Learning Strategy Instruction in Secondary Special Education Methods Courses

1. Learning Strategy Instruction in Secondary Special Education Methods Courses Greg Conderman GConderman@niu.edu Sarah Johnston-Rodriguez Northern Illinois University

2. The Issues • Strategy instruction is an evidence-based practice (Kansas University Center for Research on Learning, 2012) • Few teachers have received strategy instruction as part of their pre service or inservice preparation(Reid & Lienemann, 2004) • Secondary special educators report confusion and challenges about the roles of their jobs (Deshler & Schumaker, 2006)

3. The Issues (con’t) • In co-taught classes, special educators often assume the role of a para professional (Friend & Cook, 2012) • One approach for preparing secondary special educators is to emphasize their role as strategy leader, regardless of their specific position (Conderman & Hedin, in press)

4. What are Strategies? • Strategies are principles, procedures, or rules for efficiently approaching or solving problems and independently completing tasks (Friend & Bursuck, 2012) • Many strategies themselves are an acrostic or mnemonic which helps students remember the steps

5. The Context • Large Midwestern University • Aprox. 200 undergraduate candidates in special education program • Program prepares candidates in K-12 in all areas of exceptionality (except sensory impairments)

6. The Context (con’t) TLSE 440, Methods for Secondary Special Education (3 credits) taken during junior block along with a 2 credit secondary clinical Text: Strategy Instruction for Students with Learning Disabilities (2006) by Reid & Lienemann Assignment: Candidates teach a learning strategy or study skill to secondary students with mild disabilities during their corresponding clinical

7. The Context (con’t) • TLSE 440 emphasizes strategy instruction, think-alouds, teaching self-regulation, reading in the content areas, informal assessments, assistive technologies for older learners • Candidates complete IRIS learning module on the Self-Regulated Strategy Development (SRSD) model • Candidates learn and develop strategies prior to their clinical

8. Lesson Plan Components • Learning Standards • Present level of performance and how measured • Behavioral Objectives • Pre test Assessment of Behavioral Objectives • Materials • Accommodations for students who are ELL • Accommodations for students with other needs • Attention Grabber

9. Lesson Plan Components (con’t) • Rationale • Student Expectations • Overview of Strategy • Model • Guided Practice • Independent Practice • Closure • Post test Results

10. Strategy Assignment • In collaboration with their cooperating teacher, the candidate selects a learning strategy or study skill to teach • The skill can be taught to one student, a small group, a large group, in a special or general education setting • If possible, the university professor observes the instruction to provide on-the-spot feedback

11. Examples of Strategies Candidates Taught • Known Strategies- FOIL, PEMDAS, COPS, PIRATES, Other test-taking tips, RAP, Note-taking, Finding the main idea, Essay writing • Their Own Strategies- Using study guides when taking tests, Solving math word problems, Dividing Fractions, Many Others

12. Lesson Plan Rubric • Lesson plans are evaluated by the course professor using an approved rubric • The lesson plan is the candidate’s Livetext artifact for the course and becomes part of the candidate’s electronic portfolio • The strategy lesson plan is one of our NCATE assessments

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18. Challenges • Some clinical placements do not reflect best practice • Some candidates were given a small amount of time to teach their strategy • Some cooperating teachers do not follow-up on strategy instruction; thus limiting generalization

19. Resources Author. (2012). Kansas University Center for Research on Learning. Lawrence, KS:University of Kansas at Lawrence. Available from: http://www.kucrl.org/ Bouck, E. C. (2005). Secondary special educators: Perspectives of preservice preparation and satisfaction. Teacher Education and Special Education 28(2), 125-139. Bouck, E. C. (2004). Exploring secondary special education for mild mental impairment. Remedial and Special Education 25(6), 367-382. Conderman, G., & Katsiyannis, A. (2002). Instructional issues and practices in secondary special education. Remedial and Special Education 23(3), 169-179. Deshler, D. D., & Schumaker, J., B. (2006). Teaching adolescents with disabilities: Accessing the general education curriculum. Thousand Oaks, CA: Corwin Press.

20. Resources Emlich, J. L. (2001). The relationship of secondary special education teachers’ roles and factors that lead to professional burnout. Teacher Education and Special Education 24(1), 58-69. Friend, M., & Bursuck, W. (2012). Including students with special needs: A practical guide for classroom teachers. Boston: Pearson. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K. R. Harris & S. Graham (Eds.), Handbook of learning disabilities (pp. 383–402). New York: Guilford. Sabornie, E., & deBettencourt, L. (2009). Teaching students with mild and high-incidence disabilities at the secondary level. Upper Saddle River, NJ: Pearson. Swanson, H. L., & Sachs-Lee, C. (2000). A meta-analysis of single- subject design intervention research for students with LD. Journal of Learning Disabilities, 33, 114-136

21. Resources Wasburn-Moses, L. (2005). Roles and responsibilities of secondary special education teachers in an age of reform. Remedial and Special Education 26(3), 151-158.