Workshop #2 xlearners.wordpress Rachel Karlsen

1. Workshop #2http://xlearners.wordpress.comRachel Karlsen Learning goals and discussions: Define/know the major components of the definition of specific learning disabilities Know the characteristics of students with learning disabilities and ADHD Comprehend the techniques to use in classroom to benefit students with learning disabilities Understand strategies to help students with ADHD Define Communication disorders

2. Approximate Schedule • 6:00-7:00 Greeting, guest speaker, overview of class, review posters on wall, assignments due, discussion of reading • 7:00-7:30 Papers in file, Important Moments, Exit paper (participation points), quickwrite, notes on LD, ADHD, and Communication Disorders • 7:30-8:00 video: Understanding Learning Disabilities or How Difficult Can This Be? • 8:00-8:20 Break • 8:20-9:30 Group presentations (15-20 minutes each) • 9:30-9:45 Review of concepts, quickwrite, short activity • 9:45-10:00 Group work

3. Overcoming AdversityMarykate Hughes, Inspirational Speaker By Ben Zimmerman / The Daily News Online | Posted: Saturday, January 2, 2010 11:00 Marykate Hughes wasn’t shocked when the tumor came back…wasn’t angry and wasn’t scared. She was quiet. 2003: A tumor was removed at age ten. 2008: No sign of cancer on the scan 2009: Cancer returns. Surgery to remove tumor, arm and part of shoulder. 2011: 17 year old college student at Clark College. Favorite Bible verse: Philippians 4:13 “I can do all things through Him who strengthens me.”

4. Focus Questions What are the major components of the definition, criteria and characteristics of students with learning disabilities or ADHD? What information about a student with LD would you share at a multidisciplinary conference? What techniques and strategies could you incorporate into teaching to benefit students with LD or ADHD? What are communication disorders and in what areas might students have difficulty? What practices might you suggest to parents of a child with a language disorder to support their child’s communication?

5. Inspirational message • “I thank God for my handicaps for, through them, I have found myself, my work, and my God.” Helen Keller • Isaiah 40:31 (KJV)But they that wait upon the LORD shall renew their strength; they shall mount up with wings as eagles; they shall run, and not be weary; and they shall walk, and not faint. • ‎"Do all the good you can, in all the ways you can, to all the souls you can, in every place you can, at all the times you can, with all the zeal you can, as long as you ever can." John Wesley (early American evangelist)

6. Please note: • Each time I teach this course, I change some of the activities, instruction, ideas. • Ideas, laws and special education language is continually changing • The main concepts are on the powerpoints at http://xlearners.wordpress.com

7. Overview of class • Greeting (What is something you did today that made you happy/proud/excited?) • Questions about syllabus? • Introduce posters in class • Assignments due tonight • Assignments due next week • Reaction to readings……papers • Presentations (IDEA and the Law, Learning Disabilities, Communication Disorders, IEPs) • Quickwrite…Shift in Understanding • Understanding Learning Disabilities (video) • Accommodation Activities (PowerPoints that work, other) • ADHD defined • ADHD characteristics, recognize and identify symptoms • ADHD, classroom accommodations • Communication disorders • Distinguish between Speech and Language Disorders • Create accommodations for students with Speech and Language problems

8. What is something you did this week that made you happy/excited/proud?

9. Paper clip Activity • Take a paperclip out of the supply bins. • On a note card, write down as many uses for a paperclip as you can imagine. • http://www.youtube.com/watch?v=zDZFcDGpL4U • Comments?

10. Cost?http://www.ode.state.or.us/data/schoolanddistrict/funding/sped/airorsefinance.pdf#6Cost?http://www.ode.state.or.us/data/schoolanddistrict/funding/sped/airorsefinance.pdf#6 • One source for comparing what is spent on special education in Oregon in relation to what is spent on the average special education student across the nation comes from a national special education expenditure study (Chambers et al., 2002). For 1999-2000, this study estimated a special education spending per student of $8,080. This can be compared to the average special education expenditure estimated by ODE for Oregon of $7,814 for 2003-04. • From 1992 to 2000, spending per student on regular instruction grew at an annual average rate of 3 percent while spending per student on special education programs grew at an average annual rate of 14.3 percent. http://www.osba.org/Resources/Article/Budget_and_Finance/Fact_sheet-analysis_of_K-12_funding.aspx

11. Communication with parents/students, using technology • you tube • Classroom websites, online grading systems • Moodle • Selected websites (purplemath; mathisfun; khanacademy.org, etc)

12. Not related to disability.. • If the IEP team concludes that the child's behavior was not a manifestation of the child's disability, the child can be disciplined in the same manner as nondisabled children, except that appropriate educational services must be provided. Sec. 300.524(a). This means that if nondisabled children are long-term suspended or expelled for a particular violation of school rules, the child with disabilities may also be long-term suspended or expelled. Educational services must be provided to the extent the child's IEP team determines necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward the goals set out in the child's IEP. Sec. 300.121(d)(2).

