Disability Awareness and Student-Driven

PlanningSocial Studies Staff Development October 12, 2015

Session Objectives Understand some frequent characteristics and learning

needs of high incidence disabilities.Specific Learning DisabilitiesEmotional DisabilitiesAttention Deficit Hyperactivity DisorderAutism

Participate in student-driven planning relative to learner characteristics and co-teaching models.

Disability Awareness

0 Every child, regardless of disability category, has: 0 The right to privacy0 The right to be safe0 The right to be treated with dignity and respect

0 Person-first Language0 Please use the student’s name0 Refer to the disability only when necessary0 Put the person first in your statements0 “This is my cancer-cousin…” (We would never say that…)0 Our students have ASD, they are not “autistic”

0 Presume competence

Specific Learning Disability (SLD)

0 "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of environmental, cultural, or economic disadvantage. (COV § 22.1-213; 34 CFR 300.8 (c) (10) )

0 Key word=Specific

Tips for Working with Students w/ SLD

0 Scheduling0 giving the student extra time to complete assignments or tests0 breaking up testing over several days

0 Setting0 working in a small group0 working one-on-one with the teacher

0 Student Response0 allowing answers to be given orally or dictated0 using a word processor for written work0 using sign language, a communication device, Braille, or native

language if it is not English. (“Supports, Modifications, and Accommodations,” 2010)

Tips for Working with Students w/ SLD cont.

0Materials0 providing audiotaped lectures or books0 giving copies of teacher’s lecture notes0 using large print books, Braille, or books on CD (digital

text)

0 Instruction0 reducing the difficulty of assignments0 reducing the reading level0 using a student/peer tutor

Attention Deficit Hyperactivity Disorder

0 “Attention deficit hyperactivty disorder (ADHD) refers to a ‘neurological condition that involves problems with inattention and hyperactivity that are developmentally inconsistent with the age of the child’ (U.S. Department of Education, 2008, p. 1).” (Mastropieri & Scruggs. 2014.p.70).

Characteristics of Inattention

Careless mistakes/lack of attention to details Lack of sustained attention Poor listener Failure to follow through on tasks Poor organization Avoids tasks requiring sustained mental effort Losing things Easily distracted Forgetful in daily activities

Characteristics of Hyperactivity

Fidgeting/squirming Leaving seat Excessive running/climbing Difficulty with quiet activities "On the go“ Excessive talking

Characteristics of Impulsivity

Blurting out answers Can't wait turn Intrusive

Educational Adaptations for ADHD

posting daily schedules and assignments calling attention to schedule changes setting specific times for specific tasks designing a quiet work space for use upon request providing regularly scheduled and frequent breaks using computerized learning activities teaching organization and study skills supplementing verbal instructions with visual instructions modifying test delivery

(“ADHD,” Nd.)

Emotional Disability0IDEIA 2004 Definition of Emotional Disability/Emotional Disturbance

0A condition exhibiting one or more of the following characteristics over a long

period of time and to a marked degree that adversely affects a child’s educational

performance: An inability to learn that cannot be explained by intellectual, sensory, or health

factors. An inability to build or maintain satisfactory interpersonal relationships with peers

and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or

school problems.0 Emotional disability includes schizophrenia. The term does not apply to children

who are socially maladjusted, unless it is determined that they have an emotional disturbance. (“Emotional Disability,” Nd.).

Educational Adaptations for Students w/ED

0 Keep a cool head when students are in crisis.0 Develop a thick skin so insults and sassy talk aren't personally devastating.0 Think on your feet: be ready for anything that is thrown your way

(sometimes literally!).0 Weed through the advice and suggestions of colleagues to find what works

for you.0 Unwind and untangle your mind and soul at days' end.0 Remember the adage "Everyone Makes Mistakes".0 Forgive yourself when you make mistakes.0 Remember that the pain a child creates is never more than the pain they

are feeling.0 Keep asking for help.0 Listen…really listen to your students. (Rismiller, Nd).

Autism

0 “Autism is a disorder characterized by impairments of social, emotional, and intellectual functioning. Children with autism are often described as having great difficulty communicating and interacting with and responding to other people. Many individuals with autism also exhibit stereotypic behavior such as self-stimulating behaviors (e.g., rocking, hand flapping); bizarre speech patterns, such as repeating the words of other people over and over again (echolalia); and disruptive behavior, sometimes including self-injury (Hall, 2013).” (Mastropieri & Scruggs. 2014.p.86).

