Teaching Students with Exceptionalities

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TEACHING STUDENTS WITH EXCEPTIONALITIES

by

Jacqueline M. Goodman

A Research Project Presented in Partial Fulfillmentof the Requirements for the Degree

Master of Education

REGIS UNIVERSITY

August, 2006

TEACHING STUDENTS WITH EXCEPTIONALITIES

by

Jacqueline M. Goodman

has been approved

August, 2006

APPROVED:

___________________________, Faculty Advisor

___________________________, Associate Dean, Teacher Education Programs

TABLE OF CONTENTS

Chapter Page

1. INTRODUCTION ............................................................................................ 1Statement of the Problem ............................................................................ 1Purpose of the Project.................................................................................. 2Chapter Summary........................................................................................ 2

2. REVIEW OF LITERATURE Reading Comprehension ............................................................................. 4

Background of Reading Comprehension................................................ 5Effective Reading Instruction ................................................................ 6Discussion of Reading Instruction ......................................................... 7

English-Language Learners (ELL) .............................................................. 8Background of English Language Learning ........................................... 9Instructional Practices for English Language Learners........................... 10

Multivocal Research ......................................................................... 10 Language Experience........................................................................ 11

Discussion of English Language Learners.............................................. 12Attention Deficit Hyperactivity Disorder (ADHD) ...................................... 13

Background of ADHD........................................................................... 13Multicomponent Interventions ............................................................... 14Teaching Children with ADHD ............................................................. 16

Chapter Summary........................................................................................ 18

3. METHOD......................................................................................................... 19Procedures................................................................................................... 19Handbook Design........................................................................................ 20Chapter Summary........................................................................................ 21

4. APPLIED RESEARCH PROJECT ................................................................... 22

5. DISCUSSION................................................................................................... 23Feedback..................................................................................................... 24Summary of Applied Project ....................................................................... 26

iv

REFERENCES............................................................................................................ 28

APPENDICES Questionnaires ........................................................................................................ 30

v

Chapter 1

INTRODUCTION

Across the United States, the term —diversity“ has taken on a different meaning in

elementary school classrooms. The term, which once referred to cultural ethnicity, has

become a new classification for students with a wide range of abilities. In a randomly

selected classroom, one finds students who learn easily as well as those who require

additional assistance. When the classroom teacher has a student with an exceptionality

(such as attention deficit hyperactivity disorder or a second language learner), the range

of diversity widens. Unlike their peers, these students may require specialized services or

accommodations to enable them to learn.

Statement of the Problem

Each school day, teachers strive to reach and connect with students on an

academic level. Whether the teacher reaches that student depends upon whether the

educator knows how that child learns. Is the child a visual learner? Does the child prefer

hands on instruction? What is the best method to reach the student? Not only is this

situation true for the mainstream student but also for the student who is exceptional.

Teachers must be knowledgeable about the effective innovative methods and techniques

in order to teach students with exceptionalities. To expect a child to conform to a

particular method of teaching is not the answer. It is the responsibility of the educator to

2

accommodate his or her methods to the meet the individual needs of the child. With

strategies such as those developed by Glass (2001), Mastropieri and Scruggs (1997),

Mercer and Mercer (1993), and Winebrenner (2003), educators can implement and

expand on these techniques at every opportunity in order to help students with

exceptionalities excel and overcome the stumbling blocks that they face each day in

mainstream classrooms throughout the U.S.

Purpose of the Project

The purpose of this project will be to develop a handbook for elementary

classroom teachers to be used as a reference guide to assist with the teaching and

instruction of children with exceptionalities. The author of this handbook will identify

best practices which are based on research. These best practices and recommendations

can be immediately implemented in the classroom, based on the teacher‘s observations of

the student‘s behaviors and academic progress. The purpose of this handbook is not to

replace special education assistance in regard to students with exceptionalities, but would

be used as a supplement to teacher expertise and guidance.

Chapter Summary

The ability to effectively instruct a student at the appropriate academic level is the

ultimate goal of every educator. Likewise, to reach the child with an exceptionality

requires additional effort and understanding on behalf of the classroom teacher. It is this

3

researcher's desire to broaden the knowledge of her peers, by the provision of an easy to

use, comprehensive handbook to aid in the instruction of children with exceptionalities.

In the review of literature (found in Chapter 2), this author will present reading

comprehension strategies, provide techniques for teaching second language learners, and

examine multicomponent interventions that are effective for the instruction of students

with ADHD. The procedures used to develop the teacher handbook will be outlined in

Chapter 3, Methods.

4

Chapter 2

REVIEW OF LITERATURE

As the field of education grows more complex each year, some teachers find it

difficult to meet the needs of all learners, specifically, students with exceptionalities. In

the teaching of exceptional students, the methods for individualization of instruction are

multifaceted and require extensive knowledge in behavioral and academic pedagogy. Of

great need it a reference handbook to aid the regular classroom teacher in the instruction

of these students.

According to Brophy (1996), there are increasing numbers of school children who

present problematic concerns that interfere with their learning. Similarly, Coleman

(1996) reported that contemporary educators must find effective solutions to problems

that have diverse and complex foundations which are resistant to change. In mainstream

classrooms in the United States, many teachers utilize: (a) innovative teaching methods in

reading comprehension, (b) developmental strategies for English Language Learners

(ELL), and (c) the implementation of multicomponent programs for students with

attention deficit hyperactivity disorder (ADHD).

Reading Comprehension

—Reading comprehension is, arguably, the most important academic skill learned

in school“ [sic] (Mastropieri & Scruggs, 1997, p. 1). Anderson, Hiebert, Scott, and

Wilkerson (1985, as cited in Mastropieri & Scruggs) defined reading comprehension as a

5

—process of constructing meaning from written texts, based on a complex coordination of

a number of interrelated sources of information“ (p.1). Not only can reading

comprehension be challenging for the student, but for the teacher as well. There cannot

be a mismatch between the student‘s needs and the teacher‘s preparation.

Background of Reading Comprehension

Extensive research has been conducted in the area of reading comprehension as it

relates to children with learning disabilities. Mastropieri and Scruggs (1997) cited

Mercer and Mercer (1993), who identified the areas of reading comprehension in which

—students with learning disabilities typically exhibit substantial deficits in reading

comprehension, which may include problems not only in remembering the gist, facts, and

details of text material, but also in interpreting and making inferences about the

information presented“ (p. 197). According to Foorman and Torgesen (2001), —the

components of effective reading instructions are the same whether the focus is prevention

or intervention: phonemic awareness and phonemic decoding skills, fluency in word

recognition and text processing, construction of meaning, vocabulary, spelling, and

writing“ (p. 203). The necessity of these critical components has been substantiated by

applied research on reading and reading growth, (Snow, Burns, & Griffin, 1998, as cited

in Foorman & Torgesen). Ehri (1998), Share and Stanovich (1995), and Trabasso and

Magliano (1996, all cited in Foorman & Torgesen), are in agreement that these critical

elements of reading comprehension have been supported by intervention research and are

6

derived directly from current theories which indicate what students must be familiar with

and be capable of accomplishing in order to be good readers.

Mastropieri and Scruggs (1997) provided —a description of the practices that have

emerged from the results of the strategy research conducted with students with learning

disabilities“ (p. 198). In their analysis of the literature, they found positive outcomes for

some of the reading comprehension strategies that have been employed. —The strongest

outcomes were observed for teacher-led questioning and self-questioning strategies,

followed by text-enhanced strategies, and, finally, strategies involving basic skills

instruction and reinforcement“ (p. 197).

Effective Reading Instruction

Over the last 30 years, the criteria for effective classroom instruction has shifted

for beginning reading; as noted during the 1960s and 1970s, effectiveness was defined in

terms of the main effects of reading methods on student achievement (Foorman &

Torgesen, 2001). During the 1980s, the focus was —on process-product relationships in

classrooms, [during the] mid 1980s to the mid 1990s was the emphasis on teachers‘ ”best

practices,‘ and more recently there has been a call for evidence-based research“ (p. 203).

One common thread was found throughout research studies; no single method works for

all teachers or for all students. According to Winebrenner (2003),

When planning and teaching comprehension strategies, educators must acknowledge the need for teaching the same concepts in many different ways. If students are not learning the way we teach them, teach them the way they learn. When we keep trying to teach something to a child in a way which he or she has repeatedly failed, discouragement and self blame quickly become a self-fulfilling prophecy. (p. 132)

7

As stated by Mastropieri and Scruggs (1997), —studies that examined multiple

strategies augmented findings from studies that examined single strategies“ (p. 14).

When systematic strategies were used to increase recall and comprehension from written

materials, the reading comprehension of children with learning disabilities (LD) was

facilitated.

It can be concluded that student‘s reading comprehension can be improved when the following conditions are implemented: (a) teachers ensure that students possess appropriate preskills, [sic] (b) students are presented with systematic instruction and feedback, including guided and independent practice using the procedures, (c) strategies are logically related to learning from text materials, (d) students are informed about the purposes of the strategies and told to attribute their successes and failures to strategy use, (e) training and self-monitoring components, and (f) student‘s performance is assessed on criterion-referenced-type measures. (p. 211)

Once these methods are utilized in the classroom, and students become active participants

in the learning process, successful reading comprehension is the result.

Discussion of Reading Instruction

Extensive research was conducted between 1970-1996 in the area of reading

comprehension as it applied to children with LD (Mastropieri & Scruggs, 1997) and

exceptionalities. Mastropieri and Scruggs noted that the findings from each study they

conducted contributed to the knowledge base for instructional strategies. They went on

to state that it could be argued that:

One‘s philosophy dictates a specific instructional approach; however, in examining the literature as a whole, it is more obvious that when researchers systematically implement instructional procedures that appear logically related to specific processes of reading comprehension, positive outcomes are obtained, regardless of orientation or philosophy. (p. 212)

8

They reported that the findings from all the reading comprehension studies revealed

many similarities. The use of teaching strategies that foster comprehension, regardless of

the method implemented, facilitated an effect on reading comprehension, and in some

cases, these strategies had sizeable, commanding effects.

English Language Learners (ELL)

How a teacher approaches the challenge to meet the needs of all learners may be

based on district policy or teaching method. All too often, the teacher bases his or her

approach on emotion and personal philosophy. With the ever increasing number of

students who are non-English speakers, what is the best approach to meet their individual

needs? "Research is beginning to show that approaches are more successful when they

enhance and expand a teacher's repertoire of instructional strategies rather than

dramatically altering them [sic]“ (Perez, 2000, p. 45). How does the regular classroom

teacher incorporate effective instructional strategies into the curriculum in order to

complement second language learning?

Gersten and Baker (2000) stated, —that in order to improve the quality of

educational services, it is critical to shift the focus of discourse away from the broad

sociological and political issues towards specific instructional issues“ (p. 1). They cited

Moll (1988), who argued that researchers need to identify the best practices for teaching

ELL students instead of a debate on the issues of which language should be used to teach

ELL students. Goldenberg (1994) was quoted by Gersten and Baker, —the language-of-

instruction debate has so dominated discussion of how to best serve the needs of language

9

minority children that other issues, which are equally important, have not been

adequately addressed (personal communication, October 8, 1994)“ (p. 1). In addition,

Gersten and Baker cited Figueroga, Fradd, and Correa (1998) who stated there was no

—substantive body of empirical data on actual, well-controlled interventions that improve

the academic abilities of students who are English-language learners (p. 17)“ (p. 1).

Educational programs need —to include what students bring with them; educators need to

focus on what students have rather than what they lack“ (Ernst-Slavit, Maloney, &

Moore, 2002, p. 2).

Background of English Language Learning

—The wave of immigration that began 20 years ago was the second-largest in

American history“ (Gersten & Baker, 2000, p. 1). However, as Yzaguirre (1998, as cited

in Gersten & Baker) stated, —the topic of how to educate this group of students invariably

brings high levels of passion and low levels of rational discourse“ (p. 1). Ernst-Slavit et

al. (2002) reported that —census 2000 data indicated that the total number of foreign-born

children enrolled in elementary and secondary schools in United States was 2.6 million“

(p. 117). With this increasing number of second language learners in schools across the

U. S., more and more teachers are being asked to teach students from nonEnglish

backgrounds without training in either teaching English to speakers of other languages

(TESOL) or bilingual education (Gold, 1992, as cited in Perez, 2000).

However, conditions have improved over the past 15 years, due to a widely

disseminated report by the National Academy of Sciences (NAS; August & Hakuta,

10

1997, as cited in Gersten & Baker, 2000), in which the authors identified instructional

approaches for teaching students who are English language learners. When the staff of

the NAS published their research synthesis, Gersten and Baker (1997, as cited in Gersten

& Baker) were conducting an independent exploratory meta-analysis of experimental and

quasiexperimental studies —that met contemporary methodological standards“ (p. 2)

outlined in The Handbook of Research Synthesis, by Cooper and Hedges (1994, as cited

in Gersten & Baker). According to Gersten and Baker, the report from the NAS

confirmed their observations in regard to the —paucity of controlled empirical

investigations of instructional program and practices“ (p. 2).

Instructional Practices for English Language Learners

English language students may be very different from other learners in their

background, skills, and past experiences (Ernst-Slavit et al., 2002). However, —in spite of

these differences, ELL students have similar needs. As well as building oral English

skills, they also need to acquire reading and writing skills in English, while continuing

their learning in the content areas“ (p. 117).

Multivocal Research

Gersten and Baker (2000) used a multivocal research synthesis (i.e., diverse

writings, as well as deliberate analysis of the findings in empirical investigations) in order

to —make direct reference to perceptions acquired from a rich mix of informants

representing different positions in the system and different perspectives of the

phenomenon“ (p. 2). Their synthesis of the multivocal research resulted in the surfacing

11

of —three themes related to a deeper understanding of effective instruction for English-

language learners“ (p. 7).

In Theme One, Gersten and Baker (2000) reported that an effective English

language development program should include: (a) a component designed to instruct

students on the use of the conventions of grammar and syntax, (b) a segregation of

content area learning from English language learning, and (c) the establishment of clearly

defined goals and objectives by the teacher. There were five specific instructional

variables identified in Theme Two: —(a) building and using vocabulary as a curricular

anchor, (b) using visuals to reinforce concepts and vocabulary, (c) implementing

cooperative learning and peer tutoring strategies, (d) using native language strategically,

and (e) modulating of cognitive and language demands“ (p. 11).

—The final major theme that emerged from the multivocal synthesis is simply that

confusion abounds concerning the role of oral language in academic instruction“ (Gersten

& Baker, 2000, p. 14). Lopez-Reyna (1996), Perez (1994), and Ruiz (1995, all cited in

Gersten & Baker) noted rare student oral activity in the classroom. Speech emergence

should be a gradual process, and the teacher should encourage comments and feedback,

and should use frequent comprehension checks and effective questioning techniques,

such as open-ended questions.

Language Experience

Perez (2000) suggested —three basic steps in adapting the language experience

approach for teaching second language learners“ (p. 45). The first step involves the

12

discussion of student life experiences as it is related to the text. What does the student

already know about what he or she is about to read? As the reading progresses, the

teacher should interject questions about the text, and how it is related to the student.

The second step involved —transcribing important ideas from text discussions into

written language“ (Perez, 2000, p. 46). During this step, a student recorder transcribes

key points on paper or chalkboard with the use of the actual language of students. Upon

conclusion, class members organize key points into a logical sequence and ask questions

such as, —What new things did you learn? or, how can you use what you have learned?“

(p. 46).

—The third step in adapting the language experience approach in teaching second

language learners involves follow-up activities that require students to review or reflect

on what they learned from the text reading selection“ (Perez, 2000, p. 3). One method

that Perez suggested was —sketch to stretch“ (p.3). The student is instructed to draw a

picture to illustrate what the text meant to him or her. Upon completion of the drawing,

students share their pictures while they verbally explain the sketch. In this way, the

student explores the meaning of text through pictures.

Discussion of English Language Learners

—Language develops best in a variety of settings that promote talk and interaction“

(Ernst-Slavit et al., 2002, p. 119). In addition, they stated that:

Schools should demonstrate appreciation and respect for cultural diversity. Providing equal opportunities for all students depends on the degree to which classroom teachers are able to institute classroom practices and develop curriculum that responds to the diversity represented in their classrooms.

13

Implementation of these practices is dependent upon supportive school staff and programs, district guidelines, and state language policies that recognize diversity as an asset and not a handicap. (p. 119)

How a teacher promotes and fosters cultural awareness in his or her classroom will aid in

the academic and personal growth of all students.

Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder (ADHD) has gone through a series of

name changes since it was first documented in 1845 (Glass, 2001). —However, during the

early years the children, who displayed the behaviors that are now commonly known as

ADHD, were often viewed as the troublemaking, lazy or disobedient children“ (p. 1).

With the growing number of students, who are diagnosed as ADHD, educators should

strive to learn all they can about the nature of the disorder and how it influences students‘

learning. Many students are treated with pharmacology —because they can improve the

neural substrate of behavioral inhibition and the use of stimulant drugs in ADHD has

been found to promote attentiveness and interpersonal interactions with teachers, parents,

and peers“ (Miranda, Presentaciόn, & Soriano, 2002, p. 546). However, the limitation to

the use of pharmacology is the lack of substantial long term academic gain.

Background of ADHD

Students who are diagnosed with ADHD display many characteristics that make

sustained attention problematic (Welton, 1999, as cited in Reis, 2002). Reis cited

Accardo, Blondis, Stein, and Whitman (2000), and stated that:

14

Some of these characteristics include but are not limited to: (1) often fails to give close attention to details or makes careless mistakes in schoolwork; (2) often does not follow through on instructions and fails to finish schoolwork; (3) often does not seem to listen when spoken to directly; (4) often has difficulty organizing tasks and activities; and (5) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort, such as schoolwork or homework. (p. 175)

The main characteristics of ADHD are inattention, hyperactivity, and impulsivity. What

can educators do to reduce distractors and capture the attention of students with ADHD?

Multicomponent Interventions

According to Miranda at al. (2002), the use of pharmacotherapy for the treatment

of ADHD highlights the need for the —augmentation of psychosocial and

psychoeducational treatments“ (p. 546). Miranda et al. quoted Pelham and Gnagy

(1999), who stated that —simply medicating children without teaching them the skills they

need to improve their behavior and performance, is not likely to improve the children's

long-term prognosis (p. 226)“ (p. 546). Miranda et al. reported that the introduction of

intervention skills is best done in the natural setting of a classroom where students spend

a notable amount of time.

The classroom is a setting that requires a high degree of planning, coordinating, control, and evaluation, of procedures, for instance, in following the rules, interacting adequately with peers and adults, actively participating in the teaching and learning process, and avoiding interruption of teaching and classmates‘ activities. Consequently, the classroom is an important and appropriate setting in which to introduce interventions that will support the personal, social, and scholastic development of students with ADHD. (p. 547)

Swanson (1992, as cited in Miranda et al.) addressed ADHD from a multicomponent

approach. Composed of several intervention programs, the multicomponent treatment

15

model was —designed in such a way that it will improve a range of child's behaviors“

(Miranda et al., p. 547).

Miranda et al. (2002) found that, in addition to the improved use of behavior

modification strategies, teachers needed information regarding instructional strategies for

effectively teaching students with ADHD. The authors cited Reid, Vasa, Maag, and

Wright (1994) and stated that —because the empirical data suggest that lack of training is

the barrier most frequently indicated by elementary school teachers in the process of

working with ADHD students“ (p. 547).

The multicomponent program is comprised of three approaches: (a) behavior

modification techniques, (b) cognitive behavior techniques, and (c) instructional

management techniques (Miranda et al., 2002). The focus of behavior modification

instruction is on how to increase desired behaviors with strategies such as positive

reinforcement, token systems, and instruction in how to manage undesirable behaviors,

including the use of: (a) extinction, (b) timeout, and (c) response cost. Cognitive

behavioral techniques include training educators how to —stimulate [the] self-control of

students with ADHD (i.e., teach them how to manage their behavior in an independent

way) and training in the —use of self-instruction and reinforced self-evaluation techniques

that may be applied to the whole class“ (p. 549).

Instructional management techniques includes training the use of intervention

strategies followed by an analysis of the principles that explain the effectiveness of the

procedures used with students with ADHD. Miranda et al. (2002) —considered that if

16

[the] teachers were aware of the benefits of these techniques, they would actively involve

themselves in their application in the classroom“ (p. 550).

Overall, the —results from the multicomponent approach were impressive and

suggest that the set of techniques applied by the teachers in a classroom helped to correct

the self-regulatory deficits of the children with ADHD“ (Miranda et al., 2002, p. 550). It

is important to note the positive effects reported by the teachers. A reduction in

hyperactive/impulsive behaviors and an improvement in self-control in the ADHD

experimental group were identified by teachers, thus, the success of the intervention

techniques were supported.

