An Effective Teacher Considers Individual Differences Students with Special Needs

1. An Effective Teacher Considers Individual DifferencesStudents with Special Needs Rose Moonyeen C. Cazeñas EDFD 211: Psychological Foundations of Education August 26, 2009

2. Students with Special Needs Some Facts in Special Education: • We do not label a child unless the child has been properly diagnosed • If the child has been diagnosed it is appropriate to identify him as a person first before the diagnosis • When a child is suspected to be different and is recommended for diagnosis, the child does not undergo only one test, which is usually what others may suspect him to have, rather he is given all the tests to eliminate what he does not have and confirm what he has

3. DSM-IV • The Diagnostic and Statistical Manual of Mental Disorders (DSM), is the primary system used to classify and diagnose mental disorders. • The DSM-IV is the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association.

4. DSM-IV Three Major components of the DSM • Diagnostic Classification – list of disorders • Diagnostic Criteria - indicate the symptoms to qualify for a diagnosis • Inclusion criteria- what symptoms must be present and for how long • Exclusion criteria- what symptoms that must not be present • Descriptive Text

5. Individualized Education Plan IEP • This is a legally binding document tailored specifically to a child's special needs • spells out exactly what special education services a child will receive and why • includes the child's classification, placement, services and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists

6. Autism

7. Autism PERVASIVE DEVELOPMENTAL DISORDER (PDD) • “autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.” • A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior

8. Autism CHARACTERISTICS OF AUTISTIC DISORDER (1) Qualitative impairments in social interaction (2) Qualitative impairments in communication (3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities (4) Delays or abnormal functioning (5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder

9. Autism CHARACTERISTICS OF AUTISTIC DISORDER (1) Qualitative impairments in social interaction a. Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction. b. Failure to develop peer relationships appropriate to developmental level. c. A lack of spontaneous seeking to share enjoyment, interests, or achievement with other people (e.g. by a lack of showing bringing, or pointing out objects of interest). d. Lack of social or emotional reciprocity.

10. Autism CHARACTERISTICS OF AUTISTIC DISORDER (2) Qualitative impairments in communication a. Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime). b. In individuals with adequate speech, marked impairments in the ability to initiate or sustain a conversation with others. c. Stereotyped and repetitive use of language or idiosyncratic language. d. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.

11. Autism CHARACTERISTICS OF AUTISTIC DISORDER (3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities a. Encompassing preoccupation with one or more stereotypic and restricted patterns of interest that is abnormal either in intensity or focus. b. Apparently inflexible adherence to specific, non-functional routines or rituals. c. Stereotypic and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements). d. Persistent preoccupation with parts of objects.

12. Autism CHARACTERISTICS OF AUTISTIC DISORDER (4) Delays or abnormal functioning • social interaction, • language as used in social communication, or • symbolic or imaginative play.

13. Autism CHARACTERISTICS OF AUTISTIC DISORDER (5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder

14. Autism TYPES • RETT’S • CDD • PDD-NOS • ASPERGER • SAVANT RETT’S DISORDER • Is a distinct neurological condition that begins between 5 and 30 months of age following an apparently normal early infancy Affecting only girls

15. Autism TYPES • RETT’S • CDD • PDD-NOS • ASPERGER • SAVANT CHILDHOOD DISINTEGRATIVE DISORDER • Characterized by normal development, followed by manifestation of PDD characteristics between the ages of 3 and 10. • Other symptoms: loss of bladder and bowel control, seizures and very low intelligence quotient.

16. Autism TYPES • RETT’S • CDD • PDD-NOS • ASPERGER • SAVANT PDD-NOS • When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). 

