.sped.org/.../Template.cfm?...Communicative_Disorders...

Traumatic Brain Injury Definition Traumatic brain injury (TBI) is a nondegenerative, noncongenital insult to the brain from an external mechanical force, possibly leading to permanent or temporary impairment of cognitive, physical, and psychosocial functions, with an associated diminished or altered state of consciousness. Strategies
12345-

Find out as much as you can about the child's injury and his or her present needs. Find out more about TBI. Give the student more time to finish schoolwork and tests. Give directions one step at a time. For tasks with many steps, it helps to give the student written directions. Show the student how to perform new tasks. Give examples to go with new ideas and concepts. Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time. Modifications

12345-

minimize extraneous auditory and visual stimulation (use study carrels or room dividers) provide preferential seating arrange seating to allow for more space between students provide small group instruction structure student's activities and schedule to limit number of changes and reduce unstructured time Technology

1- Off-the-shelf marketed products, such as planners, cell phones, etc. 2- Modified off-the-shelf products, such as a cell phone with a program that reads the screen aloud or a light attached to a timer to help someone wake up in the morning. 3- Specialized assistive technology commercial products, such as specialized keyboards that provide the user fewer choices and a larger target for making key choices. 4- Modified assistive technology commercial products, such as a magnified screen on a computer or a specialized communication device built onto the tray of a wheelchair. 5- Simplified products, such as a cell phone with fewer choices or a keyboard with fewer keys. Resources 1- www.tbirecovery.org/ 2- www.brainline.org/TraumaticBrainInjury

3- www.naset.org ... Exceptional Students and Disability Information 4- specialed.about.com Education Special Education Disabilities 5- www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED341172

Autism Spectrum Disorders Definition A range of neurological disorders that most markedly involve some degree of difficulty with communication and interpersonal relationships, as well as obsessions and repetitive behaviors. Strategies 1- Role play/model situations (so students can see instead of just being told) 2- Make sure to keep expectations the same, every time someone is inconsistent it takes 8 times of being consistent to undo the inconsistency 3- Foreshadow changes in Schedules 4- Many students are rule orientated but dont over use rules, for example you may say the rule in _____ grade is that you stand in line with your hands at your side. 5- Match Student work time to their performance time Modifications
12345-

Use alternatives to writing in order to demonstrate competence Teach Social Skills as part of curriculum Understand cycle of tantrums/meltdowns and try to prevent Schedule in down time Have realistic expectations

Resources 12345www.k12.wa.us/SpecialEd/pubdocs/AutismManual.pdf www.teachersfirst.com/spectopics/autism-asperger.cfm www.naset.org/2561.0.html www.education.com Learning and Your Child Special Needs www.specialed.us/autism/05/strategies.htm

Hearing Loss Definition Hearing loss is any degree of impairment of the ability to apprehend sound. Strategies
1- Arrange your classroom so the soft-spoken students all sit near the front of the 2-

345-

room so they are closer to you. That way you can hear them better. Use the FM (frequency modulation) hearing system or induction loop if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone it is not necessary to change your speaking or teaching style. Ensure that any background noise is minimised. Repeat clearly any questions asked by students in the lecture or class before giving a response. Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment.

Modifications 1- It is difficult for a student watching a signer to also take notes from an overhead or blackboard. Neither is a signer able to translate, at the same time, both your words and any information given on an overhead. It is important then that all information should be available in handout. 2- Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc should be given in writing as well as verbally. 3- Allow students to record lectures or, preferably, make copies of your lecture notes available. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For deaf students new technology, and the internet in particular, can be used to bridge many gaps. 4- Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. 5- In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time. Technology 1- audio or hearing loop -a wire that circles a room and is connected to the sound system. The loop transmits the sound electromagnetically. The electromagnetic

signal is then picked up by the telecoil in the hearing aid or cochlear implant. To use a hearing loop, one easily flips the telecoil switchon the hearing aid or cochlear implant. No additional receiver or equipment is needed. Using a telecoil and hearing loop together is seamless, cost-effective, unobtrusive, and you dont have to seek out and obtain special extra equipment. 2- infrared system -uses invisible light beams to carry sound from the source to a personal receiver. (The sound source must be in the line of sight.) Different types of attachments may be connected to the personal receiver such as a neckloop or a behind-the-ear silhouette inductor. The telecoil then picks up sound from the receiver via the attachment. 3- FM system -sound is conveyed though radio waves to a personal receiver. Resources 12345www.hearinglosseducation.com/ www.mayoclinic.com/health/hearing-loss/DS00172 www.hearingloss.org/ www.asha.org/public/hearing/Hearing-Loss/ www.hearingloss.com/

Vision Loss Definition the absence of vision where it existed before, which can happen either acutely (i.e. abruptly) or chronically (i.e. over a long period of time). Strategies 1- Dont try to do everything at once! It is OK to have the student who is blind or visually-impaired listen to a lesson if you dont have it embossed. 2- Other students in the class should be part of the teaching strategy. They should be made aware of the situation and can help in the learning process. 3- The student should be allowed to participate as much as possible in class. He or she should be asked to do as much as other students do. 4- Use a variety of techniques and materials that help students to participate actively and become independent. It is important to use a variety of senses in all learning, including language learning. 5- Read aloud whatever you write on the board. You may need to spell new vocabulary words. For ELL teachers, you may want to ask other students to read what is on the board or overhead. Modifications 12345Clearly labeled doors, steps, stairways (Braille) Stairs and steps with handrails Black felt-tipped pens and markers (fat-tipped) Clearly presented lesson plans with frequent breaks incorporated Sharp edges on fixtures labeled with bright yellow tape, or other material

Technology 1- Speech Synthesizers and Screen Enlargement 2- Talking Note-takers Resources 1-www.lighthouse.org/ 2- www.localhealth.com/article/vision-loss 3-www.nlm.nih.gov 4- www.visionlossresources.com/ 5- www.afb.org

Gifted, Creative and Talented

Definition The term 'gifted and talented', when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities Strategies
12345-

Familiarize Yourself with the Characteristics of Intellectually Gifted Students Let Go of "Normal" Conduct Informal Assessments Re-Familiarize Yourself with Piaget & Bloom Involve Parents as Resource Locators

Modifications 12345Learn About Distance Learning Opportunities Explore Acceleration Learning from the Experiences of Others Utilize Outside Resources Parent Involvement Technology 12345Books Hand-held technology Social Networking with other gifted students Computers Games

Resources 12345www.nsgt.org www.nagc.org/ www.aagc.org/ www.gagc.org www.centerforgifted.org/gifted_children

Intellectual Disability

Definition
Characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.

Strategies 1- Use concrete items and examples to explain new concepts and provide practice in existing skill areas. 2- Role model desired behaviors, and clearly identify what behaviors you expect in the classroom. 3- Plan ahead with your class activities 4- Do not overwhelm a student with multiple or complex instructions. 5- Use strategies such as chunking, backward shaping and role modeling as helpful teaching approaches. Modifications 1- Be explicit about what it is you want a student to do. 2- Learn about the needs and characteristics of your student, but do not automatically assume they will behave the same way today as they did yesterday. 3- Put skills in context so there is a reason for learning tasks. 4- Involve families and significant others in learning activities, planning and special days, as well as in informing you about the needs of their young person. 5- Plan ahead with your class activities. Technology 12345Books Hand-held technology Social Networking with other gifted students Computers Games

Resources
12345-

www.aaidd.org www.nichcy.org www.thearc.org www.projectidealonline.org Disability Categories www.bestbuddies.org/