Teaching Children with ADHD

—Like fingerprints, each child had his or her own individual learning style

regardless of the group to which that individual belonged" (Brand, Dunn, & Greb, 2002,

p. 268). Educational approaches for different students should be based on the individual

learning style strengths of that student, not on the special category to which he or she

may have been classified.

There are numerous instructional strategies recommended by researchers for

classroom teachers to implement in the regular classroom to teach children with ADD/

ADHD. The initial step is to evaluate the student‘s individual needs and strengths (U.S.

Office of Special Education, 2004). By assessment of the —unique educational needs and

strengths of the child with ADHD in the class,“ the educator can then work with a

—multidisciplinary team and the child's parents“ (p. 3) to develop a learning style that

17

meets both behavioral and academic needs of the student. Thus, the learning style

inventory can be utilized to determine a student‘s strengths and enable individualized

instruction to build on his or her existing abilities.

Another sound strategy, provided by Reis (2002), is to introduce the student to

effective behavioral intervention strategies to control his or her behavior, which is most

effective when verbal reinforcement of appropriate behavior is administered by the

teacher. —The most common form of verbal reinforcement is praise given to a student

when he or she begins and completes an activity or exhibits a particular desired behavior“

(U.S. Office of Special Education and Rehabilitation Services/Office of Special

Education Programs, n.d., p. 14). According to Reis, the use of positive reinforcement

increases student achievement while it decreases negative behaviors; also, it fosters self-

esteem and self-worth with the establishment of a classroom where the student knows his

or her efforts will be recognized.

The method provides a bridging from previously taught material to new concepts

which allows students with ADHD the time to —incorporate new information into their

pre-existing knowledgebase and to use it as a springboard for additional abstractions and

generalizations“ (Reis, 2002, p. 176). This provides students with numerous

opportunities to look for connections between what they already have learned and what

they are currently studying.

There are numerous strategies and practices that educators and researchers deem

essential for utilization in classrooms with students who have ADHD, as will be

demonstrated in Chapter 4. However, strategies and instructional practices will be of

18

little value without the commitment from the educator to be informed about ADD/

ADHD, and its effects on behavior and learning. Consultation with experts, reading

specialists, special education teachers, and speech and language consultants may be

helpful and needed (Hogan, 1997). —The parents of kids who been diagnosed with

ADHD can be your best resource“ (Weaver, 1994, p.43). Hogan recommended, —Tap all

of these valuable resources; do not overlook cumulative records and Individual Education

Plans on file“ (p. 158). Also, the use of —positive teaching strategies and non-traditional

teaching methods are known to improve the chance of academic success for students who

display the behaviors associated with ADHD; therefore, information on these various

accommodations should be distributed to every teacher, public or private, at every grade

level“ (Glass, 2001, p. 4).

Chapter Summary

The instructional methods that are used to teach children with exceptionalities are

varied. The decision about which to implement in the classroom is determined by the

classroom teacher‘s personal observations of the student and the student‘s learning needs.

In this chapter, the author focused on two exceptionalities, second language learners and

students with ADHD, and one large facet of the educational curriculum, reading

comprehension, to research the best practices in methods used to teach children with

exceptionalities. Diversity is here to stay. —The school must deal with the learner as

presented. The label does not dictate the educational needs of the learner“ (Weaver &

Landers, 1998, p. 5).

19

Chapter 3

METHOD

The purpose of this project will be to provide elementary teachers with an

informational handbook to reference while teaching children with exceptionalities in the

regular classroom. The best practices and strategies presented are based on both

experimental and field based research studies and offer potential solutions that can be

implemented immediately based on the classroom teacher‘s observations of the student‘s

academic and behavioral indicators.

During her completion of the requirements for teacher certification, this author

became intrigued by the challenges associated with the integration of students with

exceptionalities into the elementary classroom. A question came to mind repetitively.

How does the regular classroom teacher meet the needs of the majority of students and,

also, meet the unique needs of children with exceptionalities? While some research in

this area has been conducted, practical applications such as classroom instructional

strategies and methods to aid in the academic achievement of students who have attention

deficit hyperactivity disorder (ADHD), autism, or who are mentally challenged are not

readily available.

Procedure

—The U.S. government‘s No Child Left Behind Act (NCLBA) legislation

emphasizes the use of scientifically validated learning resources“ (Cradler, Cradler, &

20

Clarke, 2003, p. 50). A comprehensive literature review was conducted and studies that

offered evidence that was formally tested, had researched based findings, and provided

proof of reason based practice that converged with a research based consensus in the

scientific literature (Stanovich & Stanovich, 2003) were utilized. Additional field-based

solutions were reviewed as well and considered in an effort to provide a balanced and

practical guide. In Chapter 4, this author will describe the criteria used in the research of

strategies and instructional tools for incorporation into the handbook.

Handbook Design

The handbook will be divided into subject areas by exceptionality. Specific

exceptionalities include, but are not limited to: (a) attention deficit disorder (ADD), (b)

ADHD, (c) autism, (d) gifted and talented, (e) emotionally challenged, (f) hearing

impaired, (g) learning disabled, (h) mentally challenged, (i) physically challenged, (j)

second language learners, (k) speech/communication disorders, and (l) the visually

impaired. Each subject area will contain a definition of the exceptionality, to include: (a)

emotional and behavioral characteristics, (b) deficit areas with recommended classroom

strategies, and (c) recommended methods to improve academic achievement and

behavior management. Additionally, reports on current research initiatives will be

provided.

21

Chapter Summary

An extensive literature review was conducted in the area of instructional

strategies and methods for teaching children with exceptionalities. Research was

reviewed according to source credibility and study results. The relevant findings will be

presented in handbook format in Chapter 4, with a final discussion of these

recommendations in Chapter 5.

22

Chapter 4

APPLIED RESEARCH PROJECT

In order to assist the regular classroom teacher with instruction of students with

exceptionalities, this handbook was designed to be used as a quick reference tool

alongside guidance from special education resources.

23

Chapter 5

DISCUSSION

As a newcomer to the teaching profession, I was in constant search for material to

assist instruction in regard to children with exceptionalities. I found that there were

numerous textbooks about the various exceptionalities, but I was unable to maintain a

library behind my desk to house all these resources. I then decided to pursue a handbook

for my research project, designed to support the regular classroom teacher with simple,

easy to implement strategies.

I feel that I provided a simplistic, usable, and comprehensive handbook for the

regular classroom teacher to have on his or her desk, for easy reference and quick

implementation. While researching strategies and techniques, I found straightforward

practices designed to complement all types of classroom environments, not

problematical, costly, and complicated methods which would hinder or discourage the

educator from trying new approaches.

In order to objectively evaluate the project, a questionnaire was designed and

disseminated to ten of my colleagues. The questionnaire concentrated on questions such

as availability of resources in the classroom, when teaching children with

exceptionalities. The following questions were on the survey:

1) Have you taught student(s) that fit into the exceptionalities categories listed?

2) Do you feel the information provided will prove beneficial in the classroom?

3) How helpful do you feel this handbook will be in regular classroom?

24

4) Do you feel this handbook would be simple to use?

5) Do you feel the layout of the information was adequate for the material covered?

6) Did your school or district provide a similar resource to you upon employment? If—yes,“ how useful was the resource that was provided?

7) What learning‘s did you find particularly interesting?

8) What would you like to see added to the handbook?

9) What do you feel are the immediate advantages of this handbook?

The final question solicited comments from the respondents about the handbook. The

responses brought positive feedback and excellent suggestions for additional material.

Feedback

All respondents had experience instructing children with exceptionalities and felt

the handbook would prove beneficial in the classroom. Concerning the support, ease of

use, and layout of the handbook, each respondent was —very satisfied“ with the

handbook‘s ability to meet the needs of the consumer.

Of the ten respondents, three educators mentioned the availability of a similar

resource in their particular school district, however, one commented how the source was

—not easy to follow and find what was useful to my situation,“ and another stated she did

—not feel it was useful.“ A respondent mentioned that she was told there was a handbook

available, but was unable to locate the guide. —We have trainings on various methods of

teaching children with autism at eh early childhood levels which are very helpful but the

handbook would help have something tangible for all of the other categories.“ The

25

feedback received on this question alone tells me that I had embarked on a practical

endeavor that would be advantageous to the classroom teacher.

Interestingly enough, several respondents commented on the subject area of

ADHD and autism as learnings they found particularly interesting. —I found it interesting

that there are so many small and different changes you can make to a students learning

environment with ADHD that are simple and easy to do.“ —ADHD students and

rhetorical questions–it is understandable that use of rhetorical questions could be a

hindrance in the classroom for a student with ADHD.“ Additionally, comments on the

simple tips and interesting statistics and facts were mentioned by three educators. —I

think the handbook did a good job of explaining techniques that are easy for teachers to

utilize in the classroom.“

Recommendations for additions to the handbooks were extremely useful and

provided an insight to what educators are concerned about and would like further

information--classroom behaviors and the inclusion of additional exceptionalities. One

respondent would like to see —speech and language delays, especially more severe ones.

It might help teachers (to) know how to accommodate for them in the classroom and not

just rely on the ”speech teacher‘.“ An area for —behavior modifications for specific

behavior issues“ was mentioned by the assistant principal. The final recommendation

was made to add a section on noncompliant behaviors. The remaining respondents felt

the handbook was complete or did not require any further additions.

The final question solicited opinions on the immediate advantages of the

handbook. Responses varied from easy to reference to easily accessible. —The

26

immediate advantages of this handbook are the ready-made interventions for a variety of

students and situations. The teacher does not have to research interventions, they are

already at her fingertips.“ —The handbook takes a lot of the mystery out of teaching

students with special needs. It is a quick and easy reference guide with excellent ideas

and suggestions.“ —How nicely it was written, it was easy to find information. It had

excellent ideas to implement into the classroom from instructional delivery to

environmental strategies within the classroom.“

Summary

The past four years has been an exploration into the educational field, which

opened my mind into various areas of teaching. I have conducted numerous topics of

research in various areas of education, all of which I found thoroughly fascinating and

intriguing. I recognized the need for guidance on how to effectively instruct children

with exceptionalities when my first class included eight ELL students, two students

diagnosed with ADHD, a student with a physical disability and a trainable mental

handicap, and a student with a significant identifiable emotional disability (SIED).

Frequent collaboration with the special education consultants, as well as the ELL

department occurred on a daily basis.

The ability to effectively instruct a student at the appropriate academic level is the

ultimate goal of every educator. Likewise, to reach the child with an exceptionality

requires additional effort and understanding on behalf of the classroom teacher. It was

this researcher's desire to broaden the knowledge of her peers, by the provision of an easy

27

to use, comprehensive handbook to aid in the instruction of children with

exceptionalities.

REFERENCES

Brand, S., Dunn, R., & Greb, F. (2002). Learning styles of students with attention deficit hyperactivity disorder: Who are they and how can we teach them? Clearing

House, 75(5), 268-274. Retrieved June 28, 2005, from EBSCOhost database.

Brophy, J. (1996). Teaching problem students. New York: Guilford Press.

Coleman, M. (1996). Emotional and behavioral disorders: Theory and practice (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Cradler, J., Cradler, R., & Clarke, R. (2003). What does research mean to you? Making educational technology research relevant to educators. Learning & Leading with Technology, 30(8), 50-59. Retrieved January 2, 2006, from EBSCOhost database.

Ernst-Slavit, G., Maloney, C., & Moore, M. (2002). Changing lives: Teaching English and literature to ESL students. Journal of Adolescent and Adult Literacy, 46(2), 116-128. Retrieved June 18, 2005, from EBSCOhost database.

Foorman, B., & Torgesen, J., (2001). Critical elements of classroom and small group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212. Retrieved June 15, 2005, from EBSCOhost

database.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 1-21. Retrieved June 20,

2005, from EBSCOhost database.

Glass, C. (2001). Factors influencing teaching strategies used with children who display attention deficit hyperactivity disorder characteristics. Education, 122(1), 1-8. Retrieved June 15, 2005, from EBSCOhost database.

Hogan, D. (1997). ADHD: A travel guide to success. Childhood Education, 73(3), 158-160. Retrieved May 8, 2005, from EBSCOhost database.

Mastropieri, M., & Scruggs, T. (1997). Best practices in promoting reading comprehension in students with learning disabilities. Remedial & Special Education, 18(4), 197-216. Retrieved May 28, 2005, from EBSCOhost database.

Mercer, C., & Mercer, A. (1993). Teaching students with learning problems (4th ed.). New York: Merrill/Macmillan.

Miranda, A., Presentación, M., & Soriano, M. (2002). Effectiveness of a school-based multicomponent program for the treatment of children with ADHD. Journal of Learning Disabilities, 35(6), 546-562. Retrieved July 15, 2005, from EBSCOhost

database.

Perez, S. (2000). Teaching second language learners in the regular classroom. Reading Improvement, 37(1), 45-49. Retrieved June 20, 2005, from EBSCOhost database.

Reis, E. (2002). Attention deficit hyperactivity disorder: Implications for the classroom teacher. Journal of Instructional Psychology, 29(3), 175-179. Retrieved June 15,

2005, from EBSCOhost database.

Stanovich, P., & Stanovich K. (2003). Using research and reason in education: how teachers can use scientifically based research to make curricular & instructional

decisions. Teaching and Teacher Education, 1-47. Retrieved July 15, 2005, from EBSCOhost database.

U.S. Office of Special Education Programs. (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Washington, DC: U.S. Department of Education.

U.S. Office of Special Education and Rehabilitation Services/Office of Special Education Programs. (n.d.). Organizational and study skills useful for academic instruction of children with ADHD. Retrieved June 20, 2005, from http://www. ed.gov/about/offices/list/osers/osep/index

Weaver, C. (1994). Eight tips for teachers with ADHD students. Instructor, 103(9), 43- 44. Retrieved May 8, 2005, from EBSCOhost database.

Weaver, R., & Landers, M. (1998). The educational implications of ADD/ADHD. Retrieved July 6, 2005, from http://ldonline.org/ld_indepth/legal_legislative/ educational_implications_of_adhd

Winebrenner, S. (2003). Teaching strategies for the twice-exceptional students. Intervention in School and Clinic, 38(3), 131-137. Retrieved June 15, 2005, from

EBSCOhost database.

http://www

http://ldonline.org/ld_indepth/legal_legislative/

APPENDIX A

Questionnaire

Research Project Respondent category: Regis University __X__ Classroom Teacher _____ ELL School for Professional Studies _____ SPED _____ Other

Problem statement: This survey will solicit opinions, thoughts, and recommendations on the handbook, Teaching Children with Exceptionalities: A Handbook for the Regular Classroom Teacher.

Thank you for completing the survey. Please be honest and candid. This survey is being conducted from a graduate student prospective. It is in no way associated with the Colorado Board of Education or Regis University. The comments you provide will be used to complete an academic assignment and will not be disclosed to any other party other than the student‘s instructor.

1. Have you taught student(s) that fit into the exceptionalities categories listed? Yes No

2. Do you feel the information provided will prove beneficial in the classroom? Yes No

Very Not Very Dissatsified Satisfied Neutral Satisfied Satisfied

3 How helpful do you feel this handbook will be in the regular classroom? 1 2 3 4 5

4. Do you feel this handbook would be simple to use? 1 2 3 4 5

5. Do you feel the layout of the information was adequate for the material covered?

1 2 3 4 5

6. Did your school or district provide a similar resource to you upon employment? Yes No

If —yes,“ how useful was the resource that was provided?

Comment: I was informed by other teachers that we had a handbook. I do not feel it was useful.

7. What learnings did you find particularly interesting?

Comment: I found it interesting that there are so many small and different changes you can make to a students learning environment with ADHD that are simple and easy to do. Jacque did an excellent job of giving all sorts strategies that will help drive instruction for these students.

8. What would you like to see added to the handbook?

Comment: none

9. What do you feel are the immediate advantages of this handbook? (For example, exposure to various teaching strategies, etc., )

How nicely it was written, it was easy to find information. It had excellent ideas to implement into the classroom from instructional delivery to environmental strategies within the classroom.

10. Please make any further comments if you wish

Research Project Respondent category: Regis University ____X_ Classroom Teacher _____ ELL School for Professional Studies _____ SPED _____ Other





VeryDissatsified

Not Satisfied Neutral Satisfied

Very Satisfied



5. Do you feel the layout of the information was adequate for the material covered? 1 2 3 4 5

6. Did your school or district provide a similar resource to you upon employment?If —yes,“ how useful was the resource that was provided?

Comment:

Yes No

7. What learnings did you find particularly interesting? Comment-: ADHD students and rhetorical questions. It is understandable that use of rhetorical questions could be a hindrance in the classroom for a student with ADHD.

8. What would you like to see added to the handbook? Comment: N/A


This handbook would be especially helpful to a new teacher. All teachers would benefit from this handbook as a professiona reference.

10. Please make any further comments you wish to add about the handbook.

I found the information helpful and teacher friendly.






VeryDissatsified


Very Satisfied





Yes No

Comment: Upon employment in the district, I was informed there was a similar source, but inquiries proved unsuccessful.

7. What learnings did you find particularly interesting? Comment: What I found interesting was ease of implementation of various strategies and techniques As an ELLteacher, I am always searching for strategies and resources to implement.

8. What would you like to see added to the handbook? Comment: Speech and language exceptionalities.

9. What do you feel are the immediate advantages of this handbook? (For example, exposure to various teaching strategies, etc., ) Whenever you come across a resource that assists in the learning and academic growth of a student, there is an immediate advantage. The teaching strategies listed will not only assist children with exceptionalities, but all students.

10. Please make any further comments you wish to add about the handbook. I liked the format and layout of the information.






VeryDissatsified


Very Satisfied





Yes No

Comment: We have trainings on various methods of teaching children with autism at the early childhood levels which are very helpful but the handbook would help have something tangible for all of the other categories.

7. What learnings did you find particularly interesting? Comment: All of the areas had very interesting statistics and facts.

8. What would you like to see added to the handbook? Comment: Speech/Language delays. Especially more severe ones. It might help teachers know how to accommodate for them in the classroom and not just rely on their —speech teacher“.

9. What do you feel are the immediate advantages of this handbook? (For example, exposure to various teaching strategies, etc., ) Having the information and teaching strategies right in the classroom.

10. Please make any further comments you wish to add about the handbook. I liked the ease of use, quick reference format.






VeryDissatsified


Very Satisfied





Yes No

Comment: This would be a great tool for new teachers as well as seasoned teachers in the classroom. This is a great source to keep on hand and refer to often.

7. What learnings did you find particularly interesting? Comment: The comprehensive interventions for ADD students as well as for ELL.

8. What would you like to see added to the handbook? Comment: A section on noncompliant behaviors.


The immediate advantages of this handbook are the ready-made interventions for a variety of students and situations. The teacher does not need to research interventions, they are already at her fingertips.

10. Please make any further comments you wish to add about the handbook. This was a very well thought out handbook with the flavor of a devoted and experienced teacher.






VeryDissatsified


Very Satisfied





Comment: Surprisingly, no, the district does not provide a similar resource.

Yes No

7. What learnings did you find particularly interesting? Comment: The strategies listed for students with ADHD and autism.

8. What would you like to see added to the handbook? Comment: A section on behavior/classroom management.

9. What do you feel are the immediate advantages of this handbook? (For example, exposure to various teaching strategies, etc., ) Jacque created an easy-to-use source that any teacher (classroom or other) would love to have in his or her classroom. Great suggestions and strategies to implement.

10. Please make any further comments you wish to add about the handbook. This handbook is a terrific resource for a new or veteran teachers. Great.

Teac

hing

Chi

ldre

n w

ith

Exce

ptio

nalit

ies

A Ha

ndbo

ok fo

r the

Reg

ular

Cla

ssro

om T

each

er

Pref

ace

This

hand

book

is d

esig

ned

for u

se b

y th

e re

gula

r cla

ssro

om te

ache

r to

assi

st w

ith c

lass

room

mod

ifica

tions

, ins

truct

iona

l stra

tegi

es, a

nd

acco

mm

odat

ions

whe

n te

achi

ng st

uden

ts w

ith e

xcep

tiona

litie

s, sp

ecifi

cally

, stu

dent

s with

atte

ntio

n de

ficit

hype

ract

ivity

diso

rder

, au

tism

, Eng

lish

lang

uage

lear

ners

, em

otio

nally

cha

lleng

ed, g

ifted

and

tale

nted

, hea

ring

impa

ired,

and

visu

ally

impa

ired.