17. Autism TYPES • RETT’S • CDD • PDD-NOS • ASPERGER • SAVANT ASPERGER SYNDROME • Considered a high functioning form of autism. • More common in boys than in girls • Have difficulty socially • Above-Intelligence • No delay in cognitive development, ability take care of themselves, or curiosity about their environment

18. Autism CHARACTERISTICS OF ASPERGER SYNDROME (1)Qualitative impairments in social interaction (2)Restricted repetitive and stereotyped patterns of behavior, interests, and activities (3)The disturbance causes clinically significant impairment on social, occupational, or other important areas of functioning (4)There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years) (5)There is no clinically significant general delay in cognitive development (other than social interaction), and curiosity about the environment in childhood

19. Autism TYPES • RETT’S • CDD • PDD-NOS • ASPERGER • SAVANT SAVANT • Despite serious mental or physical disability have quite remarkable, and sometimes spectacular, talents • Occurs more frequently in males than in females • Skills appear suddenly, without explanation, and sometimes disappear just as suddenly

20. Autism CATEGORIES OF SAVANT SKILL • SPLINTER SKILLS – the individual possess specific skills that stand in contrast to their overall level of functioning • TALENTED SAVANT – the individual displays a high level of ability that is in contrast to their disability • PRODIGIOUS SAVANT – special skill or ability is so outstanding that it would be spectacular even if it were to occur in a non-handicapped person

21. Autism TYPICAL SAVANT SKILLS • Music • Artistic • Calendar Calculating • Other Skills

22. Autism BEST PRACTICES • Task Analysis -breaking down of tasks into smaller teachable units • Tying shoes • Grab one lace in each hand. • Pull the shoe laces tight with a vertical pull. • Cross the shoe laces. • Pull the front lace around the back of the other. • Put that lace through the hole. • Tighten the laces with a horizontal pull. • Make a bow. • Tighten the bow.

23. Autism • Tying shoes • Pinch the laces. • Pull the laces. • Hang the ends of the laces from the corresponding sides of the shoe. • Pick up the laces in the corresponding hands. • Lift the laces above the shoe. • Cross the right lace over the left one to form a tepee. • Bring the left lace toward the student. • Pull the left lace through the tepee. • Pull the laces away from one another. • Bend the left lace to form a loop. • Pinch the loop with the left hand. • Bring the right lace over the fingers and around the loop. • Push the right lace through the hole. • Pull the loops away from one another. BEST PRACTICES • Task Analysis -breaking down of tasks into smaller teachable units

24. Autism BEST PRACTICES • Task Analysis - breaking down of tasks into smaller teachable units • Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance

25. Autism BEST PRACTICES • Task Analysis - breaking down of tasks into smaller teachable units • Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance • Picture Exchange Communication System (PECS)

26. Autism BEST PRACTICES • Task Analysis - breaking down of tasks into smaller teachable units • Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance • Picture Exchange Communication System (PECS) • Structured Teaching (TEACCH)

27. Autism BEST PRACTICES • Structured Teaching (TEACCH) A system to promote independence by organizing - • Space • Change of activities with schedules • Work study systems to facilitate learning process • Material organization

28. Component of Structured Teaching-PHYSICAL STRUCTURE Autism BEST PRACTICES • Structured Teaching (TEACCH) • Physical lay-out of room or space for teaching, working, leisure or living activities • Concept of where activities and functions take place

29. Component of Structured Teaching-DAILY SCHEDULE Autism BEST PRACTICES • Structured Teaching (TEACCH) • Tells student sequence of events during the day • Concept of when and what the activity will be • Teaches flexibility

30. Component of Structured Teaching –INDIVIDUAL WORK SYSTEMS Autism BEST PRACTICES • Structured Teaching (TEACCH) • Systematic way to inform students of what they should do while in their independent work areas

31. Component of Structured Teaching –TASK ORGANIZATION Autism BEST PRACTICES • Structured Teaching (TEACCH) • Organization of materials that provides visually clear guidelines on positional relationship between parts and task completion

32. CAUSES OF AUTISM 1.2 Extreme male brain theory This theory suggests that Aspergers Syndrome and Autism represent an extreme form of the way in which men’s brain differ from those of women. People with AS excel at systemizing and are less capable of empathizing. This theory explains why there are more incidence of AS/autism in males than in women. I. Physical Disorder Models 1.1 Brain size and wiring People with autism have slightly enlarged brain size and different wiring. 1.3 Other Brain differences a. The cells in the limbic system, which regulates emotion and helps with complex learning, are small and more densely packed than that of the normal brain. b. Part of the frontal lobes, which enables decision-making and planning, are thicker than normal. c. The cells in the cerebellum are reduced by 30% to 50%. The cerebellum assists in making predictions about what will happen next in terms of movements, thoughts, and emotions. d. Neurons in the amygdala have been found to be abnormal. The amygdala plays the role in emotional arousal, assigning behavioral significance to environmental stimuli and attaching emotional valence to stimuli. 1.4 Pre-operational autism theory It states that people with autism are those who become neurologically impeded at the pre-operational stage of cognitive development, where much of the information processing is a holistic-visual level and largely musical and non-verbal

