7 th (and final) Workshop

1. 7th (and final) Workshop Activities and Learning goals: Case Study/Individual Presentations Final notes Evaluation Forms

2. Approx. Schedule • 6:00-6:15 Overview of class, final thoughts, favorite books • 6:15-6:45 Abuse, Bullying and Disabilities connections; “I believe in me” Inspirational • 6:45-7:00 Pin Card activity; process time.. • 7:00- 8:00 Individual presentations • 8:00-8:20 Break • 8:20-end of class Presentations, disability videos

3. Welcome to class! Thank you for coming! 1 Corinthians 13 (NKJ) “Though I speak with the tongues of men and of angels, but have not love, I have become sounding brass or a clanging cymbal. And though I have the gift of prophecy, and understand all mysteries and all knowledge, and though I have all faith, so that I could remove mountains, but have not love, I am nothing.”

4. Reading Ideas and Inspirations • By setting up the classroom with a reading center, writing center, books, magazines, newspapers, games, and activities, children will learn to read regularly and by doing different activities….I will make reading aloud to my students a part of our daily routine. • It is important to learn to decode and read words accurately and rapidly. • …provide students with the skills, strategies, and knowledge to read fluently and …construct meaning from text…I loved the thought of having writing assignments and projects as being collaborative.

5. Reading Ideas and Inspiration • (Providing an environment that is conducive for reading) can be done by promoting a positive reading environment, monitoring progress, providing intensive instruction and by obtaining early intervention if necessary. • …reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is an essential feature…it entails attention, perception, memory and retrieval processes…

6. Reading Ideas and Inspiration • All teachers are reading teachers….learning the mechanics of reading is just the beginning…the only reading that middle and high school students get is when remedial reading is needed or for ESL students. • Teaching a child to read is very rewarding but can be difficult….I think that having an area that looks and feels like home with comfortable chairs, beanbags, and floor space is a wonderful way to set that mood… • To have effective outcomes in teaching students to read, teachers must identify student’s specific needs and then develop programs that will lead to positive results.

7. Writing Ideas and Inspirations • Writing is interactive, strategic, constructed by meaning, student centered, and socially mediated. • The purpose of writing is to communicate a message and not get hung up on the technical aspects. • …a grading rubric…is a good idea because it provides (students) the guidelines for how they will be assessed. • Standards-based writing instruction and research-based practice, emphasis on assessment and progress monitoring, response to intervention, writing rubrics and portfolios are the current trends in writing curriculum and instruction.

8. Writing Ideas and Inspiration • …students need to know the mechanics of writing…one of my teachers always told me to think of my audience as uneducated about the topic… • The teacher should also see how proficient their students are at each element of the writing process including planning, spelling, handwriting and composing a written assignment. • It is necessary to check in with students who are having trouble because it can be surprising and exciting to see how they make progress in writing.

9. Math Ideas and Inspirations • It is so important for students to realize that math is all around them and that math is used all the time in everyday lives. • Mathematics, more than any other subject, must be learned in sequential order so that a student can progress in their knowledge. • …not all of the problems that students have with math is due to a deficiency within themselves, but due to instruction which is inadequate…one aspect of this deficiency is due to hurrying through instruction…

10. Math Ideas and Inspiration • …developing mathematical literacy through helping students construct knowledge…if a student is having a hard time with reading and comprehension, most likely they will have a hard time with their math, too. • Mathematical concepts can be confusing to learners and hard to explain correctly to students. • Math teachers should begin their instruction at a concrete level and gradually move to the more abstract problem that requires higher order thinking skills. • We need to focus more on problem solving and less on rote memorization.

11. Ideas and Inspiration • (I just want to keep) an open mind to different ways of teaching all of the subjects. • With small groups, I think you can also get to know students better and what their strengths and weaknesses are. • …curriculum needs to be created to have high expectations and effective instruction by teachers for all students. • Students should be placed near the source of instruction so that they can focus with full attention and engage actively in the lessons. • Now the academic focus seems to be on making students well rounded, at the expense of literate adults.

