Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN:...

Teaching Students with Special Needs in General Education Classrooms, 8e

Lewis/DoorlagISBN: 0136101240

© 2011 Pearson Education, Inc.All rights reserved.

CHAPTER TENTEACHING STUDENTS WITH

LEARNING DISABILITIES AND ATTENTION DEFICIT

HYPERACTIVITY DISORDER

Teaching Students iwith Special Needs in General Education Classrooms, 8eLewis/DoorlagISBN #0136101240

© 2011 Pearson Education, Inc.All rights reserved.2

STUDENTS WITH LEARNING DISABILITIES

Students with learning disabilities make up about 4.2% of the school-aged population.

Learning disabilities are the most common disability.

Four times as many boys are identified as having learning disabilities as girls.



Students With Learning Disabilities (cont’d)

Reading is one of the academic areas in which students with learning disabilities experience difficulty most frequently. Other common problem areas are math, spelling, handwriting, and written expression.

Current findings in brain research suggests that reading disabilities have a neurological basis.



Students With Learning Disabilities (cont’d)

Among the most typical behavioral characteristics of students with learning disabilities are hyperactivity, impulsivity, and disorders of attention.



INDICATORS OF LEARNING DISABILITIES

For students with learning disabilities, the general education teacher is a vital member of the inclusion team. Classroom teachers are usually the first to notice signs of learning disabilities and refer students for special education assessment.



Indicators of Learning Disabilities (cont’d)

Two major indicators of learning disabilities: Students appear capable but experience

extreme difficulties in some area(s) of learning (discrepancy between expected and actual achievement).

Variation in performance (discrepancy among different areas of achievement)



ASSESSMENT PROCEDURES

In the assessment of learning disabilities, information is collected about the student’s current intellectual functioning, academic achievement, and performance in areas related to the disability: information processing and strategies for learning.



Assessment Procedures (cont’d)

Most states require students to achieve an IQ score in the low average range or above to qualify for special education services for learning disabilities. This criterion is based on the assumption that students with learning disabilities show a discrepancy between average intellectual performance and poor academic skills.




This discrepancy notion (see previous slide) has been challenged in the past few years. Recommended instead is the use of failure to learn as the defining characteristic of learning disabilities.

In the RTI model, learning disabilities would be indicated if students failed to progress when provided with instructional programs judged effective.




It is important to note that the current federal law, IDEA 2004, specifically states that schools are not required to document a discrepancy. Instead, schools “may use a process that determines if the child responds to a scientific, research-based intervention” (PL 108-446, Section 614 (b) (6)(B)).



edf302sf10.pptTeaching Special Students in General Education Classrooms 7th edition

Rena B. Lewis and Donald DoorlagPearson Education, Inc.

Assessments for Identification

• Norm Referenced Assessments– Intellectual functioning (WISC-4, WJPTB)– Academic achievement (Big 8 areas) (KTEA, WJPTB,

PIAT, WRMT-R, KeyMath)

• Classroom Performance - Reading Levels – Oral reading sample (95% cwpm & 75%

comprehension – see p. 191)– Cloze procedure (44-57% correct - see

p.191)– Informal reading inventories (e.g., Silvaroli)– Readability measures (see p. 192 - Fry)





Fry Readability Graph



Six is a bad time too. That’s when some real scary things start to happen to your body. Around then your teeth start coming a-loose in your mouth. You wake up one morning and it seems like your tongue is the first one to notice that something strange is going on. As soon as you get up, there it is pushing and rubbing up against one of your front teeth. I’ll be doggoned if that tooth isn’t the littlest wiggly. At first you think it’s kind of funny. But, the tooth keeps getting looser and looser. One day, in the / middle of pushing the tooth back and forth and squinching your eyes shut, you pull it clean out. It’s the scariest thing you can think of.

Fry example



SPECIAL SERVICES Most students with learning disabilities

are in general education classrooms for the majority of the school day and receive part-time special education services in areas of need. For example, in fall 2004, approximately 87% of the students identified as having learning disabilities in the United States were served in regular classrooms.



CLASSROOM ADAPTATIONS

Two approaches are available for the instruction of students with learning disabilities: Remediation Compensation





Evidence-Based Interventions

• When Teaching Basic Skills (p. 214)– Use Prompts

When a student does not demonstrate competence, the teacher considers that the knowledge or skill is not mastered and a prompt is needed to get the correct response.

Visual, auditory, and physical prompts – followed by reinforcement increases the likelihood that the knowledge/skill is mastered.