33. The frontal lobes, home to higher reasoning, are greatly enlarged, due mainly to excess white matter, the brain’s connector cables. The brains of kids who develop autism are growing at an unusual rate by age 2 and have puzzling signs of inflammation. The amygdala is enlarged. This area plays a role in sizing up threats in the environment and in emotion and social behavior. Its size may be related to the high level of anxiety in autistic people. Research shows their amygdala is activated when looking at faces—as if confronting a threat. The hippocampus is about 10% larger than normal. This area is vital to memory. One possibility is that this structure becomes enlarged because autistic children rely on memory to interpret situations that most people process elsewhere The corpus callosum is undersize. The band of tissue links the left and right hemispheres of the brain. Activity across diverse regions of the brain is poorly coordinated in autistic people, more like a jam session than a symphony The cerebellum like the frontal lobe is overloaded with white matter. This region plays a key role in physical coordination, motor planning and anticipating events – all can be weak areas for people with autism CAUSES OF AUTISM Anatomy of an Autistic Brain

34. ADHD

35. ADHD CHARACTERISTICS • Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in which a child displays an excessive degree of distractibility, hyperactivity and impulsiveness.

36. ADHD TYPES • Predominantly Inattentive Type or Attention Deficit Disorder (ADD) - Symptoms are primarily related to inattention. Individual does not display significant hyperactive/impulsive behaviors. • Predominantly Hyperactive-Impulsive Type - Symptoms are primarily related to hyperactivity and impulsivity. Individual does not display significant attention problems. • Combined Type - Individual displays both inattentive and hyperactive/impulsive symptoms.

37. ADHD BEST PRACTICES • Modify Teaching Methods • Modify Assignments • Modify Testing and Grading • Modify Level of Support and Supervision • Use Technology

38. ADHD BEST PRACTICES • Strategies for the Classroom

39. ADHD Practical Tips for Teachers • Accept That ADHD Is a Genuine Disorder • Focus on Positive Channeling • Adjust Your Expectations

40. ADHD Practical Tips for Teachers • Give One-Step Directions • Ask About the Parents' Method of Discipline • Help the ADHD Child "Switch Gears" Slowly • React Calmly

41. Learning Disabilities

42. Learning Disabilities DEFINITION • Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.

43. Learning Disabilities TYPES • DYSGRAPHIA • DYSCALCULA • DYSLEXIA DYSGRAPHIA • Is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing

44. Learning Disabilities TEACHING INSTRUCTIONS • Outline their thoughts • Draw a picture • Dictate ideas into a tape recorder • Practice keyboard skills / use a computer • Practice writing • Talk aloud as they write • Adjust grading criteria

45. Learning Disabilities the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere tsampleo mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.

46. Learning Disabilities "The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."

47. Learning Disabilities TYPES • DYSGRAPHIA • DYSCALCULIA • DYSLEXIA DYSCALCULIA • Is a learning disability in Math • Involves inability to understand the meaning of numbers their quantities • Cannot understand basic operations of addition and subtraction • May not understand complex problems such as multiplication, division, and more abstract problems

48. Learning Disabilities TEACHING INSTRUCTIONS • students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction i.e. IEP

49. Learning Disabilities TYPES • DYSGRAPHIA • DYSCALCULIA • DYSLEXIA DYSLEXIA • Is a learning disability characterized by problems in expressive or receptive, oral or written language • Problems may emerge in reading, spelling, writing, speaking, or listening

50. Learning Disabilities CHARACTERISTICS OF DYSLEXIA • late to start speaking • Individuals with auditory memory difficulties find it difficult to learn nursery rhymes • can have a language delay and evidence of memory difficulties for following instructions • perceiving the sounds that make up words is a struggle