I sel

ecte

d th

ese

mod

ifica

tions

, stra

tegi

es, a

nd a

ccom

mod

atio

ns b

ased

on

thei

r sim

plist

ic im

plem

enta

tion

and

prac

tical

ity in

a d

iver

se

stud

ent p

opul

atio

n.

2

Tab

le o

f Con

tent

s

Atte

ntio

n D

efic

it H

yper

activ

ity D

isor

der .

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A

utis

m ..

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iona

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Engl

ish

Lang

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Vis

ually

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3

Att

entio

n D

efic

it H

yper

activ

ity D

isor

der

(AD

HD

) O

verv

iew

W

hat i

s AD

HD

?

Atte

ntio

n de

ficit

hype

ract

ivity

dis

orde

r (A

DH

D) i

s a —

neur

obeh

avio

ral d

isor

der c

hara

cter

ized

by

perv

asiv

e in

atte

ntio

n an

d/or

hyp

erac

tivity

-im

puls

ivity

and

resu

lting

in si

gnifi

cant

func

tiona

l im

pairm

ent.

The

Cen

ter f

or D

iseas

e C

ontro

l and

Pre

vent

ion

estim

ates

4.4

mill

ion

yout

h ag

es 4

-17

hav

e be

en d

iagn

osed

with

AD

HD

by

a he

alth

care

pro

fess

iona

l, an

d as

of 2

003,

2.5

mill

ion

yout

h ag

es 4

-17

are

curr

ently

rece

ivin

g m

edic

atio

n tre

atm

ent f

or th

e di

sord

er.

In 2

003,

7.8

% o

f sch

ool-a

ged

child

ren

wer

e re

porte

d to

hav

e an

AD

HD

dia

gnos

is by

thei

r par

ent.

AD

HD

is o

ne o

f the

m

ost c

omm

on n

euro

beha

vior

al d

isor

ders

of c

hild

hood

and

can

per

sist t

hrou

gh a

dole

scen

ce a

nd in

to a

dulth

ood.

Cur

rent

ly th

e ca

uses

are

unk

now

n.

A p

erso

n w

ith A

DH

D h

as a

chr

onic

leve

l of i

natte

ntio

n, im

pulsi

ve h

yper

activ

ity, o

r bot

h, su

ch th

at d

aily

func

tioni

ng is

com

prom

ised

. Th

e sy

mpt

oms

of th

e di

sord

er m

ust b

e pr

esen

t at l

evel

s tha

t are

hig

her t

han

expe

cted

for a

per

son'

s dev

elop

men

tal s

tage

and

mus

t int

erfe

re w

ith th

e pe

rson

's ab

ility

to fu

nctio

n in

diff

eren

t set

tings

(e.g

., in

scho

ol a

nd a

t hom

e).

A p

erso

n w

ith A

DH

D m

ay st

rugg

le in

impo

rtant

are

as o

f life

, suc

h as

pe

er a

nd fa

mily

rela

tions

hips

, and

scho

ol o

r wor

k pe

rfor

man

ce.“

1

The

Am

eric

an P

sych

iatri

c A

ssoc

iatio

n's D

iagn

ostic

and

Sta

tistic

al M

anua

l-IV

, Tex

t Rev

isio

n (D

SM-IV

-TR

) es

timat

es th

at 3

%-7

% o

f chi

ldre

n su

ffer

from

AD

HD

. So

me

stud

ies

have

est

imat

ed h

ighe

r rat

es in

com

mun

ity

sam

ples

. A

DH

D is

dia

gnos

ed a

ppro

xim

atel

y th

ree

times

mor

e of

ten

in b

oys t

han

in g

irls.

Thre

e ty

pes o

f AD

HD

hav

e be

en e

stab

lishe

d ac

cord

ing

to w

hich

sym

ptom

s are

stro

nges

t in

the

indi

vidu

al.

Thes

e ty

pes a

nd th

eir c

hara

cter

istic

s ar

e de

scrib

ed b

elow

:

1.

Pred

omin

antly

Ina

ttent

ive

Typ

e: It

is h

ard

for t

he in

divi

dual

to o

rgan

ize

or fi

nish

a ta

sk, t

o pa

y at

tent

ion

to d

etai

ls, o

r to

follo

w

inst

ruct

ions

or c

onve

rsat

ions

. Th

e pe

rson

is e

asily

dist

ract

ed o

r for

gets

det

ails

of d

aily

rout

ines

.

2.

Pred

omin

antly

Hyp

erac

tive-

Impu

lsiv

e T

ype:

The

per

son

fidge

ts a

nd ta

lks a

lot.

It is

har

d to

sit s

till f

or lo

ng (e

.g.,

for a

mea

l or w

hile

do

ing

hom

ewor

k).

Smal

ler c

hild

ren

may

run,

jum

p or

clim

b co

nsta

ntly

. Th

e in

divi

dual

feel

s res

tless

and

has

trou

ble

with

impu

lsiv

ity.

Som

eone

who

is im

puls

ive

may

inte

rrup

t oth

ers a

lot,

grab

thin

gs fr

om p

eopl

e, o

r spe

ak a

t ina

ppro

pria

te ti

mes

. It

is ha

rd fo

r the

per

son

to

wai

t the

ir tu

rn o

r list

en to

dire

ctio

ns.

A p

erso

n w

ith im

pulsi

vene

ss m

ay h

ave

mor

e ac

cide

nts a

nd in

jurie

s tha

n ot

hers

.

3.

Com

bine

d T

ype:

Sym

ptom

s of

the

abov

e tw

o ty

pes a

re e

qual

ly p

redo

min

ant i

n th

e pe

rson

.

1 ww

w.c

dc.g

ov/n

cbdd

/adh

d

4

As

man

y as

hal

f of t

hose

dia

gnos

ed w

ith A

DH

D, a

lso h

ave

othe

r men

tal d

isor

ders

. Th

ese

co-m

orbi

ditie

s of

AD

HD

(oth

er d

isor

ders

that

occ

ur

alon

g w

ith A

DH

D) c

an m

ake

it ha

rder

to d

iagn

ose

and

treat

AD

HD

. Th

ey m

ay a

lso p

rese

nt fu

rther

cha

lleng

es to

the

indi

vidu

al w

ith A

DH

D.

Use

d by

men

tal h

ealth

pro

fess

iona

ls, th

e D

SM-I

V-T

R p

rovi

des c

riter

ia fo

r dia

gnos

ing

AD

HD

. Th

is di

agno

stic

stan

dard

hel

ps e

nsur

e th

at p

eopl

e ar

e ap

prop

riate

ly d

iagn

osed

and

trea

ted

for A

DH

D.

Usi

ng th

e sa

me

stan

dard

acr

oss c

omm

uniti

es w

ill h

elp

dete

rmin

e th

e pu

blic

hea

lth im

pact

of

AD

HD

.

Trea

ting

AD

HD

can

be

done

thro

ugh

med

ical

or b

ehav

iora

l the

rapi

es, o

r a c

ombi

natio

n of

the

two.

“

Stra

tegi

es fo

r su

cces

sful

inst

ruct

ion

of c

hild

ren

with

AD

HD

Teac

hers

who

are

succ

essf

ul in

edu

catin

g ch

ildre

n w

ith A

DH

D u

se a

thre

e-pr

onge

d st

rate

gy.

They

beg

in b

y id

entif

ying

the

uniq

ue n

eeds

of t

he

child

. Fo

r exa

mpl

e, th

e te

ache

r det

erm

ines

how

, whe

n, a

nd w

hy th

e ch

ild is

inat

tent

ive,

impu

lsiv

e, a

nd h

yper

activ

e. T

he te

ache

r the

n se

lect

s di

ffer

ent e

duca

tiona

l pra

ctic

es a

ssoc

iate

d w

ith a

cade

mic

inst

ruct

ion,

beh

avio

ral i

nter

vent

ions

, and

cla

ssro

om a

ccom

mod

atio

ns th

at a

re a

ppro

pria

te

to m

eet t

hat c

hild

‘s n

eeds

. Fi

nally

, the

teac

her c

ombi

nes t

hese

pra

ctic

es in

to a

n in

divi

dual

ized

edu

catio

nal p

rogr

am (I

EP) o

r oth

er in

divi

dual

ized

pl

an a

nd in

tegr

ates

this

prog

ram

with

edu

catio

nal a

ctiv

ities

pro

vide

d to

oth

er c

hild

ren

in th

e cl

ass.

The

thre

e-pr

onge

d st

rate

gy, i

n su

mm

ary,

is a

s fo

llow

s: •

Eva

luat

e th

e ch

ild‘s

indi

vidu

al n

eeds

and

stre

ngth

s. A

sses

s the

uni

que

educ

atio

nal n

eeds

and

stre

ngth

s of a

chi

ld w

ith A

DH

D in

the

clas

s. W

orki

ng w

ith a

mul

tidis

cipl

inar

y te

am a

nd

the

child

‘s p

aren

ts, c

onsi

der b

oth

acad

emic

and

beh

avio

ral n

eeds

, usin

g fo

rmal

dia

gnos

tic a

sses

smen

ts a

nd in

form

al c

lass

room

ob

serv

atio

ns.

Ass

essm

ents

, suc

h as

lear

ning

styl

e in

vent

orie

s, ca

n be

use

d to

det

erm

ine

child

ren‘

s stre

ngth

s and

ena

ble

inst

ruct

ion

to b

uild

on

thei

r exi

stin

g ab

ilitie

s. Th

e se

tting

s and

con

text

s in

whi

ch c

halle

ngin

g be

havi

ors o

ccur

shou

ld b

e co

nsid

ered

in th

e ev

alua

tion.

•

Sele

ct a

ppro

pria

te in

stru

ctio

nal p

ract

ices

. D

eter

min

e w

hich

inst

ruct

iona

l pra

ctic

es w

ill m

eet t

he a

cade

mic

and

beh

avio

ral n

eeds

iden

tifie

d fo

r the

chi

ld.

Sele

ct p

ract

ices

that

fit

the

cont

ent,

are

age

appr

opria

te, a

nd g

ain

the

atte

ntio

n of

the

child

. •

For

child

ren

rece

ivin

g sp

ecia

l edu

catio

n se

rvic

es, i

nteg

rate

app

ropr

iate

pra

ctic

es w

ithin

an

IEP.

In

con

sulta

tion

with

oth

er e

duca

tors

and

par

ents

, an

IEP

shou

ld b

e cr

eate

d to

refle

ct a

nnua

l goa

ls an

d th

e sp

ecia

l edu

catio

n-re

late

d se

rvic

es, a

long

with

supp

lem

enta

ry a

ids a

nd s

ervi

ces

nece

ssar

y fo

r atta

inin

g th

ose

goal

s. P

lan

how

to in

tegr

ate

the

educ

atio

nal

activ

ities

pro

vide

d to

oth

er c

hild

ren

in y

our c

lass

with

thos

e se

lect

ed fo

r the

chi

ld w

ith A

DH

D.2

2 Tea

chin

g Ch

ildre

n w

ith A

ttent

ion

Def

icit

Hyp

erac

tivity

Dis

orde

r: In

struc

tiona

l Stra

tegi

es a

nd P

ract

ices

200

4, U

.S. D

epar

tmen

t of E

duca

tion

5

ADHD Classr oom Environment Mo dification

6

•

Dec

reas

e th

e so

urce

s of d

istr

actio

ns w

ithin

the

clas

sroo

m a

nd, a

t the

sam

e tim

e, m

ake

lear

ning

mat

eria

ls a

nd a

ctiv

ities

mor

e po

wer

ful s

o th

ey w

ill a

ttra

ct a

nd su

stai

n st

uden

t‘s a

tten

tion

o V

isual

aid

s o M

aint

ain

eye

cont

act

o P

rovi

ded

regu

lar f

eedb

ack

•

Prov

ide

stud

ent t

wo

desk

so O

ne w

ork

area

that

is lo

cate

d w

ithin

the

clas

sroo

m c

omm

unity

, for

larg

e gr

oup

and

smal

l gro

up in

stru

ctio

n, a

nd a

se

cond

wor

k ar

ea se

clud

ed w

ithou

t visu

al a

nd if

pos

sibl

e, li

mite

d au

dito

ry d

istra

ctio

ns, f

or ti

mes

whe

n th

e st

uden

tne

eds s

olitu

de•

Pr

efer

red

seat

ing

o L

ocat

e th

e st

uden

t nea

r the

teac

her,

to a

llow

for m

onito

ring

and

rein

forc

emen

t of o

n-ta

sk b

ehav

ior.

Loca

te th

e st

uden

t nea

r a p

eer r

ole

mod

el, a

llow

ing

for c

oope

rativ

e le

arni

ng

•

Poin

ters

o T

each

the

child

to u

se a

poi

nter

to h

elp

visu

ally

trac

k w

ritte

n w

ords

on

a pa

ge. F

or e

xam

ple,

pro

vide

the

child

with

a

book

mar

k to

hel

p hi

m o

r her

follo

w a

long

whe

n st

uden

ts a

re ta

king

turn

s rea

ding

alo

ud.

•

Egg

tim

ers

o N

ote

for t

he c

hild

ren

the

time

at w

hich

the

less

on is

star

ting

and

the

time

at w

hich

it w

ill c

oncl

ude.

Set

a ti

mer

toin

dica

te to

chi

ldre

n ho

w m

uch

time

rem

ains

in th

e le

sson

and

pla

ce th

e tim

er a

t the

fron

t of t

he c

lass

room

; the

chi

ldre

nca

n ch

eck

the

timer

to se

e ho

w m

uch

time

rem

ains

. In

terim

pro

mpt

s can

be

used

as w

ell.

For

inst

ance

, chi

ldre

n ca

nm

onito

r the

ir ow

n pr

ogre

ss d

urin

g a

30-m

inut

e le

sson

if th

e tim

er is

set f

or 1

0 m

inut

es th

ree

times

.•

C

lass

room

ligh

tso T

urni

ng th

e cl

assr

oom

ligh

ts o

n an

d of

f pro

mpt

s chi

ldre

n th

at th

e no

ise le

vel i

n th

e ro

om is

too

high

and

they

shou

ld b

equ

iet.

This

prac

tice

can

also

be

used

to si

gnal

that

it is

tim

e to

beg

in p

repa

ring

for t

he n

ext l

esso

n.•

M

usic o P

lay

mus

ic o

n a

tape

reco

rder

or c

hord

s on

a pi

ano

to p

rom

pt c

hild

ren

that

they

are

too

noisy

. In

add

ition

, pla

ying

di

ffere

nt ty

pes o

f mus

ic o

n a

tape

reco

rder

com

mun

icat

es to

chi

ldre

n w

hat l

evel

of a

ctiv

ity is

app

ropr

iate

for a

pa

rticu

lar l

esso

n. F

or e

xam

ple,

pla

y qu

iet c

lass

ical

mus

ic fo

r qui

et a

ctiv

ities

don

e in

depe

nden

tly a

nd ja

zz fo

r act

ive

grou

p ac

tiviti

es.

•

Prop

er u

se o

f fur

nitu

reo T

he d

esk

and

chai

r use

d by

chi

ldre

n w

ith A

DH

D n

eed

to b

e th

e rig

ht s

ize;

if th

ey a

re n

ot, t

he c

hild

will

be

mor

ein

clin

ed to

squi

rm a

nd fi

dget

. A

gen

eral

rule

of t

hum

b is

that

a c

hild

sho

uld

be a

ble

to p

ut h

is or

her

elb

ows o

n th

esu

rfac

e of

the

desk

and

hav

e hi

s or h

er c

hin

fit c

omfo

rtabl

y in

the

palm

of t

he h

and.

ADHD Classroom Management

•

Stat

e ru

les,

expe

ctat

ions

, and

con

sequ

ence

s cle

arly

o W

ell-d

efin

e pr

oced

ures

for p

erfo

rmin

g ta

sks;

clea

rly c

omm

unic

ate

expe

ctat

ions

for s

tude

nt b

ehav

ior;

prov

ide

ongo

ing

posit

ive

and

corr

ectiv

e fe

edba

ck, a

nd fa

ir/co

nsist

ent t

reat

men

t of s

tude

nts.

o P

rovi

de a

n or

derly

and

org

aniz

ed c

lass

room

whe

re c

omm

on ro

utin

es a

nd ru

les a

re p

oste

d an

d re

view

ed a

s nee

ded.

o T

each

ers

need

to te

ll ch

ildre

n w

hy th

ey a

re b

eing

pra

ised

(e.g

., "I

can

tell

you

wor

ked

hard

on

thos

e m

ath

prob

lem

s.Y

ou h

ave

six

out o

f ten

cor

rect

. Goo

d jo

b. I

will

hel

p yo

u w

ith th

e ot

hers

.")

Var

y th

e st

atem

ents

giv

en.

Prai

se g

iven

in

the

sam

e m

anne

r will

lose

its v

alue

.o A

void

rhet

oric

al q

uest

ions

and

sarc

asm

(e.g

., —W

hy d

id y

ou d

o th

at?“

). C

reat

e an

env

ironm

ent i

n w

hich

all

child

ren,

incl

udin

g st

uden

ts w

ith A

DH

D fe

el sa

fe a

nd v

alue

d.3

•

Focu

s on

prai

se r

athe

r th

an p

unis

hmen

to N

egat

ive

feed

back

may

tem

pora

rily

chan

ge b

ehav

ior,

but w

ill n

ot p

erm

anen

tly c

hang

e at

titud

e.•

Se

lect

ivel

y ig

nore

inap

prop

riat

e be

havi

oro W

hen

beha

vior

is u

nint

entio

nal o

r is n

ot e

xpec

ted

to b

e re

peat

ed, s

impl

y ig

nore

it, e

spec

ially

beh

avio

rs th

at a

re so

lely

mea

nt to

attr

act a

ttent

ion

or to

disr

upt i

nstru

ctio

n.•

R

emov

e nu

isan

ce it

ems

o R

ubbe

r ban

ds o

r sm

all t

oys s

houl

d be

rem

oved

from

the

clas

sroo

m.

Prov

ide

the

stud

ent t

he o

ppor

tuni

ty to

rem

ove

the

item

them

selv

es, i

f stu

dent

doe

s not

acc

omm

odat

e, th

en te

ache

r int

erve

ntio

n w

ill b

e hi

ghly

eff

ectiv

e.•

Pr

ovid

e ca

lmin

g m

anip

ulat

ives

o W

hile

som

e to

ys a

nd o

ther

obj

ects

can

be

dist

ract

ing

for b

oth

the

stud

ents

with

AD

HD

and

pee

rs in

the

clas

sroo

m,

som

e ch

ildre

n ca

n be

nefit

from

hav

ing

acce

ss to

obj

ects

that

can

be

man

ipul

ated

qui

etly

(bal

loon

s fil

led

with

flou

r).

•

Act

ivity

rei

nfor

cem

ent

o S

tude

nts r

ecei

ve a

ctiv

ity re

info

rcem

ent w

hen

they

are

enc

oura

ged

to p

erfo

rm a

less

des

irabl

e be

havi

or b

efor

e a

pref

erre

d on

e.•

H

urdl

e he

lpin

go T

each

ers c

an o

ffer e

ncou

rage

men

t, su

ppor

t, an

d as

sist

ance

to p

reve

nt st

uden

ts fr

om b

ecom

ing

frust

rate

d w

ith a

nas

sign

men

t. T

his

help

can

take

man

y fo

rms,

from

enl

istin

g a

peer

for s

uppo

rt to

supp

lyin

g ad

ditio

nal m

ater

ials

orin

form

atio

n.

•

Allo

w fo

r —e

scap

e va

lve“

out

lets

o P

erm

ittin

g st

uden

ts w

ith A

DH

D to

leav

e cl

ass

for a

mom

ent,

perh

aps o

n an

err

and

(suc

h as

retu

rnin

g a

book

to th

e lib

rary

), ca

n be

an

effe

ctiv

e m

eans

of s

ettli

ng th

em d

own

and

allo

win

g th

em to

retu

rn to

the

room

read

y to

con

cent

rate

.

3 Mon

tagu

e, M

., W

arge

r, C.

(199

7). H

elpi

ng st

uden

ts w

ith a

ttent

ion

defic

it hy

pera

ctiv

ity d

isor

der s

ucce

ed in

the

clas

sroo

m. F

ocus

on

Exce

ptio

nal C

hild

ren,

30

(4).

