THE IDEAL CL ASSROOM

C O U R S E F I N A L R E F L E C T I O NG R E I N E R , S T E P H E N

E D 2 3 0 – I V Y T E C H C O M M U N I T Y C O L L E G E - I N D I A N A P O L I S

NOT AN OBLIGATION

A fantastic teacher views serving the exceptional student and their family as an opportunity…

T H E I D E A L E N V I R O N M E N TF O R L E A R N E R S TO L E A R N

LEAST RESTRICTIVE ENVIRONMENT• All learners with exceptionalities are given opportunities to excel with minimal removal from their

classroom community and classmates (LRE)– The student’s life should be as normal as possible

– The opportunity to reach full potential is most successful if the student feels secure

– I view this environment as the “most enabling environment” (Hallahan, Kauffman, Pullen, 2015).

– This environment is dependent on the severity of the disability (such LREs could be inclusive classrooms or even homebound services)

• Out-of-classroom services can be a valuable resource to the child and to the teacher in special cases. Even the most flexible of teachers can find the demands of specialized instruction, in conjunction with curriculum achievement tests, syllabi, behavior management, and grade-level expectations, overwhelming.

– I know when I cannot fulfill the child’s needs and when they will benefit from the services of a specialized resource teacher (Mather, Goldstein, 2008).

C L A S S R O O M A P P E A R A N C E P H YS I C A L Q U A L I T I E S O F A N E X C E P T I O N A L L E A R N I N G E N V I R O N M E N T

CLASSROOM DESIGN - WALLS• The classroom imagery is purposeful and

pertinent.– Decorations, such as posters, provide opportunity for more

passive absorption of information. When students are paying attention to you, they learn from you (Catapano, 2016).

• A portion of the room is designated for displaying student work.

– This promotes ownership and pride (Catapano, 2016).

• Build a sense of community.– Because the class shares the walls, utilize them for

mutual understanding, such as a board dedicated to the current novel, or a question board where students can post a question (Catapano, 2016).

CLASSROOM DESIGN -DESKS

• Desks or tables are grouped together for peer argumentation and collaboration.

– Provide student-driven and collaborate work to build understanding and reasoning (Norton-Meier, Hand, Hockenberry, Wise, 2008)

– Students work together in heterogenous small groups to solve problems and practice responses (Hallahan, Kauffman, Pullen, 2015)

• Students with behavior problems or learning disabilities may benefit from row seating.

– Disruptions are three times greater when these students are in permanent, cluster seating (Mather, Goldstein, 2008)

CLASSROOM DESIGN - DESKS• Place students in purposeful groups based on needs or abilities.

– I am mindful of the proximity of students with hearing or visual needs, etc. (Hallahan, Kauffman, Pullen, 2015)

– I am careful about the peer partnerships I establish based on abilities (Norton-Meier, Hand, Hockenberry, Wise, 2008)

• The placement of the teacher’s desk in relation to the students desk is ideal.– I am able to monitor the classroom from one location, and easily check in with students during a lesson.

CLASSROOM DESIGN - LIGHTING

• “The fluorescent lighting used in most classrooms can lead to a host of difficulties for children (and adults), including migraines. By diffusing these harsh lights, and introducing more natural lighting into the classroom, we’re working with the body’s natural circadian rhythms to indicate to the brain that it’s time to be awake and alert.” Susan Gingras Fitzel, M.ED.,CSP.

E X C E P T I O N A L I T I E SR E P R E S E N T E D

T H R E E G E N E R A L E X C E P T I O N A L I T I E S P R E S E N T I N T H E C L A S S R O O M

EXAMPLES OF EXCEPTIONALITIES WITHIN MY CLASSROOM

1. Dyslexia

2. Attention Deficit Hyperactivity Disorder (ADHD)

3. Multicultural Learner (Primary language other than English)

DYSLEXIA

WHAT IS DYSLEXIA?

• The International Dyslexia Institute defines developmental dyslexia as difficulty in processing the orthography (the written form) and phonology (the sound structure) of language.

• Dyslexia is neurological in origin (Hallahan, Kauffman, Pullen, 2015)

• The human brain uses the Anterior system for reading and deciphering text. The three activated parts are the Brocas, Parieto-Temporal, and Occipito-Temporal.

– In individuals with dyslexia, the two Temporals are underdeveloped

– The Brocas are overactivated in dyslexic persons (Hallahan, Kauffman, Pullen, 2015)

THE DYSLEXIC BRAIN

• Dyslexic readers are NOT using phonetic awareness, but relying on memory

• These individuals overcompensate by activating other parts of their brain

– Use mental imagery to make connections

– This can be faulted because some words, like “the” and “that” do not associate with a concrete object.