12. Books and websites! • Reading • Writing • Website: thinkfinity.com

13. Abuse and Neglect of Children with DisabilitiesNational Resource Center for Respite and Crisis Care • http://www.archrespite.org/archfs36.htm

14. Abuse and Neglect of Children with DisabilitiesNational Resource Center for Respite and Crisis Carehttp://www.archrespite.org/archfs36.htm • In addition to the fact that children with disabilities are at increased risk of abuse is the fact that child abuse can cause disabilities. The exact number of abuse-caused disabilities is unknown, but it is estimated to represent 25% of all developmental disabilities (Baladerian, 1992). In addition, more than 50% of the child victims of severe neglect sustain permanent disabilities, including mental retardation and other forms of learning and cognitive disabilities. • According to a 1990 study, 53% of child abuse related fatalities were children under one year of age, and 90% of the children were under five years of age (April 1994 Carnegie Report). Head trauma is the leading cause of death for children who die from child abuse (Michael Durfee, 1994). It is unknown how many more children suffer "near misses" and retain serious permanent disabilities due to head and neck trauma. Specific causes of brain and other central nervous system injuries may result from the "shaken baby syndrome," blows to the head (e.g., slapping, hitting, child tossing), as well as asphyxiation (due to suffocation or strangling).

15. Abuse, continued Identification The signs of abuse characteristic of children in the general population are pertinent to children with disabilities. These signs include the following: • physical injuries including unexplained bruises, welts, broken bones, burns • frequent unexplained injuries • aggressive or withdrawn behavior • unusual fears • craving for attention • wary of physical contact • afraid to go home • destructive to self and others • poor social relations • fatigue • lack of concentration • unusual knowledge of sex

16. Abuse, continued • Unfortunately, for children with severe disabilities, discovery of their abuse is usually dependent upon the emergence of incontrovertible physical signs (e.g., death, pregnancy, venereal disease, physical injury) and/or obvious behavioral signs (e.g., sudden changes in behavior that re-enact the abuse). Less obvious behavioral signs do not necessarily alert the untrained caregivers to possible abuse. Even more problematic is that professionals providing services to children with disabilities have too often attributed clear signs of abuse to a disability. This oversight has left children in abusive situations, in some cases for several years. • In addition, many people have difficulty believing that children with disabilities can be victims of abuse and neglect. This misperception creates an exaggerated level of vulnerability, as children with disabilities, and their families, are not prepared psychologically, intellectually, or physically to resist or respond to abuse. One woman, who has a severe disability, recently stated that, "until as an adult I was sexually abused, I never thought that persons with disabilities were rape victims. I'd never heard of it. Of course I know about sexual abuse, but it never occurred to me that people with disabilities were abused. I was so naive."

17. What can we do? • So, what does work? First, the parents and family members of children with disabilities should be informed that their children, like other children, are at risk. Frequently parents, and the children themselves, believe that due to the disability they cannot become abuse victims. Second, parents should talk directly to their children about abuse awareness, and develop a communication cue that will alert the parent that something has happened. Parents need to be empowered to take firm action to apprehend the identified perpetrator. • Many children with disabilities can benefit from self defense programs with individually tailored defense and response techniques, depending on the child's disability. Programs are in effect all across the country, and in Europe, teaching self defense techniques to children with intellectual, communication, mobility, and sensory disabilities. Practicing communication cues and self defense techniques is important. Equally important is teaching and implementing assertion and personal empowerment skills. If a child is only encouraged to be assertive when and if an assault is in progress, success is unlikely. Only when the child is assertive in all areas of life can it be expected to be successful in the face of assault. • Unfortunately, in many cases a child cannot stop or avoid the abuse. In these cases, the child and parents must be encouraged to "do everything possible," which may include identifying the event as abuse and reporting it immediately. Such a response can be empowering for both the child and the family, ameliorating the effects of the abuse itself.

18. Bullying and Disabilities #1 • PD360.com • Focus tab • School • Bullying #2 • Climate • Differentiating Instruction for All (Elementary) #3 • Climate • Differentiating Instruction for All (Secondary) • http://www.youtube.com/watch?v=C9xPy86xhSY

19. Answer question, using pin cards • What ideas or activities discussed, read or tried will you use in your classroom to accommodate exceptional students (TAG, learning differences, EBD, physical disabilities, etc) especially in behavior management, reading, writing and mathematics?