Evidence-Based Practices (EBP)School Psychology Review (2001), 30(1)





EBPs for Promoting Reading - Basic Skills

• Phonological awareness– Words make sentences– Syllables make words– Phonemes make syllables(see p. 194)

• Phonics(p. 194-8 has great suggestions; please read)





Promoting Reading - Comprehension

and Fluency

• Advanced organizers • Repeated readings• “Read Naturally” - builds

fluency. Get ‘white paper’

at www.readnaturally.com

• See also next slide.





Promoting Reading – Comprehension and Fluency

Repeated readingsAUTHOR: Therrien, William J.

TITLE: Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis

SOURCE: Remedial and Special Education 25 no4 252-61 Jl/Ag 2004

WILLIAM J. THERRIEN

ABSTRACTRepeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. Essential instructional components of repeated reading varied as a function of the type of repeated reading (i.e., whether effectiveness was evaluated reading the same passage or different passages). Implications for future research are also presented.



TEACHING BASIC SKILLS

Reading Handwriting, Spelling, and Written

Expression Math



MODIFYING CONTENT-AREA INSTRUCTION

Reading assignments Reduce the amount of reading

required Substitute materials written on a

lower reading level Present the information through other

medium



Modifying Content-Area Instruction (cont’d)

Written assignments and exams Reduce the length of the written ask

or extend the time limits Allow use of word processor Provide dictionary or list of commonly

misspelled words Consider dictionary designed for poor

spellers




Written assignments and exams (cont’d) Permit use of word processor with

spellchecker Design assignments and exams so that

writing requirements are minimized Use of audio recorder and transcription Other mediums: telling answers to peer

tutors or volunteers, give oral responses to teacher




Math Skills Use of aids

Facts tables Calculators *



ADAPTING INSTRUCTION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY

DISORDERS

The major approach to adapting instruction for students with ADHD is to increase the structure of the classroom learning environment.

In addition, the teacher attempts to decrease the sources of distraction within the classroom, and, at the same time, make learning materials and activities more powerful so they will attract and sustain students’ attention.

See list of specific suggestions on pages 207-208 of the course text.



FAMOUS PEOPLE BELIEVED TO HAVE LEARNING

DISABILITIES

In history: Winston Churchill Thomas Edison Albert Einstein Nelson Rockefeller Leonardo da Vinci Woodrow Wilson

Today: Tom Cruise Jay Leno Whoopi Goldberg



THINGS TO REMEMBER The most common area in which adaptations are

made for general education students with learning disabilities is academic instruction; these students may require assistance in acquiring basic skills and/or learning content-area information.

Major indicators of learning disabilities are a

discrepancy between expected and actual achievement, variation in performance, and difficulty learning despite adequate instruction.



THINGS TO REMEMBER (cont’d)

In assessment of learning disabilities, information is gathered about intellectual performance, academic achievement, information processing abilities, and strategies for learning; the general education teacher assists by collecting classroom performance data.




Two approaches to the instruction of students with learning disabilities are remediation and compensation. The goal of remediation is the improvement of weaknesses; compensation strategies, on the other hand, bypass or make up for weaknesses by sing the strengths of the student.

Remediation is used to teach younger students the basic skills of reading, handwriting, spelling, written expression, and math.




In basic skills instruction, three adaptations are recommended: prompts, extra instruction, and additional guided practice.

With older students, compensatory strategies are used to bypass basic skill deficiencies in order to teach content-area subjects.

In content-area instruction, reading assessments, written work and exams, and math demands are modified by changing task criteria and characteristics.




The most common compensatory strategy is the substitution of oral language tasks for reading and writing tasks.

Inattention, distractibility, impulsiveness, and hyperactivity are indicators of ADHD.

Instruction is modified for students with ADHD by increasing the structure of the learning environment and by eliminating distractions that compete with academic tasks for students’ attention.





ADHD Characteristics (APA,

2004) - DSM 4-R [Fig. 9-7]

• Before age 7• Persist 6 months• Present in more than one

environment• Inattention• HyperactivityNote 3 types• Impulsivity





Adapting Instruction for Students with ADHD

• Provide the least distracting location• Surround with good role models• Avoid unnecessary schedule changes• Maintain eye contact• Combine visual, tactile with verbal instructions• Make lists • Break assignments in smaller chucks• Record homework assignments• Alternate sitting with standing (allow movement)• Allow time to demonstrate strengths





OYO - More Adapting Instruction for Students with ADHD

• Get student started on seatwork• Make frequent contact with student• Suggest that classmates share notes• Use multiple choice or oral tests• Give regular feedback and praise• Pay attention to the physical environment of the

classroom• Seat students away from noise• Place desks away from each other• Provide 2 desks for students with ADHD





Addressing the Needs of Students with ADHD

• Time permitting, Show Max video.

Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN:...

Documents

Transcript of Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN:...