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Learn how to establish a positive classroom climate, promote acceptance of all students, and manage student behavior. Gain strategies for working with students with special needs.
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Approximate Schedule • 6:00-7:15 Greeting, student presentation, handouts in folder, posters on wall, review of current and previous information, all group response (4 cards) activity, • 7:15- 8:00 Understanding by Design lesson planning; Last Word Activity • 8:00-8:20 Break • 8:20-8:50 Assignments due tonight and next week, final presentation/paper, reading, four question quadrant • 8:50-9:50 Debate; video if time • 9:50-10:00 Wrap up; exit papers; turn in file folders
Learning goals and activities • Review and understand course objectives/outcomes • Establishing classroom climates, procedures and behavior ideas • Practice writing lesson plans specifically to reach students with special needs • Debate in Learning Communities regarding • Inclusion, Civil Rights, IDEA, NCLB, etc. • Understand tips and techniques for working with talented and gifted students
Focus Questions • How can you establish a classroom climate that promotes appropriate behaviors and acceptance of all students? • What are procedures you can take to nurture your students in developing positive self-concepts? • How can you promote acceptance of students with disabilities in your classroom? • What is PBS and how does it relate to RTI? • What are some universal strategies for managing student behavior? • How can you differentiate assessment to meet the needs of all learners?
Approximate Schedule • 6:00-7:00 Greeting, handouts in folder, posters on wall, review of current and previous information, all group response (4 cards) activity, Understanding by Design lesson planning • 7:00- 7:30 Last Word Activity • 7:30-8:00 Assignments due tonight and next week, final presentation/paper, reading, four question quadrant • 8:00-8:20 Break • 8:20-8:30 Finish four questions quadrant • 8:30-9:15 Debate • 9:15-9:45ish video (Learning Disablility; Classroom management ideas) • 9:45-10:00 wrap up, final questions, exit papers, important moments
Student presentation • Prayer
Arrange the Physical Space toEstablish a Positive Classroom Climate • You cannot control all aspects of the physical classroom environment. • Use what you have to create an environment that communicates “Learning happens here!” • Your seating arrangement should communicate that all students are part of the class. • Create an organizational plan that ensures smooth traffic flow, easy access to instructional materials, and limits distractions. • Students work best in organized, structured environments where materials, equipment, and personal items are maintained, neatly arranged, and presented in a predictable way.
Guiding Principles to Create a Positive and Productive Learning Community • Recognize that students are children or adolescents first. • Focus on abilities • Celebrate diversity • Demonstrate high regard for all students • Provide opportunities for students to work in mixed-ability groups
Attending to the Safety of Your Students • Children who experience threats to health, safety and well-being are at risk of academic and socioemotional problems at school • Teachers need to become familiar with school district procedures for student health and safety as well as the signs and symptoms student substance abuse and physical and emotional abuse
Enhancing the Self-Concepts of Students • Hold all students to high standards and encourage and support them in meeting the standards. • Discover students’ talents, abilities, and interests, and recognize them personally. • Provide opportunities for students who struggle academically to succeed in other ways. • Recognize students’ difficulties with learning, and explain problems in a way they can understand.
Ensuring Social Acceptance of Exceptional Children • Teachers Should:
Universal Strategies for Managing Student Behavior • Look for positives • Use positive reinforcers • Establish clear rules with known consequences • Help students change inappropriate behavior • Recognize students’ mistaken goals
Focus on Positive Behaviors • Positive feedback must be specific and presented immediately after witnessing the target behavior • Elementary students find public recognition more rewarding • Older students prefer individual feedback • Positive feedback provides some judgment from teacher about the appropriateness of behavior • Encouragement recognizes behavior but does not judge
Hierarchy of Reinforcers(Larrivee, 2005) Consumable Tangible Token Activity Privilege Peer recognition Teacher approval Self-satisfaction
Implementing a Token Economy System • Clearly identify the behavior(s) you want to change. • Make tokens readily available and easy to administer. • Identify items, activities, or reinforcers that are highly reinforcing to students and can be obtained by exchanging tokens. • Give regular opportunities to exchange tokens.
Classroom Rules, Procedures, and Consequences • Guidelines – consists of procedures and rules (Brophy, 2003). • Procedures – classroom routines that occur at specified times and allow classroom to run effectively. • Rules – provide structure for acceptable and unacceptable classroom behavior. • Consequences – the repercussions associated with appropriate and inappropriate behavior.
Examples of General Classroom Rules • Raise your hand if you have something to contribute. • Do not interfere with your fellow students’ learning. • Do not interfere with the teacher’s instruction. • Complete tasks and homework on time. • Do not bring materials that interfere with your learning.