20. Brainstorming with Pin Cards Move into groups of three/ four, around a table. • Take half a note card stack (color designates person) and brainstorm ideas; pass to person on right. One idea per card. • Read the note card (on your left) and pass on. • If this prompts another idea, write another note card. • After a while….gather and read the cards at your table. • Sort cards into categories and create a title card for each category. • Share categories with large group. • If possible, type up categories while sharing on overhead screen. • Look at categories in common. • Discuss with large group. • Walk around the room and read the categories and cards. Think about which ideas you find to be the best. • Large group conversation.

21. Quickwrite and Partner discussion • Two minutes: Write about an area of strength/area of growth in teaching exceptional learners. • Two minutes: Discuss with “elbow partner”

22. Go to: http://poll4.com • http://www.polleverywhere.com/multiple_choice_polls/MTc0NjY0MjA2MA • http://www.polleverywhere.com • Let’s see if this works… • Vote using your cell phone…text in your vote…

23. If the tech method doesn’t work.. • What instructional strategy do you think best meets the learning needs of all students, challenging those with stronger knowledge while ensuring learning for less accomplished students? • Multi-ability learning teams • Differentiated instruction • Teacher-led instruction, with group responses • Constructivist methods (students build their own understanding) • Project-based learning

24. Assignments due tonightLast night of class • Final presentation/Final paper • Each class member will “present” • Each class member will turn in a “paper” • See Choices….next slides • Learning team evaluation • Instructor evaluation

25. Papers and OutlinesPresentations • Make sure you put a paper/outline in your file (keep file next week) see next 2 slides. • Check Score Sheet (see next slide) • Case Study Presentations (see next slide)

26. Score Sheet • Final presentation (Case Study) • Points possible: 40. Your score: • About 10 to 15 minutes. Total time: • Intro/Concl. Points possible: 10 points. Your score: • Diagnosis/behavior/treatment. Points possible: 10 points. Your score: • Teaching techniques. Points possible: 10 points. Your score: • Annotated reference page (handouts). Points possible: 5 points. Your score: • Creativity. Points possible: 5 points. Your score:

27. Paper/OutlineCase Study Points Possible: 50. Your score: • 8 to 10 pages, APA __________ • Style, Grammar, Punctuation, Spelling. Pts. Poss: 10 pts. Your score: • Opening/Closing. Points possible: 5 points. Your score: • Diagnostic information. Points possible: 10 points. Your score: • Soundness/helpful teaching techniques. Points poss: 10 pts. Score: • Case Study. Points possible: 5 points. Your score: • Legal Information. Points possible: 10 points. Your score: • Behaviors associated with criteria • School’s legal responsibility • Assessments that would aid student • Lease Restrictive Environment

28. Presentations In the interest of finishing class on time: • Five and ten minute reminders. • “Please finish in one minute.”

29. Defusing statements that avoid power struggles Quickwrite: Choose one, two, three…that sound most like what you would say and write about it. • I’m disappointed that you are choosing to use such angry words even though I am sure there is much to be upset about. • I am really concerned! It is very important that I understand why you are so mad. Please tell me later when I can really listen • I know there is a solution to this, but I don’t know what it is right now. Let’s meet later when we can really figure it out. • Your words (actions) tell me you are bored. It takes a lot of discipline to hang in there when you are unsure about why we are doing certain things. Thanks for hanging in there. • I know you are angry but there is no problem too big that can’t be solved. Let’s use words to solve the problem. • You’re just not yourself today and that must feel lousy. • We both know there are other ways of telling how we feel while still being respectful. I look forward to hearing from you after class. • Wow, you must be feeling awfully mad to use those words in front of everyone. Let’s talk later after class. • That is an interesting opinion. Tell me more after class.

30. MoviePossibly Molder of Dreamsor Classroom Management Purpose: 1. Teacher of the year, we can all learn something. Teaching goes beyond reading, writing and ‘rithmetic. Focuses on hs and life lessons

31. Wrap up • Reflection: • What was useful to me tonight?