Educational Adaptations for Students w/ Autism

0 Visual or written daily schedules, laminated so students can check off items completed, with mini-schedules for activities within classes or other activities

0 Classroom aides to help support desired behaviors, with organization and to assist in developing communication, for example, an aide can translate for a non-verbal child

0 Provide instructions orally as well as written. Have teacher give instructions or directions orally as well as write on the board. For instructions used many times, a file box with written instructions can be kept in a place the student can readily access it.

0 Allow extra time for a student to respond to directions, instructions or questions. Students with autism sometimes need extra time to process information.

0 Providing pictures the student can point to when communication is difficult. Although used more often with younger children, some older children may still need help during times of high stress or excitement.

Educational Adaptations for Students w/ Autism cont.

0 Repeat or rephrase instruction or questions, allowing several seconds in between to allow student to process information

0 Model tasks, have teacher or another student complete a task first to allow student to visually see how it should be done.

0 Posting rules of classroom in a place that is easy to see adding pictures to visually depict rules for younger children

0 Provide social skills support and instruction, role-playing situations to help increase social skills.

0 Have the teacher incorporate visual components to lessons to help facilitate learning.

0 The teacher can break assignments into smaller parts, giving a due date for each section.

Educational Adaptations for Students w/ Autism cont.

0 Allow student to move around when needed.0 Provide visual or verbal cues when transitioning from one

activity or class to another. Give student time to recognize and adapt to the transition

0 Minimize distractions by having student sit close to the teacher.0 Give students extended time for taking tests or completing

assignments.0 Allow student to pair up with another student to help when

interacting with others0 Offer alternative activities when participating in high-sensory

activities0 Let student use a stress-ball or piece of fabric to rub to help

improve focus and reduce anxiety (Bailey, 2011).

Who are your students?

0Your team has been assigned a student profile and SOL.

0Keeping in mind the needs of this particular student, please design a lesson to teach your assigned SOL.

0How are you going to design your instruction/assessment to incorporate the needs of this particular student in addition to all of your other students?

Maryo Processing speed is a challengeo Weak short term memoryo Reads at a 5th/ 6th grade levelo Cognitive planning/organization is a

challengeo Often gets lost within steps of multi-step

tasks/ directions

Susieo Easily frustrated

o Requires strict adherence to routines

o Has difficulty working with peers and social skills (e.g., group work)

o Executive functioning skills are weak

o Behaviors present when overwhelmed

o Is best at discrete tasks but struggles with generalization and application

Keitho Has a strong dislike of school,

particularly academics o Gets along well with his football coacho Responds well when addressed away

from the classo Has challenges in his home life that

impact his attitude towards schoolo Summative assessment data indicates

that student is performing on grade level

Johnnyo Struggles to maintain attention to task for >

15 min.

o Often asks off-topic questions

o Is frequently out of seat

o Has difficulty maintaining organization of work on paper (i.e. written work is scattered)

o Rarely has homework

o Summative assessment data is inconsistent

Discussion: Mary Considerations:

• Hands-on tasks (e.g., manipulatives)• Graphic Organizers • Visual representations• Support with prerequisite skills• Concurrent intervention/ remediation and

exposure to grade level curriculum• Example rates of progress:

curriculum

remediation

Discussion: SusieConsiderations:• Visuals, social stories• Self-monitoring• Appropriate behavioral accommodations• Strategy instruction• Pair concrete with application

Math Example: 2x+11= 17If you purchase 2 Itunes songs at $3 each, plus your monthly membership of $11, your will spend a total of $17.

Discussion: KeithConsiderations:• Task Analysis• Self-monitoring• Note-taking guides, outlines, cloze notes• Tactile/ kinesthetic activities• On-task behavior reinforcement• Additional probes to better understand

assessment data

Discussion: JohnnyConsiderations:• Assigned jobs/ roles• Incentives• Student-led goal-setting and

progress monitoring• Use as peer mentor• “Hidden” content through

engagement (e.g., games, etc.)