7

ADHD Instructional Strategies

8

•

Incr

ease

the

stru

ctur

e of

the

clas

sroo

m le

arni

ng e

nvir

onm

ent

o R

eadi

ng c

ompr

ehen

sion

! Ex

plai

n pu

rpos

e of

read

ing

and

wha

t to

look

for i

n pa

ssag

es (3

-5)

! U

se p

eer t

utor

s and

vol

unte

ers f

or s

ight

wor

d dr

ill

! Pr

ovid

e hi

gh in

tere

st lo

w v

ocab

ular

y re

adin

g m

ater

ials

to a

id in

the

prac

tice

of s

ilent

read

ing

!

Util

ize

com

pute

r sof

twar

e!

Tape

text

s or s

torie

s !

SQ3R

-sur

vey,

que

stio

n, re

ad, r

ecite

, and

revi

ew

•

Cle

ar a

nd c

oncr

ete

rule

s, ex

pect

atio

ns, a

nd c

onse

quen

ces h

ave

to b

e co

mm

unic

ated

, and

som

etim

es e

xplic

itly

taug

ht to

thes

e ch

ildre

n!

Stud

ent p

erfo

rman

ce s

houl

d be

mon

itore

d da

ily to

sust

ain

mot

ivat

ion

and

activ

e in

volv

emen

t3

•

Est

ablis

h an

ord

erly

, pre

dict

able

env

iron

men

t o V

arie

ty, n

ovel

ty, a

nd st

imul

atio

n in

edu

catio

nal p

rogr

ams e

nhan

ce le

arni

ng

! H

ave

stud

ents

put

aw

ay e

xtra

neou

s obj

ects

redu

cing

unn

eces

sary

stim

uli i

n th

e en

viro

nmen

t!

Red

uce

pote

ntia

l dist

ract

ers,

such

as

limit

seat

ing

near

win

dow

s and

fans

, hav

e st

udy

carr

els a

vaila

ble3

•

Che

cklis

ts a

re a

vaila

ble

for m

odify

ing

inst

ruct

ion

to a

ddre

ss th

e sp

ecia

l lea

rnin

g ne

eds o

f stu

dent

s with

AD

HD

: o M

aint

ain

stud

ent i

nvol

vem

ent i

n gr

oup

less

ons (

e.g.

, kee

p ob

ject

ives

cle

ar, t

each

stud

ents

cog

nitiv

e st

rate

gies

such

as

"thi

nk a

loud

," d

eliv

er th

e le

sson

at a

bris

k pa

ce, p

rom

pt fo

r stu

dent

ans

wer

s afte

r wai

t tim

e, m

odel

ent

husia

sm, u

se

mea

ning

ful m

ater

ials,

bre

ak u

p pr

esen

tatio

ns w

ith o

ppor

tuni

ties

for s

tude

nts t

o re

spon

d).

o M

aint

ain

stud

ent i

nvol

vem

ent i

n se

atw

ork

(e.g

., br

eak

up lo

ng a

ssig

nmen

ts in

to sh

orte

r seg

men

ts, a

llow

ext

ra ti

me

for

com

plet

ing

assig

nmen

ts, a

nd re

duce

the

num

ber o

f pra

ctic

e ite

ms)

.3

o H

elp

stud

ents

eng

age

in le

arni

ng ta

sks (

e.g.

, use

"to

do"

list

s and

che

cklis

ts, h

ighl

ight

writ

ten

dire

ctio

ns w

ith la

rger

type

or c

olor

cod

ing,

teac

h st

uden

ts h

ow to

use

gra

phic

org

aniz

ers)

.•

W

ritin

g o T

ape

Rec

orde

rs!

Ask

the

stud

ent t

o di

ctat

e w

ritin

g as

sign

men

ts in

to a

tape

reco

rder

, as a

n al

tern

ativ

e to

writ

ing

them

.o D

icta

te w

ritin

g as

sign

men

ts

! H

ave

the

teac

her o

r ano

ther

stud

ent w

rite

dow

n a

stor

y to

ld b

e a

child

with

AD

HD

.


• L

esso

n In

trod

uctio

no

Prov

ide

an a

dvan

ce o

rgan

izer

! Pr

epar

e st

uden

ts fo

r the

day

‘s le

sson

by

quic

kly

sum

mar

izin

g th

e or

der o

f var

ious

act

iviti

es p

lann

ed.

Expl

ain,

for e

xam

ple,

that

a re

view

of t

he p

revi

ous

less

on w

ill b

e fo

llow

ed b

y ne

w in

form

atio

n an

d th

at b

oth

grou

p an

d in

depe

nden

t wor

k w

ill b

e ex

pect

ed.

o

Revi

ew p

revi

ous l

esso

ns!

Rev

iew

info

rmat

ion

abou

t pre

viou

s le

sson

s on

this

topi

c. F

or e

xam

ple,

rem

ind

child

ren

that

yes

terd

ay‘s

less

onfo

cuse

d on

lear

ning

how

to re

grou

p in

subt

ract

ion.

Rev

iew

seve

ral p

robl

ems

befo

re d

escr

ibin

g th

e cu

rren

tle

sson

. o

Set l

earn

ing

expe

ctat

ions

! St

ate

wha

t stu

dent

s are

exp

ecte

d to

lear

n du

ring

the

less

on. F

or e

xam

ple,

exp

lain

to st

uden

ts th

at a

lang

uage

arts

less

on w

ill in

volv

e re

adin

g a

stor

y ab

out P

aul B

unya

n an

d id

entif

ying

new

voc

abul

ary

wor

ds in

the

stor

y.o

Set b

ehav

iora

l exp

ecta

tions

! D

escr

ibe

how

stud

ents

are

exp

ecte

d to

beh

ave

durin

g th

e le

sson

. For

exa

mpl

e, te

ll ch

ildre

n th

at th

ey m

ay ta

lkqu

ietly

to th

eir n

eigh

bors

as t

hey

do th

eir s

eatw

ork

or th

ey m

ay ra

ise th

eir h

ands

to g

et y

our a

ttent

ion.

o

Stat

e ne

eded

mat

eria

ls!

Iden

tify

all m

ater

ials

that

the

child

ren

will

nee

d du

ring

the

less

on, r

athe

r tha

n le

avin

g th

em to

figu

re o

ut o

n th

eir

own

the

mat

eria

ls re

quire

d. F

or e

xam

ple,

spec

ify th

at c

hild

ren

need

thei

r jou

rnal

s and

pen

cils

for j

ourn

al w

ritin

g or

thei

r cra

yons

, sci

ssor

s, an

d co

lore

d pa

per f

or a

n ar

t pro

ject

.o

Expl

ain

addi

tiona

l res

ourc

es!

Tell

stud

ents

how

to o

btai

n he

lp in

mas

terin

g th

e le

sson

. Fo

r exa

mpl

e, re

fer c

hild

ren

to a

par

ticul

ar p

age

in th

e te

xtbo

ok fo

r gui

danc

e on

com

plet

ing

a w

orks

heet

.o

Sim

plify

inst

ruct

ions

, cho

ices

, and

sche

dulin

g !

The

sim

pler

the

expe

ctat

ions

com

mun

icat

ed to

an

AD

HD

stud

ent,

the

mor

e lik

ely

it is

that

he

or sh

e w

illco

mpr

ehen

d an

d co

mpl

ete

them

in a

tim

ely

and

prod

uctiv

e m

anne

r.2

• C

ondu

ctin

g th

e le

sson

o

Be p

redi

ctab

le

! St

ruct

ure

and

cons

isten

cy a

re v

ery

impo

rtant

for c

hild

ren

with

AD

HD

; man

y do

not

dea

l wel

l with

cha

nge.

Min

imal

rule

s and

min

imal

cho

ices

are

bes

t for

thes

e ch

ildre

n. T

hey

need

to u

nder

stan

d cl

early

wha

t is

expe

cted

of t

hem

, as w

ell a

s the

con

sequ

ence

s fo

r not

adh

erin

g to

exp

ecta

tion.

9


10

o

Supp

ort t

he st

uden

t‘s p

artic

ipat

ion

in th

e cl

assr

oom

!

Prov

ide

stud

ents

with

AD

HD

with

priv

ate,

disc

reet

cue

s to

stay

on

task

and

adv

ance

war

ning

that

they

will

be

calle

d up

on s

hortl

y. A

void

brin

ging

atte

ntio

n to

diff

eren

ces b

etw

een

AD

HD

stud

ents

and

thei

r cla

ssm

ates

. At

all t

imes

, avo

id th

e us

e of

sarc

asm

and

crit

icis

m.

o

Use

aud

iovi

sual

mat

eria

ls!

Use

a v

arie

ty o

f aud

iovi

sual

mat

eria

ls to

pre

sent

aca

dem

ic le

sson

s. Fo

r exa

mpl

e, u

se a

n ov

erhe

ad p

roje

ctor

tode

mon

stra

te h

ow to

solv

e an

add

ition

pro

blem

requ

iring

regr

oupi

ng. T

he st

uden

ts c

an w

ork

on th

e pr

oble

m a

tth

eir d

esks

whi

le y

ou m

anip

ulat

e co

unte

rs o

n th

e sc

reen

.o

Che

ck st

uden

t per

form

ance

!

Que

stio

n in

divi

dual

stud

ents

to a

sses

s the

ir m

aste

ry o

f the

less

on.

For e

xam

ple,

you

can

ask

stud

ents

doi

ngse

atw

ork,

(i.e

., le

sson

s com

plet

ed b

y st

uden

ts a

t the

ir de

sks

in th

e cl

assr

oom

) to

dem

onst

rate

how

they

arr

ived

at

the

answ

er to

a p

robl

em, o

r you

can

ask

indi

vidu

al st

uden

ts to

stat

e, in

thei

r ow

n w

ords

, how

the

mai

nch

arac

ter f

elt a

t the

end

of t

he st

ory.

o

Ask

prob

ing

ques

tions

! Pr

obe

for t

he c

orre

ct a

nsw

er a

fter a

llow

ing

a ch

ild su

ffic

ient

tim

e to

wor

k ou

t the

ans

wer

to a

que

stio

n. C

ount

at le

ast 1

5 se

cond

s bef

ore

givi

ng th

e an

swer

or c

allin

g on

ano

ther

stud

ent.

Ask

follo

w-u

p qu

estio

ns th

at g

ive

child

ren

an o

ppor

tuni

ty to

dem

onst

rate

wha

t the

y kn

ow.

o

Perf

orm

ong

oing

stud

ent e

valu

atio

n !

Iden

tify

stud

ents

who

nee

d ad

ditio

nal a

ssist

ance

. W

atch

for s

igns

of l

ack

of c

ompr

ehen

sion,

such

as

dayd

ream

ing

or v

isual

or v

erba

l ind

icat

ions

of f

rust

ratio

n. P

rovi

de th

ese

child

ren

with

ext

ra e

xpla

natio

ns, o

ras

k an

othe

r stu

dent

to se

rve

as a

pee

r tut

or fo

r the

less

on.

o

Hel

p st

uden

ts c

orre

ct th

eir o

wn m

ista

kes

! D

escr

ibe

how

stud

ents

can

iden

tify

and

corr

ect t

heir

own

mist

akes

. Fo

r exa

mpl

e, re

min

d st

uden

ts th

at th

eysh

ould

che

ck th

eir c

alcu

latio

ns in

mat

h pr

oble

ms a

nd re

itera

te h

ow th

ey c

an c

heck

thei

r cal

cula

tions

; rem

ind

stud

ents

of p

artic

ular

ly d

iffic

ult s

pelli

ng ru

les a

nd h

ow st

uden

ts c

an w

atch

out

for e

asy-

to-m

ake

erro

rs.

o

Hel

p st

uden

ts fo

cus.

! R

emin

d st

uden

ts to

kee

p w

orki

ng a

nd to

focu

s on

thei

r ass

igne

d ta

sk. F

or e

xam

ple,

you

can

pro

vide

follo

w-u

p di

rect

ions

or a

ssig

n le

arni

ng p

artn

ers.

The

se p

ract

ices

can

be

dire

cted

at i

ndiv

idua

l chi

ldre

n or

at t

he e

ntire

clas

s. o

Follo

w-up

dir

ectio

ns.

! Ef

fect

ive

teac

hers

of c

hild

ren

with

AD

HD

also

gui

de th

em w

ith fo

llow

-up

dire

ctio

ns.


•

Ora

l dire

ctio

ns.

Afte

r giv

ing

dire

ctio

ns to

the

clas

s as a

who

le, p

rovi

de a

dditi

onal

ora

l dire

ctio

ns fo

r a

child

with

AD

HD

. Fo

r exa

mpl

e, a

sk th

e ch

ild if

he

or sh

e un

ders

tood

the

dire

ctio

ns a

nd re

peat

the

dire

ctio

ns to

geth

er.

•

Writ

ten

dire

ctio

ns.

Prov

ide

follo

w-u

p di

rect

ions

in w

ritin

g. F

or e

xam

ple,

writ

e th

e pa

ge n

umbe

r for

an

assi

gnm

ent o

n th

e ch

alkb

oard

and

rem

ind

the

child

to lo

ok a

t the

cha

lkbo

ard

if he

or s

he fo

rget

s the

assi

gnm

ent.

o

Lowe

r Noi

se le

vel

! M

onito

r the

noi

se le

vel i

n th

e cl

assr

oom

, and

pro

vide

cor

rect

ive

feed

back

, as

need

ed.

If th

e no

ise le

vel e

xcee

dsth

e le

vel a

ppro

pria

te fo

r the

type

of l

esso

n, re

min

d al

l stu

dent

s–or

indi

vidu

al st

uden

ts–

abou

t the

beh

avio

ral

rule

s sta

ted

at th

e be

ginn

ing

of th

e le

sson

.o

Div

ide

work

into

smal

ler u

nits

! B

reak

dow

n as

signm

ents

into

smal

ler,

less

com

plex

task

s. F

or e

xam

ple,

allo

w st

uden

ts to

com

plet

e fiv

e m

ath

prob

lem

s be

fore

pre

sent

ing

them

with

the

rem

aini

ng fi

ve p

robl

ems.

o

Hig

hlig

ht k

ey p

oint

s!

Hig

hlig

ht k

ey w

ords

in th

e in

stru

ctio

ns o

n w

orks

heet

s to

help

the

child

with

AD

HD

focu

s on

the

dire

ctio

ns.

Prep

are

the

wor

kshe

et b

efor

e th

e le

sson

beg

ins,

or u

nder

line

key

wor

ds a

s yo

u an

d th

e ch

ild re

ad th

e di

rect

ions

toge

ther

. W

hen

read

ing,

sho

w c

hild

ren

how

to id

entif

y an

d hi

ghlig

ht a

key

sent

ence

, or h

ave

them

writ

e it

on a

se

para

te p

iece

of p

aper

, bef

ore

aski

ng fo

r a su

mm

ary

of th

e en

tire

book

. In

mat

h, sh

ow c

hild

ren

how

toun

derli

ne th

e im

porta

nt fa

cts a

nd o

pera

tions

: in

—M

ary

has t

wo

appl

es, a

nd Jo

hn h

as th

ree,

“ un

derli

ne —

two,

“an

d —t

hree

.“

o

Elim

inat

e or

redu

ce fr

eque

ncy

of ti

med

test

s!

Test

s tha

t are

tim

ed m

ay n

ot a

llow

chi

ldre

n w

ith A

DH

D to

dem

onst

rate

wha

t the

y tru

ly k

now

due

to th

eir

pote

ntia

l pre

occu

patio

n w

ith e

laps

ed ti

me.

Allo

w s

tude

nts w

ith A

DH

D m

ore

time

to c

ompl

ete

quiz

zes a

nd te

stin

ord

er to

elim

inat

e —t

est a

nxie

ty,“

and

pro

vide

them

with

oth

er o

ppor

tuni

ties,

met

hods

, or t

est f

orm

ats t

ode

mon

stra

te th

eir k

now

ledg

e.o

Use

coo

pera

tive

lear

ning

stra

tegi

es!

Hav

e st

uden

ts w

ork

toge

ther

in s

mal

l gro

ups t

o m

axim

ize

thei

r ow

n an

d ea

ch o

ther

‘s le

arni

ng.

Use

stra

tegi

essu

ch a

s Thi

nk-P

air-

Shar

e, w

here

teac

hers

ask

stud

ents

to th

ink

abou

t a to

pic,

pai

r with

a p

artn

er to

disc

uss

it,an

d sh

are

idea

s with

the

grou

p. (S

lavi

n, 2

002)

o

Use

ass

istiv

e te

chno

logy

!

All

stud

ents

, and

thos

e w

ith A

DH

D in

par

ticul

ar, c

an b

enef

it fro

m th

e us

e of

tech

nolo

gy (s

uch

as c

ompu

ters

and

pr

ojec

tor s

cree

ns),

whi

ch m

akes

inst

ruct

ion

mor

e vi

sual

and

allo

ws s

tude

nts t

o pa

rtici

pate

act

ivel

y.2

11


12•

Se

lf m

onito

ring

o T

each

ers c

an h

elp

stud

ents

who

hav

e di

ffic

ulty

get

ting

and

stay

ing

on ta

sk.

Stud

ent c

an b

ecom

e en

gage

d in

and

co

mpl

ete

acad

emic

task

s usi

ng a

self-

mon

itorin

g pr

oced

ure.

o S

elf-

mon

itorin

g is

a st

rate

gy in

whi

ch st

uden

ts re

cord

som

e el

emen

t of t

heir

own

beha

vior

so th

ey c

an m

odify

that

beha

vior

. Thi

s stra

tegy

is b

ased

on

the

notio

n th

at c

hild

ren

can

stay

on

task

if th

ey a

re c

ued

to p

erfo

rm th

e si

mpl

e st

eps

and

are

syst

emat

ical

ly re

info

rced

for p

erfo

rmin

g th

e st

eps.

Cue

s are

ver

bal o

r non

verb

al p

rom

pts o

r sig

nals

that

trig

ger

spec

ific

beha

vior

s. Th

is st

rate

gy e

nabl

es c

hild

ren

who

hav

e th

e ac

adem

ic p

rere

quisi

tes t

o co

mpl

ete

the

task

to m

onito

rth

emse

lves

as t

hey

prog

ress

thro

ugh

the

assi

gnm

ent.

o T

he se

lf-m

onito

ring

stra

tegy

may

con

sist

of, f

or e

xam

ple,

teac

her c

ues,

a st

uden

t che

cklis

t, an

d a

syst

emat

icre

info

rcem

ent c

hart.

—A

m I

liste

ning

to m

y te

ache

r? D

o I k

now

wha

t to

do?

Am

I fin

ishe

d w

ith m

y w

ork?

“o T

he te

ache

r ass

ists t

he st

uden

ts w

ho h

ave

diff

icul

ty st

ayin

g on

-task

by

givi

ng th

em v

erba

l and

vis

ual c

ues t

hat

corr

espo

nd to

the

ques

tions

on

the

chec

klist

. Th

e ch

ildre

n m

onito

r the

ir pr

ogre

ss a

nd a

re re

war

ded

with

stic

kers

and

po

sitiv

e no

tes t

o ta

ke h

ome

whe

n th

ey c

ompl

ete

thei

r wor

k.3

•

Peer

Tut

orin

go P

eer t

utor

ing

is an

inst

ruct

iona

l stra

tegy

in w

hich

stu

dent

s wor

k in

pai

rs a

s tut

or a

nd tu

tee,

or i

n te

ams o

n w

hich

team

mem

bers

take

turn

s act

ing

as te

ache

r or t

utor

for t

he re

st of

the

grou

p.o T

he g

oals

of p

eer t

utor

ing

are

to im

prov

e ac

adem

ic le

arni

ng, d

evel

op c

oope

rativ

e w

ork

habi

ts, a

nd in

crea

se p

ositi

ve

soci

al in

tera

ctio

n am

ong

stud

ents

.o P

eer t

utor

ing

take

s pla

ce w

hen

one

stud

ent w

ho h

as le

arne

d th

e m

ater

ial h

elps

ano

ther

stud

ent w

ho is

wor

king

tow

ard

mas

tery

. Th

e tu

tor c

an b

e th

e sa

me

age

or o

lder

than

the

tute

e. I

n bo

th s

ituat

ions

, how

ever

, the

stud

ents

mus

t be

acce

pted

by

and

show

resp

ect f

or o

ne a

noth

er.

Ofte

n, st

uden

ts n

eed

to b

e in

stru

cted

in a

ppro

pria

te so

cial

skill

s tha

t will

mak

e th

e tu

torin

g m

ore

enjo

yabl

e an

d pr

oduc

tive.

o P

eer t

utor

s are

trai

ned

in b

asic

inst

ruct

iona

l pro

cedu

res a

nd te

chni

ques

for p

rovi

ding

rein

forc

emen

t and

cor

rect

ive

feed

back

. Th

ey a

lso n

eed

train

ing

in id

entif

ying

whe

n to

ask

the

teac

her f

or h

elp.

o T

he te

ache

r mus

t dev

elop

pro

cedu

res f

or se

lect

ing

and

mat

chin

g tu

tors

and

tute

es a

nd th

en su

perv

ise th

e tu

torin

gse

ssio

ns.