13. Be clear when you communicate and listen actively…. • http://www.youtube.com/watch?v=VSdxqIBfEAw

14. Questions/Review Syllabus? Expectations? Posters?

15. Assignments due tonight • 1. Read Chapters 3 and 4. • 2. Read Meadan, H., Monda-Amaya, L. (2008) • 3.  "Freaks" (or other) paper.  Write a three to six page (this is a slight change) paper, about the movie "Freaks," "Music Within," (rated R) another movie regarding similar topic, or your personal experiences with people with disabilities.  Be sure to include how people with disabilities were treated before PL 94-142 and IDEA, comparing treatment of disabled individuals and their employment opportunities of the 1930s and the treatment and employment opportunities for disabled people today.  Include societal morals and values and application to teachers and life.  Also include at least three references (APA). • 4. 15-20 minute group presentation on chosen topic (IDEIA and the Law, Learning Disabilities, Communication Disorders, and IEPs).  Handouts could include references and an outline that covers the main points for the rest of the class.

16. Assignments due next week • Mid-Term exam handed out (due in workshop four) • Reflection journal (about 3 pages, APA style) • Learning teams presentation: follow a lesson plan, list of references for rest of class (not required), topics: a. Emotional/behavioral disorders, b. Autistic Spectrum Disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety (this is an additional topic) • Read chapters 8 and 9 (change from syllabus to fit new book) • Read More, C. (2008) • Prepare to discuss EBDs and Autism • As time allows, begin working on final presentation

17. New additions to presentations • Week two: • IDEA, Learning Disabilities, Communication Disorders, IEPs • Week three: • Emotional/behavioral Disorders, Autistic Spectrum Disorders, Pervasive Develomental Disorders, Anxiety/Perfectionism • Week four: • Developmental Disorders, Physical Disabilities, Health Impairments and TBI, Time/Space/Organizational Ideas • Week six: these presentations will be finalized during class time • Reading Facilitation, Writing Facilitation, Math Facilitation, Art/Music/PE Adaptations

18. DooRiddles • Associative Reasoning Activities • Meant to teach fluency, originality, elaboration • Appropriate for grades 4-6 I’m the name of a plant, That’s shorter than a tree; Bigger than a flower, A President’s named me. What am I?

19. More DooRiddles I keep out all the flies, But let in all the air; Movies play upon me, While you just sit and stare. What am I?

20. …and one more…(p. 21) I’m smaller than a city, And I contain an O; And when you go to my down, Then you can see a show.

21. You can do it! My stir is very weird, Or something that is new My ger takes care of trees, And parks for them and you.

22. Reactions Any comments…….. • Readings…your thoughts and reactions • Journals

23. Typical questions and non-typical answers (Cognitive) 1. Name six animals which specifically live in the Arctic. Answer: 2 seals and 3, no, 4 polar bears. 2. How does Romeo’s character develop throughout the play? Answer: It doesn’t; it’s just self, self, self all the way through.

24. Questions and Answers (Executive Functioning) 1. Expand 2(x+y) Answer: 2 ( x + y ) 2 ( x + y ) 2 ( x + y ) 2 ( x + y )

25. Questions and Answers (last one) (Linguistic) • Name the wife of Orpheus, whom he attempted to save from the underworld. Answer: Mrs. Orpheus Bottom line: Assessments that are adapted for students with learning disabilities usually only look at physical and sensory barriers, but often fail to consider cognitive, linguistic, executive and affective barriers.

26. Presentations • Yellow/other sticky notes: feedback for each presenter; place on their mini-poster • Presentation Evaluation: comments and score returned next week (15-20 minutes; 5 minutes per person…timer beeps) • IDEA and the Law • Learning Disabilities • Communication Disorders • IEPs

27. Quickwrite: Shift in understanding (journal)

28. Video • Understanding Learning Disabilities • Also called “Learning Differences” • For tonight, this will be switched with “How Difficult Can This Be?”

29. Five Principles for Maintaining On-Task Behavior (other strategy ideas?)

30. Accommodations in the classroom • Manipulatives….hands on • Story map, guidelines, graphic organizers • Checklist (math, science, writing) • Handouts (review) • Reciprocal Reading (see handouts, changes/next slide)

31. Operational Guidelines for the Definition of SLD • Student does not achieve commensurate with their age and ability level in one or more specific areas when provided with appropriate learning experiences • Student has participated in but does not respond adequately to scientific, research-based intervention

32. Students not included in SLD category If deficit is the primary result of: • Visual, hearing or motor disability • Mental retardation • Emotional disturbance • Environmental, cultural or economic disadvantage • Lack of appropriate instruction in reading

33. Major Components of Federal Definition of Learning Disabilities • Difficulty with academic learning tasks • Discrepancy between expected and actual achievement that can be documented through low RTI • Disorder in basic psychological processing • Exclusion of other causes

34. Characteristics of Students with Learning Disabilities • Unexpected difficulty or low performance in one or more academic areas • Ineffective or inefficient information-processing or learning strategies in area(s) of difficulty

35. Terms Related to Learning Disabilities • Dyslexia • Severe difficulty in learning to read, particularly with decoding and spelling • Dysgraphia • Severe difficulty learning to write, including handwriting • Dyscalculia • Severe difficulty learning mathematical concepts and computations