I N SH O RT …

…the left side of the brain is not functioning normally, so the right side is compensating

ADHD

WHAT IS ADHD?

• ADHD (Attention-deficit Hyperactivity Disorder) is a triad of symptoms composed of hyperactivity, inattention, and/or impulsivity, and these cause functional impairment in a child’s social, educational and relational roles. The patterns of these symptoms have many variations (Flick, 2010).

• A chronic condition, ADHD is the most researched and commonly diagnosed psychiatric disorder of children (Flick, 2010).

• There is strong evidence that ADHD has a biological basis. There is a 25-35% chance that if one member of a family has ADHD, others have it as well (Flick, 2010).

CHARACTERISTICS OF ADHD– Innattention

• Difficulty focusing on relevant stimuli

– Impulsivity• The general lack of self control (they often act before they

think).

– Hyperactivity• Children appear to be ‘driven,’ seemingly bored easily with

activities and needing new stimulation.

– Inconsistency• The child can be described as having good days and bad

days.

CHARACTERISTICS OF ADHD• Specifically, a parent may wish to know:

– When does the problem occur?

– Which class? Which teacher? Which subject?

– How long can my child attend?

– How does the teacher communicate or organize lessons? (Flick, 2010)

• As a teacher, I must remember:

– Symptoms may not always be present outside of school.

– Symptoms may be inconsistent.

MULTICULTURAL LEARNER

WHAT IS A MULTICULTURAL LEARNER?• A learner who comes from a culture that has different values and typical behavior, a different

language or dialect, uses different nonverbal communication, and/or may have different worldviews or general perspectives.

– For example, patterns of eye contact, physical contact, language usage and the ways these students respond to people may be mistaken for an educational exceptionality.

• These students may face an unfair challenge on standardized tests, as these tests may present a cultural bias. The child’s intelligence may not be truly demonstrated.

– Curriculum-based measurement (CBM) provide a clearer look into the child’s understanding on content (Hallahan, Kauffman, Pullen, 2010).

WHAT IS A MULTICULTURAL LEARNER?• There is a significant gap in achievement

of culturally and linguisticall diverse (CLD) students in part because of their being given fewer opportunities to participate in class.

– Using a response card, like a whiteboard, has been shown to increase participation and decrease behavior issues (Hallahan, Kauffman, Pullen, 2015).

C L A S S R O O M M A N A G E M E N TT E C H N I Q U E S F O R P R O M O T I N G S T U D E N T A N D S O C I A L S K I L L S

B U I L D I N G B L O C K S O F L E A R N I N G

ATTENTION AND SELF REGULATION –B U I L D I N G B L O C K S O F L EA R N I N G

• This building block refers to the child’s ability to control impulses, pay attention, and self-regulate behavior which can affect their learning (Mather, Goldstein, 2008)

– I will help the child by acknowledging these undesirable behaviors in a positive way.

– I will model appropriate behaviors.

– I will strive to provide engaging activities that will help with their attention disability and model appropriate behaviors.

EMOTIONS-B U I L D I N G B L O C K S O F L EA R N I N G

• Understanding the child’s temperaments and moods will help the teacher avoid triggers to undesirable behavior or the student shutting down. This building block refers to conditions such as anxiety and depression, as well as poor motivation, which can hinder their learning (Mather, Goldstein, 2008).

– By getting to know the child, I can help facilitate a positive environment and healthy mental attitude.

– When the child feels more comfortable, they will persevere on tasks.

BEHAVIOR-BU ILDIN G BLO CK S O F LEAR N IN G

• This building block refers to the students compliance and social skills (Mather, Goldstein, 2008).

– I will avoid provoking negative behaviors, and intervene when peer groups are rousing this type of behavior.

– I will have a clear plan on how to deal with erruptions and defiant behavior, and will remain calm.

– I will discuss why they felt they needed to resort to the negative behavior, and take responsibility when I can.

SELF-ESTEEM-BU ILDIN G BLO CK S O F LEAR N IN G

• This building block refers to how students perceive themselves, and whether or not they perceive themselves in a positive way can affect their achievement (Mather, Goldstein, 2008).

– I will look for symptoms of low self-esteem.

– I will celebrate their achievements and commend them on their efforts.

– I will find ways to strategically set them up for success.

– I will show the positive side of mistakes and how it leads to brain growth.

HAVE CLEAR EXPECTATIONS• As a group, we will discuss the expectations for general school rules such as procedures for the

bathroom, lining up, walking in the hallway, playground rules, entering and exiting the classroom, before and after school rules, etc. We will implement school-wide values, if possible, to reinforce the larger family unit and respect for the building and others who share it. We will stick to these rules every single day.