The

teac

her e

ssen

tially

orc

hest

rate

s the

pee

r-tu

torin

g pr

ogra

m, p

lans

the

inst

ruct

ion,

and

dem

onst

rate

s the

tu

torin

g ro

utin

e fo

r the

stud

ent t

eam

s. T

he tu

tor t

hen

wor

ks w

ith th

e le

arne

r, pr

ovid

ing

assi

stan

ce a

nd fe

edba

ck.3

•

Han

d ge

stur

eso H

and

gest

ures

are

mor

e vi

vid,

dyn

amic

, visu

al, c

oncr

ete

and

less

abs

tract

than

spee

ch.

Info

rmat

ion

prov

ided

by

a te

ache

r to

a st

uden

t thr

ough

the

gest

ure

mod

ality

dep

icts

mor

e ch

arac

teris

tics o

f an

obje

ct o

r act

ion

than

spee

ch a

lone

.4

o D

evel

op c

ues o

r sig

nals

with

stud

ent t

hat c

an u

sed

to re

dire

ct a

ttent

ion

o S

houl

d be

spec

ific

to th

e in

divi

dual

chi

ld, t

he ta

sk, o

r situ

atio

n.o V

ario

us le

vels

of c

uein

g m

ay b

e ne

eded

. For

inst

ance

, afte

r tea

chin

g a

spec

ific

skill

, beh

avio

r, or

tech

niqu

e, th

e te

ache

rm

ay n

eed

to p

rovi

de e

xplic

it cu

es to

indi

cate

the

appr

opria

te ti

me

and

plac

e fo

r the

skill

or b

ehav

ior.

Cue

ing

can

befa

ded

grad

ually

by

redu

cing

(i.e

., fe

wer

cue

s), c

hang

ing

(e.g

., vi

sual

and

aud

itory

cue

s to

visu

al c

ues

only

), or

repl

acin

g cu

es (e

.g.,

exte

rnal

to in

tern

al c

ues)

. Whe

n th

e be

havi

or b

ecom

es a

utom

atic

, ext

erna

l cue

s no

long

er s

houl

d be

ne

cess

ary.

Fin

ally

, esp

ecia

lly fo

r you

nger

chi

ldre

n, te

ache

rs m

ay n

eed

to d

efin

e th

e w

orks

pace

in th

e cl

assr

oom

.4

4 Wan

g, X

., Be

rnas

, R.,

Eder

hard

, P. (

2004

). En

gagi

ng A

DH

D st

uden

ts in

task

s with

han

d ge

stur

es: a

ped

agog

ical

pos

sibi

lity

for t

each

ers.

Educ

atio

nal S

tudi

es,

30(3

).

13


ADHD H a ndwrit ing /Ma t hema t ics/S pelli ng

14•

H

andw

ritin

g o I

ndiv

idua

l cha

lkbo

ards

! A

sk th

e ch

ild to

pra

ctic

e co

pyin

g an

d er

asin

g th

e ta

rget

wor

ds o

n a

smal

l, in

divi

dual

cha

lkbo

ard.

Tw

o ch

ildre

nca

n be

pai

red

to p

ract

ice

thei

r tar

get w

ords

toge

ther

.o Q

uiet

pla

ces f

or h

andw

ritin

g !

Prov

ide

the

child

with

a sp

ecia

l —qu

iet p

lace

“ (e

.g.,

a ta

ble

outs

ide

the

clas

sroo

m) t

o co

mpl

ete

his o

r her

hand

writ

ing

assi

gnm

ents

.o S

paci

ng w

ords

on

a pa

ge!

Hav

e th

e ch

ild u

se a

fing

er to

mea

sure

the

spac

e to

leav

e be

twee

n ea

ch w

ord

in a

writ

ten

assi

gnm

ent.

o S

peci

al w

ritin

g pa

per

! A

sk th

e ch

ild to

use

spec

ial p

aper

with

ver

tical

line

s to

lear

n to

spac

e le

tters

and

wor

ds o

n a

page

.o S

truc

ture

d pr

ogra

ms f

or h

andw

ritin

go T

each

han

dwri

ting

skill

s thr

ough

a st

ruct

ured

pro

gram

, suc

h as

Jan

Olse

n‘s H

andw

ritin

g W

ithou

t Tea

rs p

rogr

am(O

lsen,

200

3).2

•

Mat

hem

atic

so C

olor

cod

ing

arith

met

ic sy

mbo

ls!

Col

or c

ode

basi

c ar

ithm

etic

sym

bols,

such

as +

, œ, a

nd =

, to

prov

ide

visu

al c

ues

for c

hild

ren

whe

n th

ey a

re

com

putin

g w

hole

num

bers

.o B

oard

gam

es fo

r ba

sic

com

puta

tion

! A

sk th

e ch

ild to

pla

y bo

ard

gam

es to

pra

ctic

e ad

ding

, sub

tract

ing,

mul

tiply

ing,

and

div

idin

g w

hole

num

bers

.o C

ompu

ter

gam

es fo

r ba

sic

com

puta

tion

! Sc

hedu

le c

ompu

ter t

ime

for t

he c

hild

to d

rill a

nd p

ract

ice

basi

c co

mpu

tatio

ns, u

sing

app

ropr

iate

gam

es.

o —

Mag

ic m

inut

e“ d

rills

! H

ave

stud

ents

per

form

a q

uick

(60-

seco

nd) d

rill e

very

day

to p

ract

ice

basi

c co

mpu

tatio

n of

mat

h fa

cts,

and

hav

ech

ildre

n tra

ck th

eir o

wn

perfo

rman

ce.2

•

Spel

ling

o M

ovem

ent a

ctiv

ities

! C

ombi

ne m

ovem

ent a

ctiv

ities

with

spel

ling

less

ons (

e.g.

jum

p ro

pe w

hile

spel

ling

wor

ds o

ut lo

ud).

o W

ord

bank

s!

Use

3“

x 5“

inde

x ca

rds o

f fre

quen

tly m

issp

elle

d w

ords

sorte

d al

phab

etic

ally

.2

•

Lan

guag

e A

rts a

nd R

eadi

ng C

ompr

ehen

sion

. To

hel

p ch

ildre

n w

ith A

DH

D w

ho a

re p

oor r

eade

rs im

prov

e th

eir r

eadi

ng

com

preh

ensio

n sk

ills,

try th

e fo

llow

ing

inst

ruct

iona

l pra

ctic

es:

o S

ilent

rea

ding

tim

e. E

stab

lish

a fix

ed ti

me

each

day

for s

ilent

read

ing

(e.g

., D

.E.A

.R.:

Dro

p Ev

eryt

hing

and

Rea

d an

d Su

stai

ned

Sile

nt R

eadi

ng [M

anzo

& Z

ehr,

1998

and

Hol

t & O

‘Tue

l, 19

89])

.o F

ollo

w-a

long

rea

ding

. Ask

the

child

to re

ad a

stor

y si

lent

ly w

hile

list

enin

g to

oth

er st

uden

ts o

r the

teac

her r

ead

the

stor

y al

oud

to th

e en

tire

clas

s.o P

artn

er r

eadi

ng a

ctiv

ities

. Pai

r the

chi

ld w

ith A

DH

D w

ith a

noth

er st

uden

t par

tner

who

is a

stro

ng re

ader

. The

par

tner

sta

ke tu

rns r

eadi

ng o

rally

and

list

enin

g to

eac

h ot

her.

o S

tory

boar

ds. A

sk th

e ch

ild to

mak

e st

oryb

oard

s tha

t illu

stra

te th

e se

quen

ce o

f mai

n ev

ents

in a

stor

y.o S

tory

telli

ng. S

ched

ule

stor

ytel

ling

sess

ions

whe

re th

e ch

ild c

an re

tell

a st

ory

that

he

or sh

e ha

s rea

d re

cent

ly.

o P

laya

ctin

g. S

ched

ule

play

actin

g se

ssio

ns w

here

the

child

can

role

-pla

y di

ffer

ent c

hara

cter

s in

a fa

vorit

e st

ory.

o W

ord

bank

. Kee

p a

wor

d ba

nk o

r dic

tiona

ry o

f new

or —

hard

-to-r

ead“

sigh

t-voc

abul

ary

wor

ds.

o B

oard

gam

es fo

r re

adin

g co

mpr

ehen

sion

. Pla

y bo

ard

gam

es th

at p

rovi

de p

ract

ice

with

targ

et re

adin

g co

mpr

ehen

sion

skill

s or s

ight

-voc

abul

ary

wor

ds.

o C

ompu

ter

gam

es fo

r re

adin

g co

mpr

ehen

sion

. Sch

edul

e co

mpu

ter t

ime

for t

he c

hild

to h

ave

drill

-and

-pra

ctic

e w

ithsig

ht v

ocab

ular

y w

ords

.o R

ecor

ded

book

s. Th

ese

mat

eria

ls, a

vaila

ble

from

man

y lib

rarie

s, ca

n st

imul

ate

inte

rest

in tr

aditi

onal

read

ing

and

can

be u

sed

to re

info

rce

and

com

plem

ent r

eadi

ng le

sson

s2

15

ADHD Literacy

Aut

ism

O

verv

iew

Wha

t is A

utis

m?

Aut

ism is

a se

vere

ly h

andi

capp

ing

diso

rder

whi

ch b

egin

s at b

irth

or w

ithin

the

first

2 ²

yea

rs o

f life

. Fo

r man

y ye

ars a

utis

m o

ccur

red

in a

bout

5 c

hild

ren

per 1

0,00

0 liv

e bi

rths.

How

ever

, sin

ce th

e ea

rly 1

990'

s, th

e ra

te o

f aut

ism

has

incr

ease

d en

orm

ousl

y th

roug

hout

the

wor

ld, s

o th

at fi

gure

s as h

igh

as 6

0 pe

r 10,

000

are

bein

g re

porte

d. T

he re

ason

s fo

r the

incr

ease

are

bei

ng d

ebat

ed, b

ut th

e m

ost l

ikel

y ca

use

appe

ars t

o be

the

over

vac

cina

tions

of i

nfan

ts.

Mos

t aut

istic

chi

ldre

n ar

e pe

rfec

tly n

orm

al in

app

eara

nce,

but

spen

d th

eir t

ime

enga

ged

in p

uzzl

ing

and

dist

urbi

ng b

ehav

iors

, whi

ch

are

mar

kedl

y di

ffer

ent f

rom

thos

e of

nor

mal

chi

ldre

n. T

hey

may

star

e in

to sp

ace

for h

ours

, thr

ow u

ncon

trolla

ble

tant

rum

s, sh

ow n

o in

tere

st in

peo

ple

(incl

udin

g th

eir p

aren

ts) a

nd p

ursu

e st

rang

e, re

petit

ive

activ

ities

with

no

appa

rent

pur

pose

. Th

ey h

ave

been

de

scrib

ed a

s liv

ing

in a

wor

ld o

f the

ir ow

n. S

ome

autis

tic in

divi

dual

s are

rem

arka

bly

gifte

d in

cer

tain

are

as su

ch a

s m

usic

or

mat

hem

atic

s, as

dep

icte

d in

the

film

Rai

n M

an.

All

need

hel

p.

Wha

t is t

he C

ause

? T

he c

ause

s of a

utism

are

poo

rly u

nder

stoo

d, a

lthou

gh it

is c

lear

that

aut

ism

is a

bio

logi

cal b

rain

diso

rder

. Th

e A

utism

Res

earc

h In

stitu

te, a

San

Die

go-b

ased

non

prof

it or

gani

zatio

n fo

r res

earc

h an

d in

form

atio

n on

aut

ism a

nd re

late

d di

sord

ers,

is in

vest

igat

ing

vario

us p

ossi

ble

caus

al fa

ctor

s.

Wha

t is t

he O

utlo

ok?

In re

cent

yea

rs th

ere

has

been

a m

arke

d in

crea

se in

the

perc

enta

ge o

f chi

ldre

n w

ho h

ave

been

abl

e to

atte

nd

scho

ol w

ith n

orm

al c

hild

ren,

and

to li

ve m

ore

or le

ss in

depe

nden

tly in

com

mun

ity se

tting

s. H

owev

er, t

he m

ajor

ity o

f aut

istic

per

sons

re

mai

n se

vere

ly h

andi

capp

ed in

thei

r abi

lity

to c

omm

unic

ate

and

soci

aliz

e w

ith o

ther

peo

ple.

Wha

t is t

he d

iffer

ence

bet

wee

n A

sper

ger‘

s Syn

drom

e an

d A

utis

m?

Asp

erge

r syn

drom

e is

usua

lly c

onsi

dere

d a

subt

ype

of h

igh-

func

tioni

ng a

utis

m.

Mos

t of t

he in

divi

dual

s with

Asp

erge

r syn

drom

e ar

e de

scrib

ed a

s —so

cial

but

aw

kwar

d.“

That

is, t

hey

wan

t to

have

frie

nds,

but t

hey

do n

ot h

ave

the

soci

al sk

ills t

o be

gin

and/

or m

aint

ain

a fr

iend

ship

. W

hile

hig

h-fu

nctio

ning

aut

istic

indi

vidu

als

may

also

be

—soc

ial b

ut a

wkw

ard,

“ th

ey a

re ty

pica

lly le

ss in

tere

sted

in h

avin

g fr

iend

s. In

add

ition

, hig

h-fu

nctio

ning

aut

istic

indi

vidu

als a

re o

ften

dela

yed

in d

evel

opin

g sp

eech

/lang

uage

. Th

ose

with

Asp

erge

r sy

ndro

me

tend

not

to h

ave

spee

ch/la

ngua

ge d

elay

s, b

ut th

eir s

peec

h is

usua

lly d

escr

ibed

as p

ecul

iar,

such

as

bein

g st

ilted

and

pe

rsev

erat

ing

on u

nusu

al to

pics

.

16

Lon

g-T

erm

Pro

gnos

is

Toda

y, m

ost a

dults

with

aut

ism a

re e

ither

livi

ng a

t hom

e w

ith th

eir p

aren

ts o

r liv

ing

in a

gro

up h

ome.

Som

e hi

gher

-fun

ctio

ning

peo

ple

live

in a

supp

orte

d-liv

ing

situa

tion,

with

mod

est a

ssist

ance

, a v

ery

few

are

abl

e to

live

inde

pend

ently

. So

me

are

able

to w

ork,

eith

er in

vo

lunt

eer w

ork,

shel

tere

d w

orks

hops

, or p

rivat

e em

ploy

men

t, bu

t man

y do

not

. A

dults

with

PD

D/N

OS

and

Asp

erge

r‘s g

ener

ally

are

m

ore

likel

y to

live

inde

pend

ently

, and

they

are

mor

e lik

ely

to w

ork.

Unf

ortu

nate

ly, t

hey

ofte

n ha

ve d

iffic

ulty

find

ing

and

then

m

aint

aini

ng a

job.

The

maj

or re

ason

for c

hron

ic u

nem

ploy

men

t is n

ot a

lack

of j

ob sk

ills,

but r

athe

r due

to th

eir l

imite

d so

cial

ski

lls.

Thus

, it i

s im

porta

nt to

enc

oura

ge a

ppro

pria

te so

cial

skill

s ear

ly o

n, so

they

are

abl

e to

live

and

wor

k in

depe

nden

tly a

s m

uch

as

poss

ible

.

Som

e of

the

mos

t suc

cess

ful p

eopl

e on

the

autis

m sp

ectru

m w

ho h

ave

good

jobs

hav

e de

velo

ped

expe

rtise

in a

spec

ializ

ed sk

ill th

at

peop

le o

ften

valu

e. I

f a p

erso

n be

com

es sk

illed

at s

omet

hing

, thi

s can

hel

p m

ake

up fo

r som

e di

ffic

ultie

s with

soci

al sk

ills.

Goo

d fie

lds

for h

ighe

r fun

ctio

ning

peo

ple

on th

e sp

ectru

m a

re a

rchi

tect

ural

dra

fting

, com

pute

r pro

gram

min

g, la

ngua

ge tr

ansl

ator

, spe

cial

ed

ucat

or, l

ibra

rian

and

scie

ntist

. It

is lik

ely

that

som

e br

illia

nt sc

ient

ists a

nd m

usic

ians

hav

e a

mild

form

of A

sper

ger‘s

Syn

drom

e (L

edgi

n, 2

002)

. Th

e in

divi

dual

s who

are

mos

t suc

cess

ful o

ften

have

men

tor t

each

ers e

ither

in h

igh

scho

ol, c

olle

ge o

r at a

pla

ce o

f em

ploy

men

t. M

ento

rs c

an h

elp

chan

nel i

nter

ests

into

car

eers

. U

ntre

ated

sens

ory

over

sens

itivi

ty c

an se

vere

ly li

mit

a pe

rson

‘s a

bilit

y to

tole

rate

a w

orkp

lace

env

ironm

ent.

Elim

inat

ing

fluor

esce

nt li

ghts

will

ofte

n he

lp, b

ut u

ntre

ated

soun

d se

nsiti

vity

has

cau

sed

som

e in

divi

dual

s on

the

spec

trum

to q

uit g

ood

jobs

bec

ause

ring

ing

tele

phon

es h

urt t

heir

ears

. Se

nsor

y se

nsiti

vitie

s can

be

redu

ced

by

audi

tory

inte

grat

ion

train

ing,

die

ts, I

rlen

lens

es, c

onve

ntio

nal p

sych

iatr

ic m

edic

atio

ns a

nd v

itam

in su

pple

men

tatio

n. M

agne

sium

ofte

n he

lps h

yper

sens

itive

hea

ring.

It sh

ould

also

be

poin

ted

out t

hat t

he e

duca

tiona

l, th

erap

eaut

ical

, and

bio

med

ical

opt

ions

ava

ilabl

e to

day

are

muc

h be

tter t

han

in p

ast

deca

des,

and

they

shou

ld b

e m

uch

bette

r in

the

futu

re.

How

ever

, it i

s ofte

n up

to p

aren

ts to

find

thos

e se

rvic

es, d

eter

min

e w

hich

are

th

e m

ost a

ppro

pria

te fo

r the

ir ch

ild, a

nd e

nsur

e th

at th

ey a

re p

rope

rly im

plem

ente

d. P

aren

ts a

re a

chi

ld‘s

mos

t pow

erfu

l adv

ocat

es

and

teac

hers

. W

ith th

e rig

ht m

ix o

f int

erve

ntio

ns, m

ost c

hild

ren

with

aut

ism

will

be

able

to im

prov

e. A

s we

lear

n m

ore,

chi

ldre

n w

ith

autis

m w

ill h

ave

a be

tter c

hanc

e to

lead

hap

py a

nd fu

lfilli

ng li

ves.

5

5 Ada

ms,

J., E

dels

on, S

., G

rand

in, T

., Ri

mla

nd, B

. (Sp

ring

2004

) Adv

ice

for p

aren

ts of

you

ng a

utist

ic c

hild

ren;

ht

tps:/

/ww

w.a

utis

mw

ebsi

te.c

om/a

ri/in

tro/a

dvic

efor

pare

nts.h

tm

17

Autism Instructional Strategies

•

Vis

ual s

uppo

rts

o A

llow

s stu

dent

s to

mak

e se

nse

of th

e cl

assr

oom

env

ironm

ent,

pred

ict s

ched

uled

eve

nts,

com

preh

end

expe

ctat

ions

plac

ed o

n th

em, a

nd a

ntic

ipat

e ch

ange

s thr

ough

out t

he d

ay.

o V

isual

war

ning

dev

ices

that

ale

rt th

e st

uden

t to

the

time

rem

aini

ng in

a sc

hedu

led

even

t or a

ctiv

ity7

•

Mak

e pr

esen

tatio

ns v

isua

lo M

ost c

hild

ren

with

aut

ism p

roce

ss 7

0% o

f wha

t the

y le

arn

thro

ugh

visu

al c

hann

els.

o P

air w

ords

with

visu

al st

imul

i, ha

nd g

estu

res,

obje

cts,

activ

ities

, pic

ture

s, an

d w

ords

.o P

lan

stim

ulus

to g

ive

the

stud

ent i

nfor

mat

ion

abou

t the

act

ivity

, rat

her t

han

cons

tant

use

of v

erba

l mea

ns•

Pr

epar

e th

e ch

ild fo

r tr

ansi

tions

and

sche

dule

cha

nges

o W

heth

er th

e de

vice

is a

tim

er o

r visu

al sc

hedu

le, e

nsur

e th

e st

uden

t is a

war

e th

at a

tran

sitio

n is

appr

oach

ing.