36. Reading, Writing and Mathematics difficulties and Students with LD • Reading difficulties are the most frequent characteristic of students with learning disabilities • Writing problems students with LD experience: • Handwriting, spelling, productivity, mechanics, organization, composition • Mathematics problems for students with LD include: • Basic math calculations and problem solving

37. Instructional Techniques and Accommodations for Students with LD • No one approach or technique is appropriate for all students • Common practices include: • Controlling task difficulties • Teaching in small groups (six or fewer) • Using graphic organizers or visual displays • Using combination of instruction strategies • Providing modeling and “think alouds” • Teaching students to self-monitor • Provide opportunities for practice and feedback

38. Instructional Principles • Using learning tools and aids • Adjusting workload and time • Presenting and having students demonstrate their learning in multiple ways • Teaching students to use memory strategies

39. Attention Deficit Hyperactivity Disorder –Myths and Misunderstandings • ADHD is not real and was made up by pharmaceutical communities • ADHD is a disorder that only affects young children • ADHD is overdiagnosed and many individuals who are labeled ADHD are not • ADHD is likely the result of overmedicating children • ADHD is a result of poor parenting

40. DSM-IV Desription of the Types of ADHD • ADHD, Predominantly Inattentive Type • ADHD, Predominantly Hyperactive-Impulsive Type • ADHD, Combined Type • Students who display either or both of these characteristics can be identified as ADHD

41. Inattention Type of ADHD • Behavior consistent over six months • Consists of at least six of the following behaviors: • Failing to pay close attention to details and making careless mistakes that are inconsistent with child’s developmental level • Failing to sustain attention to tasks and/or play activities • Failing to listen, even when spoken to directly

42. Inattention Type ADHD-Continued • Failing to complete tasks • Having difficulty with organization • Resisting working on tasks that require sustained attention • Losing materials and objects • Becoming easily distracted • Being forgetful

43. Hyperactivity Type ADHD • Consistent (over six months) and highly inappropriate levels of the following: • Hyperactivity • Fidgeting or squirming • Having a difficult time remaining seated in class • Running or climbing excessively when it’s not appropriate • Having difficulty playing quietly • Talking too much • Acting as though “driven by a motor”

44. Impulsivity Type ADHD • Consistent (over 6 months) and highly inappropriate levels of the following: • Blurting out answers • Difficulty waiting for their turn • Interrupting others or butting into activities Onset of inattention and/or hyperactivity should be present before age 7 and in two or more separate settings.

45. Characteristics of Students with ADHD • Feeling fidgety and restless • Blurting out answers • Having poor sustained attention or vigilance and being easily distracted • Being impulsive or having poor delay of gratification • Being hyperactive • Exhibiting diminished rule-governed behavior • Having increased variability of task performance

46. Eligibility for Services and Sp Ed law • Two laws provide provisions for eligibility and services • IDEIA – mandates procedures for identifying students and how services should be provided and monitored • Section 504 – focuses on equity and access in all areas of life and does NOT detail how services are provided

47. Instructional Guidelines and Accommodations for Students with ADHD • Positive attitudes towards mainstreaming and inclusion of students with ADHD • Ability to collaborate as a member of a interdisciplinary team • Knowledge of behavior-management procedures • Use novelty in instruction and directionss • Maintain a schedule • Prepare students for transitions and provide support • Emphasize time limits • Provide organizational assistance

48. Accommodations for Students...continued • Provide rewards consistently and often • Be brief and clear • Arrange environment to facilitate attention • Provide optimal stimulation • Allow for movement and postures other than sitting • Promote active participation through effective questioning techniques

49. Teacher’s Role in Monitoring Medication Teachers should work with parents and doctors to observe the following: • Changes in impulsivity, attention, activity level, frustration level, organizational skills, interest in school work, and behavioral inhibition • Changes in academic performance • Changes related to changes in medication dosage • Possible side effects (sleepiness, loss of appetite) • Duration of the medication dosage

50. In journal/other: Mystery picture activity-Barrier Game p. 112, modified (learning goal: practice transition words, following directions, communicate clearly) • First, about 1/3 way down your paper, draw two dots. They should be in line with each other and about 4 inches apart, centered on paper. • Next, starting at the left dot, draw a very large ‘u’, ending at the right dot. The ‘u’ should be centered on your paper with equal space above and below it. • Then, at the upper left point of the ‘u’, draw a small ‘c’. At the upper right point of the ‘u’, draw a backwards ‘c’ of the same size. • In addition, beginning at the top of the left ‘c’ and ending just above the backwards ‘c’, draw a constantly zig-zagging line in a slight upwards arch. The zigzags should be closely spaced, running up and down within a span of about 1 ½ inches. • Also, think about your starting dots. Imagine a straight line running across the paper and connecting them. Just below the imaginary line, draw two small ovals (slightly smaller than a dime), centered on paper and almost touching each other. • In the middle of these ovals, draw a blackened dot. • Below the center of the ovals, draw another ‘c’. • Finally, about an inch below this, draw a wide, sweeping arc that appears to be a smile.