1. Learning Disabilities, Autism, and Physical Disabilities in
the Classroom Ola Samrah, Katrina Piesen, Carina Oceguera Sped
410
2. Demographics Asian 0.9% Black 2.7% Hispanic 94.4% White 1.0%
Other 1.1% Statistics Low Income 96.5% Diverse Learners 14.5%
Limited English 14.0% Level 2 School Pilsen classroom languages in
Spanish and French
3. Disorder in which one or more of the basic psychological
processes involving language -listen, think, speak, read, write,
spell, or perform mathematical calculations -ex. perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia
5. Modifications for Reading - Extended time allotted for
completion -Repetitive passages -Study Sheets/ Outlines -Shortened
text -Read then paraphrase -Taped Textbooks -Large print and/or
highlighted text
6. Modifications for writing -Provide an outline -Supplemental
aids(vocab lists) -Shorter requirements -Scribe aid -Allow more
time -Allow editing
7. Grading -Emphasize successes -Credit for class participation
-Assist with note taking -Self-testing -Allow more space for
testing -Fewer repetitve test items -Record or ditate responses
(technology)
8. Social modifications -Give credit for participation
-Tutoring assistance (peer, teacher, classmate) -Assistance with
organization/planning - Reduce distractions (seating arrangement)
-Cooling-off period -Breaks -Clearly define limits
10. -Peer-to-peer instruction -10 minutes of social time
-Differentiated instruction -Written instructions -Guides or
aides
11. Autism is a disability that seriously affects both a childs
verbal and nonverbal disclosure, social behaviors, and learning.
Children with Autism usually undertake repetitive activities and
movements as well as resist environment or daily routine changes.
There are six major characteristics of Autism: Atypical language
development, atypical social development, repeated behavior
behavior, sensory and movement disorder, and differences in
intellectual functioning.
12. Academic Success for Students with Autism The best way to
assist high school students with autism with learning is by using a
strategy called Discrete trial teaching which has three parts:
Discriminative stimulus Response Reinforcing stimulus
13. Example of Discrete Trial Teaching Say, for example, you
want to teach an adolescent how to sort items into a container by
color. You would ask the student to find the color blue first
(discriminative) then, if the student finds the correct color
(response), a verbal praise is given (reinforcer).
14. Social Assistance Students with Autism have a hard time
recognizing facial emotions so its hard for students to make
friends. One strategy to promote friendships for students with
Autism is to introduce them to extra curricular activities they
will like; that way, they will be in a setting with others who have
the same interests. In addition, a teacher could find out common
interests among his/her students and buddy them up to help them
make friends in the classroom as well.
15. Physical Disabilities (Terminology) IDEA- orthopedic
impairments Educators- Physical Disabilities Severe and Multiple
disabilities Traumatic brain injuries Carina Oceguera
16. What is a Physical Disability? Students with a physical
disability have an acquired or congenital physical and/or motor
impairment such as cerebral palsy, spina bifida, muscular
dystrophy, arthritis, developmental coordination disorder,
amputations, genetic disorders, etc. The disability may interfere
with the development or function of the bones, muscles, joints and
central nervous system. Characteristics Paralysis - Unsteady gait
Altered muscle tone - Loss of, or inability to use, one or more
limbs Difficulty with gross-motor skills Difficulty with fine-motor
skills
17. What does this mean for the students education? Mobility
Assessments Class participation Social isolation Attendance
18. What Can We Do? Assistive Technology - Assistive writing
tools - Switch technology Strategies for teaching - Classroom
arrangement - Have parent/student/teacher meetings to ensure that
the classroom has been adapted to properly accommodate the needs of
the student as indicated by the IEP. - Modify assessments,
assignments and activities.
19. Social Interactions - Buddy systems - Participation in
Physical Education - Welcoming Environment - Participation in
activities throughout the school/community
20. Summary These inclusionary methods mentioned in the
presentation reflect the needs that students with Learning
Disabilities, Autism, and Physical Disabilities have. This
presentation provides general approaches towards providing an
inclusive environment, each student should be accommodated with
their needs in mind.The inclusion process is not a one size fits
all approach but a very individualized process.
21. Works Cited Adaptive Physical Education: Modifications for
Children With Physical Disabilities. (n.d.). Retrieved May 3, 2015,
from
http://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-
modifications-for-children/ Applications of Universal Design in
Primary and Secondary Education. (n.d.). Retrieved May 3, 2015,
from
http://www.washington.edu/doit/programs/center-universal-design-education/applications-universal-design-
primary-and-secondary
http://www.mpsaz.org/falconhill/staff/kaczekanski/teachers/files/classroom_modifications_and_accommodations_
for_students_with_learning_disabilities.pdf Physical Disability.
(n.d.). Retrieved April 30, 2015, from
http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/physical.html
Turnbull, A. (1995). 2;11. In Exceptional lives:Special Education
in todays schools (Seventh edition ed., pp.38-42; 242-261).
Englewood Cliffs, N.J.: Merrill