Giv

e th

e tra

nsiti

on c

lue,

allo

w a

min

ute

for t

he st

uden

t to

begi

n th

e tra

nsiti

on, a

nd th

en fo

llow

up

with

a v

erba

l pro

mpt

.C

ontin

ue to

giv

e ve

rbal

pro

mpt

s and

vis

ual c

ues t

o tra

nsiti

on.

Allo

w 1

0 m

inut

es fo

r the

stud

ent t

o co

mpl

y, a

nd th

enm

ove

the

stud

ent t

o th

e de

sign

ated

act

ivity

.6

•

—Fin

ishe

d B

ox“

o S

tude

nt p

lace

s com

plet

ed a

ssig

nmen

ts in

box

. V

isua

l cue

that

wor

k is

com

plet

e. A

llow

s stu

dent

to c

ompl

ete

task

inde

pend

ently

6

•

Prim

ing

o E

xpos

ing

stud

ents

with

aut

ism

and

disr

uptiv

e be

havi

ors t

o sc

hool

ass

ignm

ents

bef

ore

thei

r pre

sent

atio

n in

cla

ss w

ould

af

fect

aca

dem

ic p

erfo

rman

ce a

nd p

robl

em b

ehav

iors

.7

o P

aren

t or S

PED

teac

her p

rese

nts t

ask

to b

e pr

esen

ted

in c

lass

the

follo

win

g da

y to

the

stud

ent t

he n

ight

or a

ftern

oon

befo

re

o In

crea

se in

aca

dem

ic re

spon

ding

o B

uild

s con

fiden

ce in

task

com

plet

ion7

•

Sequ

enci

ngo

Kno

win

g w

hat i

s goi

ng to

hap

pen

with

in e

ach

envi

ronm

ent a

nd w

ithin

eac

h da

y, h

elps

elim

inat

e an

xiet

y7

•

Rou

tine

o P

repa

re th

e st

uden

t for

the

slig

htes

t dev

iatio

n fro

m th

e sc

hedu

le

6 Det

tmer

, S.,

Sim

pson

, R.,

Smith

Myl

es, B

., &

Gan

z, J.

(200

0). T

he u

se o

f vis

ual s

uppo

rts to

faci

litat

e tra

nsiti

ons o

f stu

dent

s with

aut

ism

, Foc

us o

n au

tism

and

ot

her d

evel

opm

enta

l dis

abili

ties,

15(3

), 16

3-16

9.

7 Koe

gel,

L., K

oege

l, R.

, Fre

a, W

., &

Gre

en-H

opki

ns, I

. (20

03).

Prim

ing

as a

met

hod

of c

oord

inat

ing

educ

atio

nal s

ervi

ces f

or st

uden

ts w

ith a

utis

m. L

angu

age,

Sp

eech

, and

Hea

ring

Ser

vice

s in

Scho

ols,

34, 2

28-2

35.

18

Autism Instructional Strategies

•

Des

ensi

tizat

ion

o S

low

ly in

crea

se to

lera

nce

to e

nviro

nmen

tal s

timul

i and

stim

uli t

hat i

s fr

ight

enin

g or

frus

tratin

g7

•

Tun

ing

Out

o E

very

one

does

this

in so

me

fash

ion;

how

ever

, som

e in

divi

dual

s with

aut

ism h

ave

a un

ique

met

hod

of tu

ning

out

.o T

each

cop

ing

stra

tegi

es, o

r thi

ngs t

o do

whe

n th

ere

is no

way

out

.7

•

Stre

ngth

s and

Inte

rest

s o E

xpan

d an

d ut

ilize

stre

ngth

s. K

now

the

lear

ning

styl

e th

at b

est s

uits

the

stud

ent.

Bui

ld o

n in

tere

sts t

o ca

ptur

e th

est

uden

ts‘ a

ttent

ion

on a

cade

mic

s and

act

iviti

es.

•

Ada

ptat

ions

o P

artic

ipat

ing

for a

set p

erio

d of

tim

e, u

sing

a st

ep-b

y-st

ep c

heck

list,

or u

sing

tim

ers t

o un

ders

tand

dur

atio

n of

less

ons

o In

divi

dual

izat

ion

and

crea

tivity

are

nec

essa

ry w

hen

anal

yzin

g an

act

ivity

to d

eter

min

e w

hat a

dapt

atio

ns w

ill e

nabl

e a

pers

on w

ith a

utis

m to

func

tion

mor

e in

depe

nden

tly a

nd su

cces

sful

ly.7

•

Mot

ivat

ion

o D

riven

by

the

abili

ty to

mak

e ch

oice

s, on

e pr

efer

red

activ

ity o

ver a

noth

er.

! St

uden

ts w

ith a

utis

m m

ay h

ave

diff

icul

ty w

hen

give

n th

e op

portu

nity

to m

ake

a de

cisio

n w

hen

ther

e ar

e to

om

any

optio

ns.

This

may

lead

to c

onfu

sion

and

fatig

ue.

! Fi

rst,

the

stud

ent m

ust k

now

ther

e is

a ch

oice

to b

e m

ade.

Nex

t, st

uden

t mus

t und

erst

and

a ch

oice

is b

eing

of

fere

d an

d w

hat t

he o

ptio

ns a

re.

Sugg

estio

ns:

•

Star

t with

the

item

in v

iew

.•

In

dica

te b

y ge

stur

es a

nd v

erba

lizat

ions

• B

e co

nsist

ent o

n th

e vo

cabu

lary

bei

ng u

sed

! Pr

ovid

e a

visu

al m

eans

of m

akin

g th

e ch

oice

!

Com

bine

wor

ds a

nd g

estu

res a

nd v

isua

l mat

eria

ls!

Last

, the

cho

ice

is m

ade

and

the

stud

ent r

ecei

ves t

he c

hoic

e, e

xper

ienc

es th

e ch

oice

.•

So

cial

Inte

ract

ion

o P

eer t

utor

s and

stud

ents

are

exc

elle

nt te

ache

rs o

f soc

ial s

kills

if p

rope

rly tr

aine

d in

this

area

o R

epea

ted

prac

tice

of so

cial

skill

s rei

nfor

ces a

ppro

pria

te so

cial

beh

avio

ro S

tude

nts w

ith a

utis

m m

ust b

e ta

ught

exp

ecta

tions

, bec

ome

assi

mila

ted

to th

e en

viro

nmen

t, fe

elin

g se

cure

and

rela

xed.

8

8 Dal

rym

ple,

N.,

(198

9). L

earn

ing

to b

e in

depe

nden

t and

resp

onsi

ble:

Fun

ctio

nal p

rogr

amm

ing

for p

eopl

e w

ith a

utism

. G

uide

(non

-cla

ssro

om u

se).

19

Em

otio

nally

Cha

lleng

ed

Chi

ldre

n w

ith se

rious

em

otio

nal d

istur

banc

es (S

ED) a

re o

ften

the

mos

t diff

icul

t for

psy

chol

ogist

s to

treat

and

for s

choo

ls to

edu

cate

an

d m

anag

e. T

he c

ompl

ex n

atur

e of

the

diso

rder

s, co

uple

d w

ith in

volv

emen

t by

mul

tiple

age

ncie

s, cr

eate

s a c

halle

nge

for e

ffect

ive

inte

rven

tion.

Fun

ding

rest

rictio

ns a

nd q

uest

ions

rega

rdin

g tre

atm

ent o

utco

mes

hav

e re

duce

d re

siden

tial o

r inp

atie

nt tr

eatm

ent,

whe

ther

in th

e pu

blic

or p

rivat

e se

ctor

. C

onse

quen

tly, s

choo

ls ar

e th

e de

fact

o m

enta

l hea

lth se

rvic

e pr

ovid

er b

ecau

se sc

hool

syst

ems

are

man

date

d to

serv

e ch

ildre

n. C

hild

ren

with

seve

re p

sych

olog

ical

and

beh

avio

ral d

isord

ers o

ften

pose

cha

lleng

es to

teac

hers

and

st

aff c

harg

ed w

ith m

eetin

g th

eir e

duca

tiona

l nee

ds.

Spec

ial e

duca

tion

conc

epts

and

val

ues g

uide

pla

cem

ent o

f the

se c

hild

ren

in th

e le

ast r

estri

ctiv

e sc

hool

env

ironm

ent,

as o

pera

tiona

lized

und

er th

e In

divi

dual

s with

Disa

bilit

ies E

duca

tion

Act

(ID

EA; 1

990,

199

7).

The

inte

nt o

f the

se sp

ecia

l edu

catio

n la

ws a

nd re

gula

tions

is to

ens

ure

that

all

child

ren

rece

ive

an a

ppro

pria

te e

duca

tion

(Ric

cio

&

Hug

hes,

2001

). Th

is re

quire

men

t com

pels

scho

ols t

o m

ake

ever

y ef

fort

to te

ach

a ch

ild in

as r

egul

ar a

setti

ng a

s pos

sibl

e an

d re

mov

e ch

ildre

n fro

m g

ener

al e

duca

tion

clas

ses o

nly

whe

n th

e na

ture

or s

ever

ity o

f disa

bilit

y pr

even

ts th

em fr

om re

ceiv

ing

a sa

tisfa

ctor

y ed

ucat

ion.

Sch

ool p

sych

olog

ists a

nd c

linic

al c

hild

psy

chol

ogist

s are

incr

easi

ngly

bei

ng c

alle

d on

to id

entif

y an

d di

agno

se c

hild

ren

with

the

mos

t ser

ious

em

otio

nal p

robl

ems

in th

e sc

hool

s, pr

ovid

e co

unse

ling,

des

ign

beha

vior

al m

anag

emen

t int

erve

ntio

ns, a

nd

cons

ult w

ith fa

mili

es a

nd o

ther

com

mun

ity a

genc

ies.9

Wha

t is a

psy

chia

tric

dis

abili

ty?

Pers

ons w

ith a

—ps

ychi

atric

disa

bilit

y“ h

ave

a di

agno

sabl

e m

enta

l illn

ess c

ausi

ng se

vere

dist

urba

nces

in th

inki

ng, f

eelin

g, re

latin

g,

and/

or fu

nctio

nal b

ehav

iors

that

resu

lts in

a su

bsta

ntia

lly d

imin

ishe

d ca

paci

ty to

cop

e w

ith d

aily

life

dem

ands

. A

psy

chia

tric

disa

bilit

y is

a hi

dden

disa

bilit

y; it

is ra

rely

app

aren

t to

othe

rs.

How

ever

, stu

dent

s with

a p

sych

iatri

c di

sabi

lity

may

exp

erie

nce

sym

ptom

s tha

t in

terf

ere

with

thei

r edu

catio

n go

al.

A st

uden

t with

a p

sych

iatr

ic d

isabi

lity

may

hav

e on

e or

mor

e di

agno

ses u

nder

the

Am

eric

an P

sych

iatr

ic A

ssoc

iatio

n, to

incl

ude,

de

pres

sion,

bip

olar

affe

ctiv

e di

sord

er, s

chiz

ophr

enia

, bor

derli

ne p

erso

nalit

y di

sord

er, a

nd a

nxie

ty d

isor

ders

.10

9 Rob

erts

, M.,

Jaco

bs, A

., Pu

ddy,

R.,

Nyr

e, J.

, & V

ernb

erg,

E. (

2003

) Tre

atin

g ch

ildre

n w

ith se

rious

em

otio

nal d

istur

banc

es in

scho

ol a

nd c

omm

unity

: The

in

tens

ive

men

tal h

ealth

pro

gram

. Pro

fess

iona

l Psy

chol

ogy:

Res

earc

h an

d Pr

actic

e, 3

4(5)

, 519

-526

.10

Sou

ma,

A.,

Rick

erso

n, N

., Bu

rgsta

hler

, C. (

2002

). A

cade

mic

acc

omm

odat

ions

for s

tude

nts w

ith p

sych

iatri

c di

sabi

litie

s. In

form

atio

n An

alys

es.

20

Emotionally Challenged Instructional Strategies

•

Pref

eren

tial s

eatin

go E

spec

ially

nea

r the

doo

r to

allo

w le

avin

g fo

r bre

aks

•

Prea

rran

ged

or fr

eque

nt b

reak

s•

A

ssig

ned

clas

smat

e as

a v

olun

teer

ass

ista

nt•

T

ape

reco

rder

use

•

E

arly

ava

ilabi

lity

of te

xtbo

oks10

•

Exa

min

atio

n ac

com

mod

atio

nso E

xam

s in

alte

rnat

e fo

rmat

o U

se o

f ada

ptiv

e co

mpu

ter s

oftw

are

o E

xten

ded

use

of ti

me

durin

g te

sts

o E

xam

in se

para

te te

stin

g ar

ea, q

uiet

, and

non

-dist

ract

ing

o In

crea

sed

frequ

ency

of e

xam

s10

•

Ela

bora

te

o P

rovi

de st

uden

t exa

mpl

eso M

odel

the

assi

gnm

ent o

r act

ivity

11

•

Nov

elty

App

roac

hes t

o in

stru

ctio

n o P

icto

rial p

rese

ntat

ion

o R

elat

ed v

isual

pre

sent

atio

n11

•

Att

ribu

tions

/Ben

efits

to In

stru

ctio

n o C

omm

ents

such

as,

—t h

is ap

proa

ch m

ight

wor

k,“

or, —

this

will

hel

p yo

u“11

•

Enc

oura

ge p

ositi

ve p

eer

repo

rtin

g (Tattling

)–se

lect

ed st

uden

to S

tude

nts a

re g

iven

the

chan

ce to

ear

n po

sitiv

e re

war

ds fo

r rep

ortin

g go

od b

ehav

iors

(poi

nts,

activ

ities

)o P

eers

will

be

inst

ruct

ed o

n ho

w to

pay

atte

ntio

n to

targ

et o

ther

stud

ent‘s

pos

itive

beh

avio

rso T

ypes

of r

epor

ting

incl

ude:

sha

ring

with

cla

ssm

ates

, hel

ping

a fr

iend

, vol

unte

erin

g, sh

owin

g go

od a

nger

con

trol,

hone

sty,

tryi

ng h

ard

in sc

hool

, giv

ing

othe

rs p

raise

12

• Tootling

œ cl

ass w

ide

posi

tive

peer

rep

ortin

go S

tude

nts a

re in

stru

cted

how

to m

onito

r the

ent

ire c

lass

11 S

wan

son,

H. (

1999

). In

struc

tiona

l com

pone

nts t

hat p

redi

ct tr

eatm

ent o

utco

mes

for s

tude

nts w

ith le

arni

ng d

isab

ilitie

s: Su

ppor

t for

a c

ombi

ned

strat

egy

and

dire

ct in

struc

tion

mod

el. L

earn

ing

Dis

abili

ties R

esea

rch

and

Prac

tice,

14(

3), 1

29-1

40.

12 S

kinn

er, C

., N

edde

nrie

p, C

., Ro

bins

on, S

., Er

vin,

R.,

& Jo

nes,

K. (

2002

). A

lterin

g ed

ucat

iona

l env

ironm

ents

thro

ugh

posit

ive

peer

repo

rting

: Pre

vent

ion

and

rem

edia

tion

of s

ocia

l pro

blem

s ass

ocia

ted

with

beh

avio

ral d

isord

ers.

Psyc

holo

gy in

the

Scho

ol, 3

9(2)

.

21

o D

iffer

ence

bet

wee

n ta

ttlin

g an

d to

otlin

g–to

otlin

g re

quire

s the

stud

ents

to w

rite

dow

n th

e be

havi

ors o

n a

inde

x ca

rd

and

subm

it to

the

teac

her a

t the

end

of t

he d

ay (O

NLY

repo

rtabl

e be

havi

ors a

re w

hen

clas

smat

es h

elp

you

or a

noth

er

stud

ent)12

•

Prot

ectiv

e in

fluen

ces a

gain

st d

epre

ssio

n o H

igh

self-

este

em

o G

ood

copi

ng sk

ills

o S

choo

l ach

ieve

men

t o In

volv

emen

t in

extra

-cur

ricul

ar a

ctiv

ities

o P

ositi

ve re

latio

nshi

ps w

ith p

aren

ts, p

eers

, and

adu

lts o

utsid

e th

e fa

mily

con

text

•

O

pen

line

of c

omm

unic

atio

n o C

olla

bora

tivel

y be

twee

n pr

ofes

siona

ls an

d fa

mily

o A

dvoc

acy-

-pro

fess

iona

ls ca

n of

fer i

nfor

mat

ion

abou

t exi

stin

g se

rvic

es, r

elat

ions

hips

with

serv

ice

prov

ider

s, id

entif

icat

ion

of im

porta

nt s

yste

m is

sues

22

Eng

lish

Lan

guag

e L

earn

er (E

LL

)O

verv

iew

Wha

t is E

LL

?

In 2

002,

ther

e w

ere

an e

stim

ated

3.7

mill

ion

Engl

ish-

lang

uage

lear

ners

in U

.S. s

choo

ls. R

esea

rch

has s

how

n th

at b

iling

ual e

duca

tion,

w

hen

wel

l im

plem

ente

d, is

the

mos

t effe

ctiv

e w

ay to

teac

h En

glis

h to

spea

kers

of o

ther

lang

uage

s whi

le a

lso te

achi

ng c

ore

subj

ects

lik

e m

ath,

read

ing,

and

soci

al st

udie

s.

Prof

icie

ncy

in li

tera

cy sk

ills

in E

nglis

h an

d th

e na

tive

lang

uage

of t

he E

nglis

h la

ngua

ge le

arne

r (EL

L) is

a m

ajor

goa

l of a

n ef

fect

ive

bilin

gual

edu

catio

n pr

ogra

m.

The

bilin

gual

pro

gram

mus

t be

an in

tegr

al p

art o

f the

scho

ol a

nd it

s aca

dem

ic p

lan.

Fac

ulty

and

staf

f sho

uld

hold

them

selv

es

acco

unta

ble

for t

he su

cces

s of a

ll st

uden

ts.13

13 M

ontc

el, M

., C

orte

z, J.

, Cor

tez,

A.,

Vill

arre

al, A

. (20

02).

Goo

d sc

hool

s and

cla

ssro

oms f

or c

hild

ren

lear

ning

Eng

lish:

A g

uide

. Non

-cla

ssro

om G

uide

.