Ways to Help Change Inappropriate Behavior • Planned ignoring/extinction • Time out • Punishment • Verbal reprimands • Overcorrection • Response costs
Arguments Against and the Effective Use of Punishment Arguments Against Effective Use of Punishment Tell student ahead of time what the consequence will be Deliver punishment immediately after undesirable behavior Unless a sharp decrease in frequency and intensity of behavior, punishment should be altered Identify and reinforce the appropriate behavior of target student • Often ineffective in the long run • Causes undesirable emotional side effects • Provides little information about what to do • Person who administers seen as negative • Frequently does not generalize across settings • Leads to escape behaviors
Dreikurs’s Approach to Discipline and Identification of Mistaken Goals Approach to Discipline Four Mistaken Goals Attention Power or control Revenge or getting even Display of inadequacy • Students are social beings, and their behaviors are attempts to be liked and accepted • Students can control their behavior • Students display inappropriate behavior because they have a mistaken goal to gain recognition and acceptance
Positive Behavior Supports (PBS) • PBS is a behavior management system that is part of IDEIA 2004 and is “described as being problem-solving oriented, data-based, evidence-based, and systematic” (Klotz & Canter, 2007).
Schoolwide Positive Behavior Support (SWPBS) • SWPBS leadership team is established • Team coordinates efforts to work with faculty to: • Develop rules and expectations • Provide professional development for teachers in evidence-based practices • Examine student data • Monitor student progress identified for intervention • Communicate rules and expectations student and families • Evaluate the SWPBS plan regularly
Implementing SWPBS Plans • Develop programs that consider behavioral issues for all students. • Consider whether the behavioral practices recommended are empirically valid. • Consider the connections between academic and behavioral success. • Approach behavior management from a prevention perspective. • Involve all key stakeholders in the school, home, and community in developing team-building and behavioral problem-solving skills.
Guidelines to Implement Effective PBS Models • Establish a leadership team. • Establish a commitment of support and active participation from school administration. • Conduct a self-assessment of current school-wide discipline system. Use data to create an implementation action. • Set up a system to collect discipline referrals and other data to track progress and evaluate the effectiveness of SWPBS.
Linking PBS and RTI • Tier 1 RTI and PBS both use universal strategies. • Tier 2 RTI and PBS both provide students with additional support in individual and small group using universal strategies. Students spend limited time away from the classroom. • Tier 3 RTI and PBS both provide support for individuals who need more intense assistance academically or behaviorally • Teachers will have expanded resources available by using both RTI and PBS.
What Is Differentiated Instruction? • Components of differentiated instruction (DI) include (Schumm & Avalos, 2009): • DI is both a philosophy of instructing students based on individual needs as well as instructional practices aligned with the philosophy. • DI draws on a wide variety of practices. • DI at the secondary level can occur in all classroom settings.
Components of Differentiated Instruction • Curriculum enhancements • Curriculum modifications • Accommodations • Adaptations • Learning contract
Differentiated Instruction Using Flexible Grouping • Multiple grouping formats • Two variables that determine grouping patterns: • They can be categorized by group size • Group compositions can be: • Homogeneous • Heterogeneous • Cooperative learning groups
Characteristics of Students Who Are Gifted and Talented • Underidentified high-achieving students • Curriculum compacting 3 – step process • What the student already knows about the topic • What a student needs to learn • What adaptation or activities are appropriate for facilitating student learning • Parallel curriculum model – 4 design components: • Core curriculum • Curriculum of connections • Curriculum of practice • Curriculum of identity
Preparing Engaging Lessons for Middle and High School Students • Use prelearning activities • Purpose-setting activities • Preteaching vocabulary • Use graphic organizers • Semantic maps • Concept diagrams • Timelines • Create listener-friendly lectures • Give demonstrations
Seven Principles of Excellent Vocabulary Instruction (Chiappone, 2006)
Facilitating Student Participation • Questioning • Discussions • Vibrant discussions • Discussion webs
Effective Questioning Strategies Distribute questions evenly State questions clearly Ask a variety of question types Give specific feedback about answers Let student explain why answer is right Let student explain thinking with wrong answers Sequence questions to provide structure Ask questions in nonthreatening way Encourage students to ask questions of you and peers Make questions relevant
Differentiating Assessment • Preparing for high-stakes tests • Help students develop test-taking strategies • Test approach skills • Test-taking skills • Test preparedness skills • Use of teacher-made tests • Alternative assessments • Grading • Rubric /scoring guides
Differentiating Assessment • Four ways assessment and instruction are linked (Tomlinson, 2003):
Course Topics, review • History of Special Education in America • Special Education, Inclusion and Least Restrictive Environment • Teaching Students with Learning Disabilities and Emotional/Behavior Disorders • Students with Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, Traumatic Brain Injury, Pervasive Development Disorder (Autism), Communication Disorders • Managing Students Behavior in a Special Education Classroom • Facilitation of Reading, Writing and Mathematics for Special Education Students • Developing Independence, teaching self-advocacy and teaching self-determination