• As a group, we will establish social expectations for the classroom. We will discuss what behaviors are acceptable and unacceptable, and give clear examples as to why. I will make sure that discussions are student driven.

• As a group, we will establish how a fun, safe, collaborative classroom operates. How are things done? What is the daily routine? What are the classroom rules? Why? What are the consequences to poor actions? What are the consequences for desirable actions?

• As a group, we will establish what the expectations of an exceptional teacher are. What character traits do the students value in their teacher?

• A formal, prominent posting of these expectations should be prepared and students should sign it.

TEACHER BEHAVIORS• I will provide well planned activities

• I will show respect to each student

• I will promote non-threatening activities

• I will set high, but reasonable expectations for each student

• I will be flexible

• I will accept individual differences

• I will exhibit positive attitudes

• I will model thinking skills

• I will acknowledge every response

• I will create experiences that will ensure success at least part of the time for every student

• I will use a wide variety of teacher modalities (Norton-Meier, Hand, Hockenberry, Wise, 2008)

CARE ABOUT THE INDIVIDUAL

• “They won’t care how much you know, until they know how much you care.”

• I will find ways to make individual connections. I will write personal notes of encouragement to correct undesirable behavior or underdeveloped student skills, or to let them know that I am proud of them. I will be careful not to praise too much for actions that are expected.

• I will check in with them on how they are feeling at school. I will ask how they are feeling outside of school.

• I will always say “hello” and “goodbye,” “please” and “thank you.” I will smile and laugh with them, even when it’s hard to.

• I will investigate the cause of undesirable behavior or underachievement before I implement a consequence.

S U P P O R T & R E S O U R C E SA S S I S TA N C E TO M E E T E X C E P T I O N A L N E E D S

RESOURCES WITHIN THE SCHOOL CORPORATION & COMMUNITY• Once a learning disability is identified, children are guaranteed a free public education specifically designed

around their individual needs. Recent federal laws specifically guarantee equal opportunity and raise the level of services to people with disabilities. The schools are assigned to design and implement an Individualized Educational Program (IEP) tailored to each child’s specific needs (National Institute of Mental Health, 2004).

• The team that designs the IEP is made up of the child’s general education teacher, school pychologist, school administrator, and representatives of the special education services that fit the needs of the child’s symptoms. The child’s parents/guardian work closely with this team, and if needed, so does the child. (Hallahan, Kauffman, Pullen, 2015).

• Each state department of education can help parents identify the requirements and the process for getting special education services for their child. By contacting the National Information Center for Children and Youth, referrals to the appropriate agencies can be given (National Institute of Mental Health, 2004).

RESOURCES WITHIN THE SCHOOL CORPORATION & COMMUNITY• Each state department of education can help parents identify the requirements and the

process for getting special education services for their child. By contacting the National Information Center for Children and Youth, referrals to the appropriate agencies can be given (National Institute of Mental Health, 2004).

• The following are great resources for parents and teachers because they give multiple perspectives, from professionals and parents alike. They give great insight to a teacher about how a particular child may be affected by certain instructional strategies, and how the family unit may be dealing with the disability.

– Indiana Department of Education: Office of Special Education Special Education of Indiana

– Family Voices Indiana Family Voice - Special Ed Help

– InSource Parents Helping Parents Special Education Parent Support

RESOURCE FORCHILDREN / FAMILIES• DII offers standardized testing to see if the child has dyslexia (and what type of dyslexia it may

be)

• Children that have severe disabilites from their dyslexia may benefit from rigorous reading, writing, and related training at the institue.

• DII offers families support for how to manage the dyslexic child’s academic goals.

• DII offers support to educators, and a certified training program in the Orton-Gillinghamlanguage training program, among others.

• Visit www.diin.org for more information.

SUPPORT FOR ENGLISH AS A SECOND LANGUAGE• Additional support, if my school system did not provide translation assistance or a bilingual

classroom option, would be to go through the ESL program offered by the school corporation. These resources are required by federal laws to be provided to private institutions as well.

– For example, Indianapolis Public Schools: http://www.myips.org/Page/36536

– For example, Washington Township Schools: http://www.msdwt.k12.in.us/enl/

F E E L I N G C O N F I D E N TA P P LY I N G M Y N E W K N O W L E D G E O F E X C E P T I O N A L L E A R N E R S

TEACHING THE STUDENT WITH DYSLEXIA• I will implement a more intensive instruction of phonics rules.