23

ELL Instructional Strategies

•

Est

ablis

h cl

earl

y de

fined

goa

ls•

C

oope

rativ

e le

arni

ng a

nd P

eer-

tuto

ring

o R

apid

ly in

crea

ses E

nglis

h-la

ngua

ge d

evel

opm

ent

o S

mal

l coo

pera

tive

wor

king

gro

ups

•

Incr

ease

com

preh

ensi

on

o U

se n

onve

rbal

clu

es, s

uch

as p

ictu

res,

obje

cts,

dem

onst

ratio

ns, g

estu

res.

o In

crea

se to

gra

phic

org

aniz

ers,

hand

s on

lear

ning

opp

ortu

nitie

s, an

d co

oper

ativ

e or

pee

r tut

orin

g te

chni

ques

.14

•

Incr

ease

inte

ract

ion

o

Coo

pera

tive

lear

ning

, stu

dy b

uddi

es, p

roje

ct-b

ased

lear

ning

, and

one

-to-o

ne te

ache

r/stu

dent

inte

ract

ion14

•

Use

a st

uden

t‘s n

ativ

e la

ngua

ge to

incr

ease

lear

ning

o F

irst-l

angu

age

supp

ort h

as th

e m

ost p

ower

ful i

nflu

ence

on

ELL‘

s lo

ng-te

rm a

cade

mic

succ

ess.14

•

Coo

pera

tive

lear

ning

o S

tude

nts p

artic

ipat

e in

sm

all g

roup

inst

ruct

ion,

pro

mot

ing

posit

ive

inte

ract

ions

.14

•

Lan

guag

e ex

peri

ence

lear

ning

o S

tude

nt d

escr

ibes

an

expe

rienc

e to

the

teac

her o

r ano

ther

stud

ent w

ho w

rites

it d

own

verb

atim

. Th

e st

ory

is re

ad b

ack

to th

e st

uden

t, w

ho w

ill th

en p

ract

ice

read

ing

the

stor

y al

oud

or si

lent

ly to

him

self

or h

erse

lf.o A

llow

s fo

r stu

dent

s to

brin

g th

eir p

erso

nal e

xper

ienc

es in

to th

e cl

assr

oom

-esp

ecia

lly im

porta

nt fo

r cul

tura

lly d

iver

sest

uden

ts.14

•

Dia

logu

e Jo

urna

ling

(Int

erac

tive

Jour

nals

)o A

n ap

proa

ch to

eng

age

stud

ents

in w

ritin

g. S

tude

nts w

rite

in jo

urna

ls an

d th

e te

ache

r writ

es b

ack

regu

larly

, res

pond

ing

to q

uest

ions

, ask

ing

ques

tions

, and

mak

ing

com

men

ts.14

•

Aca

dem

ic S

caff

oldi

ng

o M

odel

aca

dem

ic la

ngua

ge, u

se h

and

gest

ures

, dem

onst

ratio

ns, a

nd u

sing

han

ds o

n ac

tiviti

es14

•

Nat

ive

Lan

guag

e Su

ppor

to D

ecor

ate

clas

sroo

m w

ith c

ultu

rally

div

erse

obj

ects

and

item

s ref

lect

ing

stud

ents

lang

uage

and

bac

kgro

und

o O

rgan

ize

entir

e le

sson

s aro

und

cultu

ral c

onte

nto E

ncou

rage

stud

ents

to u

se w

ords

from

thei

r nat

ive

lang

uage

whe

n th

ey c

anno

t fin

d th

e ap

prop

riate

wor

d in

Eng

lish

o T

each

ers s

houl

d us

e th

e na

tive

lang

uage

of t

he st

uden

ts a

s a s

ign

of re

spec

t and

val

ue fo

r the

stud

ents

nat

ive

lang

uage

14

•

Acc

essi

ng P

rior

Kno

wle

dge

o A

sk st

uden

ts w

hat t

hey

alre

ady

know

abo

ut a

subj

ect,

capi

taliz

ing

on li

fe e

xper

ienc

es14

o D

iscus

s stu

dent

exp

erie

nces

and

kno

wle

dge

on to

pic

14 R

eed,

B.,

& R

ails

back

, J. (

2003

). St

rate

gies

and

reso

urce

s for

mai

nstre

am te

ache

rs o

f Eng

lish

lang

uage

lear

ners

. Nor

thw

est E

duca

tiona

l Lab

orat

ory.

24

•

Cul

tura

l Stu

dies

o S

tude

nts r

esea

rch

and

shar

e in

form

atio

n on

thei

r cul

tura

l hist

ory

o In

terv

iew

ing

pare

nts a

nd/o

r gra

ndpa

rent

s as w

ell a

s oth

ers w

ho sh

are

thei

r cul

ture

o A

ppro

pria

te fo

r any

gra

de le

vel,

and

can

inco

rpor

ate

man

y sk

ills,

read

ing,

writ

ing,

spea

king

, giv

ing

pres

enta

tions

o S

how

& T

ell.

Hav

e st

uden

ts b

ring

in a

n ite

m th

at is

spec

ific

to th

eir p

artic

ular

cul

ture

. Te

ll ab

out i

ts u

ses,

whe

re it

isfro

m, h

ow it

is m

ade14

•

Inst

ruct

iona

l Del

iver

yo E

nunc

iate

cle

arly

, do

not r

aise

you

r voi

ce, a

dd g

estu

res,

and

poin

t dire

ctly

to p

ictu

res.

o W

rite

clea

rly a

nd le

gibl

y, a

void

cur

sive

writ

ing,

if p

ossi

ble

o D

evel

op a

nd m

aint

ain

rout

ines

o R

epea

t inf

orm

atio

n an

d re

view

freq

uent

lyo A

void

sla

ng w

ords

and

idio

ms

o P

rese

nt n

ew in

form

atio

n in

the

cont

ext o

f new

info

rmat

ion

o A

nnou

nce

obje

ctiv

es a

nd li

st st

ep-b

y-st

ep in

stru

ctio

nso P

rese

nt in

form

atio

n in

a v

arie

ty o

f way

so P

rovi

de fr

eque

nt su

mm

atio

ns, e

mph

asiz

ing

key

wor

dso R

ecog

nize

stud

ent s

ucce

ss o

vertl

y an

d fre

quen

tly14

•

Com

mun

icat

ion

o M

axim

ize

the

stud

ents

exp

osur

e to

nat

ural

com

mun

icat

ion15

•

Vis

ual A

ids

o M

ake

lang

uage

mea

ning

ful b

y de

velo

ping

less

ons t

hat c

an b

e se

en, h

eard

, sm

elle

d, e

tc.

o U

se v

isua

l aid

s, ar

ts a

nd c

rafts

15

o O

bjec

ts, p

rops

, and

han

ds-o

n m

ater

ials

for m

athe

mat

ics

•

Com

fort

able

atm

osph

ere

o L

earn

to p

rono

unce

the

stud

ent‘s

nam

e co

rrec

tlyo A

ssig

n a

budd

y to

hel

p th

e st

uden

t acc

limat

e to

his

or h

er su

rrou

ndin

gso S

eat t

he c

hild

in th

e m

iddl

e of

the

room

, tow

ards

the

front

, in

orde

r to

max

imiz

e ob

serv

atio

no M

ake

a co

nsci

ous e

ffort

to ta

lk w

ith e

ach

stud

ent,

one-

on-o

ne e

ach

day

o N

ot e

mba

rras

sed

by e

rror

so P

ositi

ve fe

edba

ck


25


o

Inco

rpor

ate

cultu

rally

div

erse

item

s in

the

clas

sroo

m.,

i.e. b

ooks

, arti

fact

s15

• C

eleb

rate

Div

ersi

ty

o

Incr

ease

aw

aren

ess a

bout

diff

eren

t cul

ture

s15

• M

ater

ials

are

clea

rly

and

sim

ply

wri

tten

o

Leng

th is

man

agea

ble

o P

lace

man

y pi

ctur

es a

long

with

the

text

!

Gra

phs,

char

ts, v

isual

aid

so

Ther

e ar

e m

any

hand

s on

activ

ities

o

Be

awar

e of

cul

tura

lly b

ias

mat

eria

lo

Con

side

r Pas

s/N

o Pa

ss, v

ersu

s A

-F g

radi

ng sc

ale15

• R

epet

ition

o

Giv

es st

uden

ts th

e op

portu

nity

to p

ract

ice

thei

r ski

lls a

nd u

se la

ngua

ge o

ften

o

Adh

erin

g to

rout

ines

, fol

low

ing

sche

dule

s, an

d pa

rtic

ipat

ing

in a

ctiv

ities

o

Rei

nfor

ces t

he st

uden

ts c

omfo

rt le

vel i

n th

e cl

assr

oom

o

Bui

ld la

ngua

ge16

15 E

nglis

h as

a se

cond

lang

uage

reso

urce

gui

de: A

han

dboo

k fo

r ser

ving

lim

ited-

Engl

ish p

rofic

ient

stud

ents

. (19

95).

Nor

th C

arol

ina

Stat

e D

epar

tmen

t of P

ublic

In

struc

tion.

16

Fac

ella

, M.,

Ram

pino

, K.,

& S

hea,

E. (

2005

). Ef

fect

ive

teac

hing

stra

tegi

es fo

r Eng

lish

lang

uage

lear

ners

.

26

Gift

ed a

nd T

alen

ted

Spec

ial e

duca

tion

for t

he g

ifted

is n

ot a

que

stio

n of

adv

anta

ge to

the

indi

vidu

al v

ersu

s adv

anta

ge to

soci

ety.

It is

a m

atte

r of a

dvan

tage

to

bot

h. S

ocie

ty h

as a

n ur

gent

and

acc

eler

ated

nee

d to

dev

elop

the

abili

ties a

nd ta

lent

s of t

hose

who

pro

mise

hig

h co

ntrib

utio

n. T

o ig

nore

this

oblig

atio

n an

d th

is re

sour

ce is

not

onl

y sh

orts

ight

ed b

ut d

oes v

iole

nce

to th

e ba

sic

conc

ept o

f ful

l edu

catio

nal o

ppor

tuni

ty

for a

ll.

Spec

ial e

duca

tors

shou

ld v

igor

ously

supp

ort p

rogr

ams

for t

he g

ifted

and

tale

nted

as c

onsi

sten

t with

thei

r con

cept

of t

he n

eed

for

spec

ial a

ssist

ance

for a

ll ch

ildre

n w

ith e

xcep

tiona

litie

s. Su

ch p

rogr

ams s

houl

d re

flect

bot

h th

e co

gniti

ve a

nd n

onco

gniti

ve n

eeds

of t

he

gifte

d an

d ta

lent

ed.

How

is a

stud

ent i

dent

ified

?

Gift

ed a

nd ta

lent

ed c

hild

ren

are

thos

e w

ho a

re c

apab

le o

f hig

h pe

rfor

man

ce a

s id

entif

ied

by p

rofe

ssio

nally

qua

lifie

d pe

rson

nel.

The

le

arni

ng n

eeds

of t

hese

chi

ldre

n re

quire

diff

eren

t edu

catio

nal p

rogr

ams a

nd/o

r ser

vice

s be

yond

thos

e no

rmal

ly p

rovi

ded

by th

e re

gula

r sc

hool

pro

gram

in o

rder

to re

aliz

e th

eir f

ull p

oten

tial i

n co

ntrib

utio

n to

self

and

soci

ety.

Bro

ad se

arch

and

an

early

iden

tific

atio

n sy

stem

for t

he id

entif

icat

ion

of g

ifted

and

tale

nted

chi

ldre

n w

ithin

all

sect

ors o

f the

pop

ulat

ion

shou

ld b

e th

e ha

llmar

k of

an

adeq

uate

edu

catio

nal s

yste

m.

Iden

tific

atio

n pr

oced

ures

shou

ld a

lso re

flect

indi

vidu

al m

eans

of

iden

tifyi

ng c

hild

ren

with

gen

eral

inte

llect

ual a

bilit

y, sp

ecifi

c ac

adem

ic a

bilit

ies,

lead

ersh

ip a

bilit

ies,

and

abili

ties

in th

e fin

e an

d pe

rform

ing

arts

. 17

17 W

hat e

very

spec

ial e

duca

tor m

ust k

now

: Eth

ics,

stand

ards

, and

gui

delin

es fo

r spe

cial

edu

cato

rs. (

Fifth

edi

tion,

200

3), C

ounc

il fo

r Exc

eptio

nal C

hild

ren,

Re

triev

ed Ju

ne 2

1, 2

006.

27

Gifted & Talented Instructional Strategies

•

Cla

ssro

om a

rran

gem

ents

o A

rran

ge se

ats,

tabl

es, a

nd la

rge

piec

es o

f fur

nitu

re so

that

chi

ldre

n m

ay m

ove

unde

r con

trol a

nd w

ith c

lear

ly sp

ecifi

ed

dire

ctio

n o E

limin

ate

envi

ronm

ent d

istra

ctio

ns•

L

ess

rest

rict

ive

envi

ronm

ent

o A

llow

for c

reat

ivity

o F

ew re

stra

ints

on

lear

ning

, doe

s not

inhi

bit i

ntel

lect

ual o

r aca

dem

ic g

row

tho V

alue

stud

ents

idea

s18

•

Plan

and

pos

t sch

edul

es o

r cl

assr

oom

and

stud

ents

•

Alte

rnat

e th

e le

ngth

of t

asks

and

act

iviti

es•

E

volv

e fr

om in

divi

dual

to g

roup

act

iviti

eso T

his a

llow

s fo

r obs

erva

tion

of in

divi

dual

stre

ngth

s and

wea

knes

ses19

•

Diff

eren

tiate

cur

ricu

lum

o In

tegr

ate

mul

tiple

disc

iplin

es in

to th

e ar

ea o

f stu

dy

o A

llow

for i

n-de

pth

stud

y of

self-

sele

cted

mat

eria

lo D

evel

op in

depe

nden

t or s

elf-

dire

cted

stud

y sk

ills

o F

ocus

on

open

-end

ed ta

sks

o D

evel

op re

sear

ch sk

ills a

nd ta

sks

o In

tegr

ate

basi

c sk

ills

and

high

er le

vel t

hink

ing

skill

s in

to th

e cu

rric

ulum

20

•

Whe

n ut

ilizi

ng in

stru

ctio

nal s

trat

egie

s, co

nsid

er th

e fo

llow

ing

chan

ges:

o T

he c

onte

nt o

f cur

ricul

umo T

he p

roce

sses

that

eng

age

the

stud

ent

o T

he p

rodu

cts o

f the

ir st

udie

s (ho

w st

uden

ts re

pres

ent w

hat t

hey

know

)o T

he le

arni

ng e

nviro

nmen

t20

•

Acc

eler

atio

no P

ract

ice

of p

laci

ng st

uden

ts a

t a h

ighe

r tha

n no

rmal

leve

l of i

nstru

ctio

n to

mee

t the

ir le

arni

ng n

eeds

20

•

Tel

esco

ping

o R

educ

ing

the

amou

nt o

f tim

e a

stud

ent t

akes

to c

over

the

curr

icul

umo G

ifted

lear

ners

do

not n

eed

as m

uch

time

to le

arn

and

rem

embe

r the

mat

eria

l20

18 K

nopp

er, D

. (19

94).

Mai

nstre

amin

g th

e gi

fted.

19

Instr

uctin

g fo

r suc

cess

: Max

imiz

ing

lear

ning

opp

ortu

nitie

s for

all

stud

ents,

(199

5).

Wes

t Virg

inia

Dep

artm

ent o

f Edu

catio

n.

20 G

ifted

edu

catio

n: A

reso

urce

gui

de fo

r tea

cher

s. (1

995)

. Min

istry

of E

duca

tion,

Brit

ish C

olum

bia.

28

•

Com

pact

ing

o D

esig

ned

to st

ream

line

the

amou

nt o

f tim

e a

stud

ent s

pend

s on

the

regu

lar c

urric

ulum

20

o A

llow

s stu

dent

s to

show

mas

tery

of c

erta

in m

ater

ial,

and

then

mov

e to

ext

ende

d ac

tiviti

es a

nd e

nric

hmen

t opp

ortu

nitie

so A

lway

s allo

w st

uden

ts to

pre

-test

at t

he b

egin

ning

of a

uni

t as a

n as

sess

men

t. M

ake

rule

s abo

ut w

hen

the

stud

ent m

ust

parti

cipa

te in

gro

up a

ctiv

ities

, tha

t hav

e no

t yet

bee

n m

aste

red

•

Inde

pend

ent S

tudy

o O

ppor

tuni

ty to

pur

sue

area

s of p

erso

nal i

nter

est

o D

evel

op sk

ills

in c

reat

ive

and

criti

cal t

hink

ing

o K

eep

a po

rtfol

io20

•

Tie

red

Ass

ignm

ents

o D

esig

ned

to m

eet t

he n

eeds

of a

gro

up o

f lea

rner

s fu

nctio

ning

at a

rang

e of

leve

lso S

tude

nts w

ork

on sa

me

cont

ent,

but a

re a

sked

diff

eren

t que

stio

ns a

nd a

re p

rovi

ded

with

diff

eren

t act

iviti

es w

hich

are

as

sign

ed b

y ab

ility

20

•

Lea

rnin

g C

ente

rso P

hysi

cal s

tatio

ns w

here

stud

ents

are

eng

aged

in a

ctiv

ities

des

igne

d to

ext

end

thei

r und

erst

andi

ng a

nd th

inki

ng a

bout

a

topi

c20

•

Ext

ra c

redi

to N

ot n

eces

saril

y EX

TRA

, but

alte

rnat

e, e

nric

hed,

or e

xten

ded

lear

ning

opp

ortu

nitie

s•

B

loom

‘s T

axon

omy

(195

6)o D

esig

n th

emes

, les

sons

, and

uni

ts th

at p

rom

ote

high

er le

vel t

hink

ing

o A

pplic

atio

no A

naly

sis

o S

ynth

esis

o E

valu

atio

n •

C

reat

ive

Thi

nkin

g o F

luen

cy œ

the

abili

ty to

gen

erat

e m

any

idea

so F

lexi

bilit

y œ

gene

ratin

g a

wid

e ra

nge

of id

eas

o O

rigin

ality

œ u

niqu

e, u

nusu

al re

spon

ses

o E

labo

ratio

n œ

addi

ng id

eas,

prov

idin

g de

tails

23

•

Prom

ote

ques

tion-

aski

ng a

bilit

ies

o G

athe

r inf

orm

atio

n--w

ho, w

hat,

whe

n, w

here

, why

, how

?o W

hat i

f?

o W

hat n

ext?

23

Gifted & Talented Instructional Strategies

29

Hea

ring

Impa

ired

C

hild

ren

with

min

imal

hea

ring

loss

are

ofte

n no

t ide

ntifi

ed, a

nd th

e ed

ucat

iona

l im

plic

atio

ns o

f the

ir he

arin

g di

sabi

lity

are

unre

aliz

ed.

Bec

ause

chi

ldre

n w

ith sp

ecia

l lea

rnin

g pr

oble

ms

have

bee

n sh

own

to h

ave

a hi

gher

inci

denc

e of

hea

ring

loss

than

typi

cal l

earn

ers

(Fle

xer,

Mill

in, &

Bro

wn,

199

0), s

peci

al e

duca

tors

shou

ld b

e pa

rticu

larly

aw

are

of th

is si

gnifi

cant

issu

e.

Chi

ldre

n w

ith m

oder

ate-

to-s

ever

e le

vels

of h

earin

g lo

ss a

re g

ener

ally

iden

tifie

d at

an

early

age

and

pro

vide

d w

ith in

stru

ctio

nal

mod

ifica

tions

. H

owev

er, c

hild

ren

with

slig

ht o

r min

imal

hea

ring

loss

are

ofte

n no

t ide

ntifi

ed, a

nd th

e ed

ucat

iona

l im

plic

atio

ns o

f the

ir he

arin

g di

sabi

lity

are

unre

aliz

ed.

This

occu

rs in

spite

of t

he fa

ct th

at o

n an

y gi

ven

day,

one

-fou

rth to

one

third

of n

orm

ally

ach

ievi

ng

kind

erga

rten

and

first

-gra

de c

hild

ren

are

not h

earin

g cl

early

eno

ugh

to p

erce

ive

the

wor

dœso

und

disc

rimin

atio

ns n

eces

sary

for

acad

emic

succ

ess (

Flex

er, R

icha

rds,

Bui

e, &

Bra

ndy,

199

4).

Bec

ause

chi

ldre

n w

ith sp

ecia

l lea

rnin

g pr

oble

ms

have

bee

n sh

own

to

have

a h

ighe

r inc

iden

ce o

f hea

ring

loss

than

typi

cal l

earn

ers (

Flex

er e

t al.,

199

0), s

peci

al e

duca

tors

shou

ld b

e pa

rticu

larly

aw

are

of th

is sig

nific

ant i

ssue

.

Chi

ldre

n w

ith le

arni

ng d

isabi

litie

s are

furth

er a

t ris

k be

caus

e th

ey h

ave

been

sho

wn

to h

ave

a hi

gher

inci

denc

e of

atte

ntio

n pr

oble

ms,

an a

spec

t of a

udito

ry p

erce

ptio

n, th

an ty

pica

l lea

rner

s (B

lake

, Fie

ld, F

oste

r, Pl

att,

& W

ertz

, 199

1).

Aud

itory

atte

ntio

n is

a pr

ereq

uisit

e fo

r lea

rnin

g. A

udito

ry a

ttent

ion

prob

lem

s, co

uple

d w

ith a

dec

reas

e in

hea

ring,

sig

nific

antly

redu

ce a

stu

dent

‘s le

arni

ng c

apac

ity.21

Det

erm

inat

ions

mus

t be

mad

e on

the

stud

ent‘s

abi

lity,

as c

ompa

red

to h

is or

her

hea

ring

peer

s. S

ome

ques

tions

to c

onsi

der:

Wha

t doe

s thi

s stu

dent

requ

ire in

ord

er to

com

mun

icat

e?

Wha

t is t

he st

uden

t‘s p

rofic

ienc

y in

ora

l lan

guag

e, a

nd w

ritte

n la

ngua

ge?

Wha

t is t

he st

uden

t‘s a

bilit

y in

man

ual c

omm

unic

atio

n?

Wha

t is t

he st

uden

t‘s a

cade

mic

abi

lity?

And

doe

s the

stud

ent h

ave

the

capa

bilit

y to

com

pete

with

hea

ring

peer

s?

Wha

t oth

er n

eeds

doe

s thi

s stu

dent

hav

e th

at w

ill a

ffect

soci

aliz

atio

n, a

cade

mic

s, an

d em

otio

nal d

evel

opm

ent?