Course Objectives and Outcomes, review(slide 1 of 2) Students should be able to: • Describe the characteristics/needs of children and adults with disabilities in life and learning; know the prevalence, causes and remediation of all the disabilities; discuss disabilities and make presentations about specific disabilities • Describe the history, legislation and services for people with disabilities; discuss the history of special education in America; be able to compare and contrast IDEA with Civil Rights Legislation • Identify impact of NCLB, special education and testing. • Identify community services, available agencies and resources for people with disabilities • Describe the major legal requirements involved in serving students with disabilities and their families • Be able to offer suggestions to and assist parents and families of children with disabilities
Course Objectives, review(slide 2 of 2) • Describe the purpose, process and components of an IEP and Transition Plans • Prepare materials for use in a regular education classroom designed to heighten awareness of exceptional learners • Discuss inclusion, mainstreaming, and procedures for accomplishing both • Discuss criteria for identification of a learning disability and identify assessment practices that may be biased toward certain groups. Identify components of non-biased assessment. • Describe techniques used to remediate problems and deficits within the general education setting • Design lessons to meet the individual needs of Title 1 students • Identify and use specific techniques to remediate students with reading, math and writing deficiencies
Main Concepts from Chapters One through nine (10 slides) • The Individuals with Disabilities Act (IDEA) and Vocational Rehabilitation Act are the two main laws that have increased opportunities and services to people with disabilities • The individualized education program (IEP) is developed and implemented by a multi-discipline team, the goal of which is to provide appropriate education for a student. Transition plans, which are required for all students on IEPs beginning at age 14, must include a statement of the student’s transition needs. By age 16, an IEP must include statements which reflect individual’s choices, preferences, and needs in the areas of education and training, employment, adult living arrangements, and community experiences, as necessary (according to IDEA 1997)
Professionals working together takes many forms including: • Consultation (an expert helps another professional) • Co-teaching (usually involves a special ed and general ed teacher working in the same classroom) and • Collaboration (professionals assisting and receiving assistance from the other teachers in regards to planning, problem solving, and instructing).
Learning disabilities • Learning disabilities is a term used to describe students who have difficulty learning, despite adequate cognitive functioning. • Three types of learning disabilities are dyslexia, dysgraphia and dyscalculia. • Accommodations include • Teaching at instructional level • Using learning groups of six or fewer • combination of direct instruction and cognitive strategies • provide a framework and routine for learning • model processes and strategies • provide opportunities for extended practice • adjust workload and time, teach memory strategies, • present information in multiple ways • allow students to demonstrate learning in multiple ways.
Attention Deficit Hyperactivity Disorder(ADHD) • Refers to difficulty in attention and has two factors: inattention and hyperactivity/impulsivity. • Key characteristics include • lack of behavior inhibition • difficulty with executive functioning (the ability to regulate one’s thinking and behavior) • Classroom interventions include • use novelty in instruction and direction • maintain a schedule and provide organizational assistance • arrange environment to facilitate attention • provide rewards consistently • communicate briefly and clearly
Communication: • Communication disorders include speech, language, and hearing disorders. • Speech disorders involve difficulty with articulation, fluency and voice • Language disorders involve difficulties with content, form and use.
Communication • Hearing loss is measured by an audiologist and often identified before a child starts school. Mild hearing loss is common • Accommodations include arranging a classroom to reduce background noise and having the speaker’s face visible.
Visual Impairments Students with visual impairments can be blind or partially sighted. Accommodations include • give instruction in orientation (understanding one’s own body, one’s position in space, and the layout of an area) and • give instruction in mobility skills (including going up and down stairs, walking across a classroom and walking through a parking lot or crossing streets safely).
Emotional and Behavioral Disorders (EBD) • Students with emotional and behavioral disorders that are significantly different from the norm and exhibited over a long period of time. • Two broad categories: • Externalizing (acting out, aggression, attention-getting, and conduct problems) • Internalizing (more self-directed, such as anxious, worried or depressed). • Six major classifications: conduct disorder and aggression, hyperactivity, socialized aggression, pervasive development disorder, immaturity and anxiety-withdrawal
Pervasive Development Disorder • Pervasive Development Disorder (PDD) includes a number of disabilities, including autism, Aspberger syndrome, Rett syndrome, childhood disintegrative disorder, and PDD-NOS (not otherwise specified).
Autism Spectrum Disorder (ASD) • Subgroup of PDD; includes both autism and Asperger syndrome. • Core difficulties experiences by students with ASD include communication and social skills deficits or excesses and rigidity of behavior patterns. • May exhibit challenging behavior, such as property damage, self-injury and aggression. • As many as 50% of students with ASD do not speak. • Accommodations and priorities include: teach communication skills, structure within a classroom routine, and preferred and non-preferred activities intermingled. Students should be taught to manage their own schedules and parents should be involved in training to promote generalization of skills. • Functional Behavior Assessments (FBAs) are used to identify when, where and why challenging behaviors occur.