– This is scientifically proven to improve reading skills

– This helps the student create links that otherwise their brains cannot do on their own

• Instruction on phonics should include the Grapheme-Phoneme principle.– Linking the sound to the letter (Letter: Grapheme, Sound: Phoneme)

• Provide instruction that engages as many senses as possible.– Experts believe that the more senses children use in learning a skill, the more likely they are to retain it.

– An example would be to have students see, say, write and spell each new word. Having them spell in sand would engage the sense of touch (National Institute of Mental Health, 2004).

• Assess the understanding of content.– Make exceptions for spelling and grammar mistakes when they are not important to the main idea.

– Read test questions aloud or ask the student to repeat the question/instructions to ensure they understand what is being asked.

TEACHING THE STUDENT WITH DYSLEXIA• I will make accommodations when necessary to avoid overwhelming the child and causing

other damaging effects.– Allow extended time for assignments to ease the anxiety of time-frames.

– Make adjustments to the volume of work given to students who have difficulty decoding language.

– Use reader-level books to make reading easier without excluding them from class discussions.

• I will provide reading-practice skills (Sight word lists, Flow Lists, reading fluency and word recognition programs, etc).

– I will use daily methods to focus on trouble words and find ways to make connections and commit them to memory.

– I will set up systems where students can self-monitor their progress and efforts

TEACHING STUDENTS WITH ADHD• Students with ADHD function better in classroom environments when they are allowed to move,

channel activity appropriately, and talk and question actively, and are provided with novel, interesting intervention.

– I will strive for frequent, brief lessons covering small chunks of information to help these students achieve better classroom performance (Mather, Goldstein, 2008).

– I will allow for more movement or strategic placement of these students so that their movement is not distracting to other students. I will allow for brief exercises or stretching.

• Peer tutoring may not be suitable in all situations.– The ADHD child and their need for frequent reinforcement and the typical low rate of reinforcement peers give

one another can produce negative peer interactions

TEACHING STUDENTS WITH ADHD• Provide visual or auditory cues.

– Students with ADHD can be an active participant in behavior change. Cues have been found to be as effective as direct teacher monitoring (Mather, Goldstein, 2008)

• Compliance and task completion increase when directions given from the teacher are simple, and the teacher seeks feedback.

– I will require that the student repeat the instructions to increase the compliance, and ask the child independently if group instructions have been given.

TEACHING STUDENTS WITH ADHD• Focus on what you WANT to happen, and not on what you DON’T want to happen.

– When a student is exhibiting undesirable behavior, simply state what you want to see being done, not emphasizing the poor behavior (Mather, Goldstein, 2008).

• Praise the student whenever he/she displays the appropriate behavior (Flick, 2010).

• Utilize self-talk as a slow-down technique. Emphasize improvement, and accept poor writing if it is typical (Flick, 2010).

– This technique uses both sides of the brain.

• Keep parents informed and involved.– Programs that are cooperative can be very effective.

• Keep eye contact as much as possible, and ask questions.– This uses the left side of the brain and activates thinking instead of always requiring that they “pay attention” (Flick, 2010).

MY SUCCESS SECRET FOR ADHD• I will have a nonintrusive signal between

myself and that student for things such as: “Return to your work” or “I do not understand the instruction.”

• I will provide short work periods and instruction periods.

• I will issue checklists for organization.

• I will allow ADHD students to be active participants in lessons.

TEACHING IN A MULTICULTURAL CLASSROOM• I will carefully monitor for situations of

social rejection, isolation or alienation of students of diverse ethnic or cultural backgrounds.

• I will seek to educate myself on the family’s compass and culture.

• I will celebrate their cultural identity and seek to enlighten the other students on the value of being diverse.

“SALAD BOWL” ANALOGY• I must remember that the culture of my classroom, reflective of our common national culture, is

more like a “salad bowl” than a “melting pot.”– Individuals make up the ingredients of our culture, and do not just blend together. We all offer special

characteristics (Hallahan, Kauffman, Pullen, 2015).

• I will find opportunities to share the cultures represented in my classroom, which will allow for student-led discussions, finding similarities and common values/traditions, and a greater acceptance of differences.

– Having their culture group represented will give that student a greater sense of pride. This could include talking about religious holidays or milestone events (Quinceañera, Bar/Bat Mitzvah, Christmas, Chinese New Year, Diwali, etc.)

– It can also represent things that are important in their family culture (annual vacations, birthdays, siblings, hobbies, etc.)

“ E V E RY BODY I S A G E N I U S . B U T I F

YO U J U D G E A F I S H B Y I T S A B I L I T Y TO C L I M B A T R E E , I T

W I L L L I V E I T S W H O L E L I F E

B E L I E V I N G T H AT I T I S S T U P I D.”