C

an th

e st

uden

t effe

ctiv

ely

com

mun

icat

e w

ith th

e te

ache

r? W

ith th

e st

aff?

22

21 P

akul

ski,

L., &

Kad

erve

k, J.

(200

2). C

hild

ren

with

min

imal

hea

ring

loss

: Int

erve

ntio

ns in

the

clas

sroo

m. I

nter

vent

ion

in S

choo

l and

Clin

ic, 3

8(2)

. 22

Fie

dler

, B. (

2001

). C

onsi

derin

g pl

acem

ent a

nd e

duca

tiona

l app

roac

hes f

or st

uden

ts w

ho a

re d

eaf a

nd h

ard

of h

earin

g. T

EAC

HIN

G E

xcep

tiona

l Chi

ldre

n,

34(2

).

30

•

Env

iron

men

tal M

odifi

catio

nso R

educ

e or

elim

inat

e ba

ckgr

ound

noi

se

o A

ddin

g ac

oust

ical

trea

tmen

ts to

redu

ce re

verb

erat

ion

o U

se S

igna

l-to-

noise

ratio

-enh

anci

ng d

evic

es su

ch a

s a so

und

field

or F

M s

yste

m

! A

ssist

ive

liste

ning

dev

ices

/Spe

ech

enha

ncin

g de

vice

s!

Do

NO

T ta

lk o

ver t

he n

oise

, thi

s dim

inis

hes

inte

lligi

bilit

y•

E

nvir

onm

enta

l Mod

ifica

tions

(equ

ipm

ent,

furn

iture

)o C

heck

ven

tilat

ion

syst

em fo

r exc

essi

ve n

oise

o A

dd c

arpe

t to

the

floor

or c

over

ing

botto

m o

f cha

ir le

gs w

ith ru

bber

cap

s (te

nnis

balls

) to

redu

ce so

und

reve

rber

atio

no In

stal

ling

smal

l fib

ergl

ass p

anel

s at v

ario

us w

all l

ocat

ions

to b

reak

up

soun

d re

flect

ions

(em

pty

egg

carto

ns c

an se

rve

asa

subs

titut

e)o A

dd (o

r clo

se) w

indo

w sh

ades

or c

urta

ins t

o re

duce

reve

rber

atio

n be

caus

e w

indo

ws a

re h

ighl

y no

ise re

flect

ive

! H

ang

mob

iles o

r oth

er o

r oth

er a

rtwor

k fro

m c

eilin

g to

effe

ctiv

ely

low

er th

e ce

iling

; red

uces

noi

se23

•

Pref

eren

tial s

eatin

g, b

est t

o ac

com

mod

ate

the

indi

vidu

alo P

lace

stud

ent a

few

row

s bac

k fro

m th

e ce

nter

of t

he ro

om.

This

allo

ws

for t

he st

uden

t to

view

the

entir

e ro

om, a

nd if

nece

ssar

y, li

p re

adin

g w

ill b

e ea

sed

! A

seat

ing

arra

ngem

ent i

n th

e sh

ape

of a

U o

r V o

r hal

f circ

le w

ould

be

bene

ficia

l; al

low

s stu

dent

to se

e te

ache

ran

d pe

ers

! Pl

ace

stud

ent a

way

from

sour

ces o

f noi

se, i

.e. c

ompu

ters

, pen

cil s

harp

ener

s, do

orw

ay to

hal

l, ve

ntila

tion

syst

em23

23 A

lber

ta D

epar

tmen

t of E

duca

tion

(199

5). T

each

ing

stude

nts w

ho a

re d

eaf o

r har

d of

hea

ring:

Pro

gram

min

g fo

r stu

dent

s with

spec

ial n

eeds

31

Hearing Impaired Classroom Environmental Modifications

Hearing Impaired Instructional Strategies

•

Gai

n st

uden

t‘s a

tten

tion

whe

n sp

eaki

ng d

irec

tly to

that

stud

ent o

r co

veri

ng m

ater

ial r

elev

ant t

o th

at st

uden

t•

Pr

ovid

e m

ater

ials

in w

ritin

g w

hen

poss

ible

, par

ticul

arly

for

pres

tudy

ing

new

info

rmat

ion

•

Rev

iew

con

cept

s and

voc

abul

ary

indi

vidu

ally

in o

rder

for

stud

ent t

o ga

in e

xper

tise

•

Tea

cher

s sho

uld

be su

re to

hav

e th

e lig

ht in

fron

t ver

sus b

ehin

d th

em (a

s whe

n st

andi

ng in

fron

t of a

win

dow

)21

•

Han

dle

com

mun

icat

ion

brea

kdow

nso E

ncou

rage

stud

ents

to in

form

cla

ssm

ates

abo

ut h

earin

g lo

ss a

nd re

late

d pr

oble

ms21

•

Han

dle

com

mun

icat

ion

brea

kdow

ns (c

ont.)

o P

rovi

de a

com

forta

ble

atm

osph

ere

to e

ncou

rage

stud

ents

to p

rovi

de fe

edba

ck o

n co

mm

unic

atio

n br

eakd

owns

tofa

cilit

ate

hear

ing

o A

ssist

stud

ents

in lo

catin

g a

seat

that

allo

ws

max

imum

cue

s (vi

sual

aud

itory

, etc

) and

dec

reas

es th

e ch

ance

s of —

hidi

ng“

or d

istra

ctio

no E

ncou

rage

stud

ents

to re

ques

t nec

essa

ry to

ols o

r em

ploy

stra

tegi

es (w

ritin

g, v

isual

cue

s, et

c.)21

•

Tea

cher

com

mun

icat

ion

o T

alk

dist

inct

ly, s

peak

in n

atur

al v

oice

o U

se a

slig

htly

slow

er ra

te o

f spe

ech

and

paus

e be

twee

n id

eas

o F

ace

the

stud

ents

o B

e an

imat

e. U

se g

estu

res a

nd fa

cial

exp

ress

ions

.o B

e liv

ely.

Em

phas

ize

impo

rtant

poi

nts;

use

infle

ctio

nso K

eep

sent

ence

s sho

rt an

d re

late

bac

k to

the

mai

n id

ea

o P

rovi

de a

s m

any

visu

al su

ppor

ts a

s pos

sible

o R

ephr

ase

rath

er th

an re

peat

21

•

Post

sche

dule

and

stic

k to

it.

Hav

e an

est

ablis

hed

rout

ine

•

Inst

ruct

ion

Aid

so T

elev

isio

ns, b

ulle

tin b

oard

s, co

mpu

ters

, and

ove

rhea

d pr

ojec

tors

o S

ign,

fing

er sp

ellin

go P

ictu

res,

illus

tratio

ns, a

rtifa

cts,

slide

s, co

mpu

ter g

raph

ics,

and

film

s with

cap

tions

•

Vis

ual A

ids

o L

arge

r pic

ture

s for

you

nger

chi

ldre

no E

asily

reco

gniz

able

o V

arie

d ai

ds…

pict

ures

, com

pute

r gra

phic

s, co

mbi

ned

pict

ures

and

wor

dso R

ules

cha

rt w

ith v

isual

aid

s, cl

ip a

rt, e

tc.

32

Hearing Impaired Instructional Strategies

•

Tra

nsiti

on T

ime

Car

ds/D

aily

Sch

edul

eo A

ssist

s stu

dent

with

sche

dule

o S

erve

s as a

n in

trodu

ctio

n to

gra

phic

org

aniz

atio

n•

Pr

ovid

e st

uden

t a p

ictu

re d

ictio

nary

o H

elps

with

und

erst

andi

ng w

ord

mea

ning

s•

O

ral D

irec

tions

o U

se s

hort

sent

ence

s, an

d pr

ovid

e th

em se

quen

tially

o E

nsur

e th

e st

uden

t is a

war

e of

a c

hang

e in

topi

c or

spea

ker

o V

erify

stud

ent c

ompr

ehen

ds in

stru

ctio

ns, a

sk q

uest

ions

to st

uden

to R

eque

st c

hora

l res

pons

e fro

m c

lass

, thi

s will

enc

oura

ge re

spon

se fr

om st

uden

t, in

still

ing

clas

s par

ticip

atio

n, c

lass

co

hesio

n o O

ral p

rese

ntat

ion

shou

ld b

e re

info

rced

thro

ugh

repe

titio

n an

d vi

sual

repr

esen

tatio

n23

•

Bud

dy S

yste

mo A

llow

s opp

ortu

nity

for s

tude

nt to

be

assi

sted

with

out t

he a

id o

f an

adul

t; es

tabl

ishe

s bo

nd w

ith p

eers

o P

rom

otes

inde

pend

ence

s and

bui

lds s

elf-

este

emo R

otat

e bu

ddie

s; th

is en

sure

s tha

t no

one

stud

ent i

s res

pons

ible

for a

n ex

tend

ed p

erio

d of

tim

e 23

•

Dai

ly P

lann

ero C

omm

unic

ate

betw

een

hom

e an

d sc

hool

o W

ork

assig

nmen

tso K

eep

pare

nts u

p-to

-dat

e on

pro

gres

s at s

choo

l, an

d vi

ce v

ersa

33

Vis

ual D

isor

ders

Sp

eech

and

lang

uage

diso

rder

s ref

er to

pro

blem

s in

com

mun

icat

ion

and

rela

ted

area

s suc

h as

ora

l mot

or fu

nctio

n. T

hese

del

ays a

nd

diso

rder

s ran

ge fr

om s

impl

e so

und

subs

titut

ions

to th

e in

abili

ty to

und

erst

and

or u

se la

ngua

ge o

r use

the

oral

-mot

or m

echa

nism

for

func

tiona

l spe

ech

and

feed

ing.

Som

e ca

uses

of s

peec

h an

d la

ngua

ge d

isord

ers i

nclu

de h

earin

g lo

ss, n

euro

logi

cal d

isord

ers,

brai

n in

jury

, men

tal r

etar

datio

n, d

rug

abus

e, p

hysi

cal i

mpa

irmen

ts, s

uch

as c

left

lip o

r pal

ate,

and

voc

al a

buse

or m

isus

e. F

requ

ently

, ho

wev

er, t

he c

ause

is u

nkno

wn.

Mor

e th

an o

ne m

illio

n of

the

stud

ents

serv

ed in

the

publ

ic s

choo

ls‘ sp

ecia

l edu

catio

n pr

ogra

m in

the

1999

-200

0 sc

hool

yea

r wer

e ca

tego

rized

as h

avin

g a

spee

ch o

r lan

guag

e im

pairm

ent.

Thi

s est

imat

e do

es n

ot in

clud

e ch

ildre

n w

ho h

ave

spee

ch a

nd la

ngua

ge

seco

ndar

y to

oth

er c

ondi

tions

such

as d

eafn

ess.

It is

est

imat

ed th

at c

omm

unic

atio

n di

sord

ers (

incl

udin

g sp

eech

, lan

guag

e, a

nd h

earin

g di

sord

ers)

affe

ct o

ne o

ut o

f eve

ry 1

0 pe

ople

in th

e U

nite

d St

ates

.

Spee

ch d

isord

ers r

efer

to d

iffic

ultie

s pro

duci

ng sp

eech

soun

ds o

r pro

blem

s with

voi

ce q

ualit

y. T

hey

mig

ht b

e ch

arac

teriz

ed b

y an

in

terr

uptio

n in

the

flow

or r

hyth

m o

f spe

ech,

such

as s

tutte

ring,

whi

ch is

cal

led

dysf

luen

cy.

Spee

ch d

isord

ers

may

be

prob

lem

s with

th

e w

ay so

unds

are

form

ed, c

alle

d ar

ticul

atio

n or

pho

nolo

gica

l diso

rder

s, or

they

may

be

diff

icul

ties

with

the

pitc

h, v

olum

e, o

r qua

lity

of th

e vo

ice.

A la

ngua

ge d

isord

er is

impa

irmen

t in

the

abili

ty to

und

erst

and

and/

or u

se w

ords

in c

onte

xt, b

oth

verb

ally

or n

onve

rbal

ly.

Som

e ch

arac

teris

tics o

f lan

guag

e di

sord

ers i

nclu

de im

prop

er u

se o

f wor

ds a

nd th

eir m

eani

ngs,

inab

ility

to e

xpre

ss id

eas,

inap

prop

riate

gr

amm

atic

al p

atte

rns,

redu

ced

voca

bula

ry, a

nd in

abili

ty to

follo

w d

irect

ions

.24

24 N

atio

nal I

nfor

mat

ion

Cen

ter f

or C

hild

ren

and

You

th D

isab

ilitie

s (20

02).

Spee

ch a

nd L

angu

age

Dis

orde

rs.

34

•

Pref

eren

tial s

eatin

g o M

ake

sure

the

stud

ent i

s fa

cing

you

o S

eat t

he st

uden

t whe

re h

e or

she

can

get m

axim

um in

form

atio

no D

epen

ding

on

the

stud

ents

visu

al im

pairm

ent,

seat

the

stud

ent t

o th

e le

ft or

righ

t, if

the

stud

ent h

as a

mor

e do

min

ant

visu

al a

cuity

in o

ne e

ye25

•

Safe

ty

o K

eep

clas

sroo

m a

nd h

allw

ays c

lutte

r fre

eo E

nsur

e th

e st

uden

t is

mad

e aw

are

of a

ny fu

rnitu

re th

at h

as b

een

mov

ed o

r add

edo H

ighl

ight

the

edge

s of s

tairw

ays o

r cor

ners

with

brig

htly

col

ored

duc

t tap

eo C

lose

or f

ully

ope

n do

ors o

r cab

inet

so A

ssig

n a

budd

y or

par

tner

on

field

trip

s or i

n un

fam

iliar

are

aso A

sk th

e st

uden

t‘s p

erm

issio

n be

fore

pro

vidi

ng p

hysi

cal a

ssist

ance

25

•

Prov

ide

stud

ent a

tilt-

top

desk

or

book

stan

d to

hol

d m

ater

ials

for

easi

er r

eadi

ng•

D

esk

heig

ht

o E

nsur

e th

e de

sk is

the

prop

er h

eigh

t if t

he st

uden

t req

uire

s a B

raill

e w

riter

•

Lig

htin

g o N

atur

al li

ght,

artif

icia

l lig

htin

g, su

bdue

d lig

htin

g, o

r a d

irect

sour

ce o

f lig

ht–

chec

k w

ith a

n ed

ucat

ion

cons

ulta

nt o

nw

hich

is m

ore

appr

opria

te fo

r the

situ

atio

n 25

•

Con

tras

to

Incr

ease

con

trast

bet

wee

n ob

ject

and

bac

kgro

und–

blac

k an

d w

hite

; bla

ck a

nd y

ello

w a

fford

the

best

con

trast

25 A

lber

ta D

epar

tmen

t of E

duca

tion

(199

6). T

each

ing

stude

nts w

ith v

isua

l im

pairm

ents

: Pro

gram

min

g fo

r spe

cial

nee

ds.

35

Visual Disorders Classroom Environmental Modifications

Visual Disorders Instructional Strategies

•

Intr

oduc

tion

of st

uden

t o In

trodu

ce a

s you

wou

ld a

ny o

ther

stud

ent

o E

ncou

rage

stud

ent t

o an

swer

que

stio

ns c

once

rnin

g th

e vi

sual

con

ditio

n; it

may

be

nece

ssar

y to

teac

h th

e st

uden

t how

tode

scrib

e th

e co

nditi

on•

V

erba

l and

Non

verb

al F

eedb

ack

o V

erba

l pra

ise a

nd d

isapp

rova

l or u

se g

estu

res

•

Fair

and

Bal

ance

d T

reat

men

to E

nsur

e th

e st

uden

t is t

reat

ed in

the

sam

e m

anne

r as p

eers

•

Prov

ide

audi

o ve

rsio

n of

mat

eria

l; bo

oks o

n ta

pe, o

r ha

ve a

n as

sist

ant,

volu

ntee

r, o

r an

othe

r st

uden

t rea

d to

the

stud

ent

•

Use

a v

ideo

tape

or

mov

ie th

at p

rese

nts t

he sa

me

mat

eria

l•

U

se a

ssis

tive

tech

nolo

gy th

at tr

ansf

er p

rint

ed w

ords

to sp

eech

•

Lea

rnin

g bu

ddy

o R

eads

to th

e st

uden

to A

ssist

s the

stud

ent w

hen

need

edo B

uild

s cam

arad

erie

•

Vis

ual a

ccom

mod

atio

nso B

ooks

on

tape

or l

arge

r prin

t tex

to B

ooks

or o

ther

text

book

mat

eria

l in

Bra

ille

o C

opie

s of c

lass

han

dout

s and

mat

eria

ls in

em

boss

ed p

rint

o O

ptic

al e

nhan

cer,

mag

nifie

r, ta

pe re

cord

er, s

tylu

s and

sla

te, a

nd b

raill

ewrit

ero P

rovi

de o

ral a

nd v

isual

clu

es•

L

esso

n ac

com

mod

atio

n o S

tude

nt ta

pe re

cord

s les

son,

to b

e re

view

ed a

fter i

nstru

ctio

n•

T

alk

whi

le y

ou T

each

o M

ake

an a

ttem

pt to

des

crib

e ex

actly

wha

t you

are

doi

ng

o B

e su

re to

des

crib

e no

nver

bal m

essa

ges a

nd in

trodu

ce b

egin

ning

s•

Sp

eak

natu

rally

•

Han

ds o

n ac

tiviti

eso E

ncou

rage

the

stud

ent t

o lo

ok a

t and

touc

h ob

ject

s in

orde

r to

iden

tify

and

expl

ore

o D

ecre

ase

view

ing

dist

ance

bet

wee

n th

e ob

ject

and

the

stud

ent

•

Cho

se te

rmin

olog

y ca

refu

lly

o A

void

usi

ng te

rms s

uch

as —

here

“ or

—th

ere“

whe

n de

scrib

ing

the

loca

tion

of a

n ob

ject

or a

ctiv

ity

36

•

Pre-

teac

h o P

re-te

ach

voca

bula

ry a

nd k

ey c

once

pts w

hich

rela

te to

the

curr

icul

um th

roug

h ve

rbal

com

mun

icat

ion

and

conc

rete

expe

rienc

es--

this

does

not

hav

e to

be

a te

ache

r; pe

er tu

tor,

volu

ntee

r, pa

rent

•

Use

mul

ti-se

nsor

y ap

proa

ch

o U

se re

al o

bjec

ts to

sym

boliz

e so

unds

•

Mod

ify th

e am

ount

of r

eadi

ng

o P

rovi

de a

udio

cass

ette

tape

s of b

ooks

•

Lin

e m

arke

rs to

trac

k re

adin

g or

loca

ting

the

plac

e in

text

o U

se ty

po sc

ope

or te

mpl

ate

over

text

to lo

cate

nex

t lin

e•

E

ncou

rage

the

stud

ent t

o hi

ghlig

ht im

port

ant i

nfor

mat

ion

in th

e te

xt•

A

llow

bre

aks f

rom

vis

ual a

ctiv

ity25

•

Size

of p

rint

o A

llow

stud

ent t

o w

rite

in th

e siz

e th

at a

llow

s hi

m o

r her

to e

asily

read

thei

r han

dwrit

ing

o L

egib

ility

, rat

her t

han

spee

d or

styl

eo H

ave

the

stud

ent u

se fe

lt pe

ns, p

rimar

y pe

ncils

, or r

aise

d an

d bo

ld li

ned

pape

ro U

se c

ompu

ter t

o w

rite

pape

rs•

U

se la

rge

prin

t, m

agni

ficat

ion,

or

Nem

eth

code

(a m

athe

mat

ical

and

scie

ntifi

c no

tatio

n us

ed in

Bra

ille)

•

Spee

d o S

horte

n as

sign

men

t to

impr

ove

spee

d•

M

ake

Bra

ille

or la

rge

prin

t fla

sh c

ards

•

Vis

ual,

audi

tory

, and

tact

ical

app

roac

hes s

houl

d be

use

d•

T

estin

g ac

com

mod

atio

nso A

llow

for a

dditi

onal

tim

e fo

r com

plet

ion

of te

sts a

nd a

ssig

nmen

tso A

llow

the

stud

ent t

o co

mpl

ete

test

s in

mor

e th

an o

ne s

ittin

go R

educ

e th

e nu

mbe

r of q

uest

ions

o P

rovi

de a

scrib

eo G

ive

the

exam

inat

ion

oral

ly25

37

Visual Disorders Instructional Accommodations

Teaching Students with Exceptionalities

Documents

Transcript of Teaching Students with Exceptionalities