- A . E I N S T E I N

S O U R C E S ( B O O K S )K a l l a h a n , K a u f f m a n , P u l l e n . ( 2 0 1 5 ) . T h e E x c e p t i o n a l C h i l d : A n I n t r o d u c t i o n t o S p e c i a l E d u c a t i o n . P e a r s o n P u b l i s h i n g . B o s t o n .

F l i c k , G . L . ( 2 0 1 0 ) . M a n a g i n g A D H D i n t h e K - 8 C l a s s r o o m . C o r w i n P u b l i s h i n g . T h o u s a n d O a k s , C A .

M a t h e r , N ; G o l d s t e i n , S . ( 2 0 0 8 ) L e a r n i n g D i s a b i l i t i e s a n d C h a l l e n g i n g B e h a v i o r s : A g u i d e t o I n t e r v e n t i o n a n d C l a s s r o o m M a n a g e m e n t . P a u l H . B r o o k s P u b l i s h i n g . B a l t i m o r e , M D .

N o r t o n - m e i e r , H a n d , H o c k e n b e r r y , W i s e . ( 2 0 0 8 ) . Q u e s t i o n s , C l a i m s a n d E v i d e n c e : T h e I m p o r t a n t P l a c e o f A r g u m e n t i n C h i l d r e n ’ s S c i e n c e W r i t i n g . H e i n e m a n n P u b l i s h i n g . P o r t s m o u t h , N H .

N a t i o n a l I n s t i t u t e o f M e n t a l H e a l t h . ( 2 0 0 4 ) . L e a r n i n g D i s a b i l i t i e s . G r e e n h a v e n P r e s s . S a n D e i g o , C A .

S O U R C E S ( I M A G E S )h t t p : / / w w w . h e l p g u i d e . o r g / a r t i c l e s / a d d - a d h d / t e a c h i n g - s t u d e n t s - w i t h - a d h d -a t t e n t i o n - d e f i c i t - d i s o r d e r . h t m S l i d e 3 6

h t t p : / / a r c h i v e . b r o o k e s p u b l i s h i n g . c o m / b l o c k s / S l i d e 2 1

h t t p : / / s i t e a b o u t c h i l d r e n . c o m / c h i l d r e n - w i t h - a d h d - i n - s c h o o l . h t m l S l i d e 1 6

h t t p : / / w w w . a d d i t u d e m a g . c o m / s l i d e s h o w / 5 / s l i d e - 1 . h t m l S l i d e 1 7

h t t p : / / m u l t i c u l t u r a l k i d b l o g s . c o m / 2 0 1 5 / 0 8 / 3 1 / b i l i n g u a l - s c h o o l - m o d e l s / S l i d e 3 7

h t t p : / / w w w . k a y t j e w e l s . c o m / 2 0 1 5 / 1 1 / d e v e l o p m e n t a l - d y s l e x i a . h t m l S l i d e 1 2

h t t p s : / / w w w . p i n t e r e s t . c o m / e x p l o r e / r i g h t - b r a i n / S l i d e 1 3

h t t p : / / w w w . d i s p l a y s 2 g o . c o m / A r t i c l e / E f f e c t i v e - C l a s s r o o m - S e a t i n g - A r r a n g e m e n t s -3 2

h t t p : / / w w w. r e a d i n g d o c t o r . c o m . a u / p h o n e m e s - g r a p h e m e s - l e t t e r s - w o r d -b u r g e r /

S O U R C E S ( W O R L D W I D E W E B )I n t e r n a t i o n a l D y s l e x i a A s s o c i a t i o n . ( 2 0 1 6 ) .

R e t r i e v e d f r o m h t t p : / / e i d a . o r g / d y s l e x i a - a n d - t h e -

b r a i n - f a c t - s h e e t /

F i t z e l l , S . G i n g r a s . ( 2 0 1 6 ) . M a k e Yo u r C l a s s r o o m L i g h t i n g L e a r n e r F r i e n d l y .

R e t r i e v e d f r o m h t t p : / / s u s a n f i t z e l l . c o m / m a k e - c l a s s r o o m - l i g h t i n g -

l e a r n e r - f r i e n d l y /

C a t a p a n o , J o r d a n . ( 2 0 1 6 ) . H o w To D e c o r a t e Yo u r C l a s s r o o m t o M a x i m i z e

L e a r n i n g . R e t r i e v e d f r o m h t t p : / / w w w. t e a c h h u b . c o m / h o w - d e c o r a t e -

y o u r - c l a s s r o o m - m a x i m i z e - l e a r n i n g