Workshop #2 xlearners.wordpress Rachel Karlsen

1. Workshop #2http://xlearners.wordpress.comRachel Karlsen Learning goals and discussions: Define/know characteristics of Learning disabilities Define/Identify characteristics of ADHD Define Communication disorders Understand IEPs

2. Overview of class • Greeting (What is something you did today that made you happy/proud/excited?) • Left over from last week… • Questions about syllabus? • Introduce posters in class • Assignments due tonight • Assignments due next week • Reaction to readings……papers (read highlight) • 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 • Activity (Basic Needs) • Inclusion video • Communication disorders • Distinguish between Speech and Language Disorders • Create accommodations for students with Speech and Language problems

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

4. Communication with parents/students, using technology Go to • youtube • slc english extra credit

5. Notes from last week • A school is permitted to remove a child with a disability to an alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child’s disability, in cases where a child: • • Carries or possesses a weapon to or at school, on school premises, or to or at a school • function under jurisdiction of a state educational agency (SEA) or LEA; • • Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled • substance, while at school, on school premises, or at a school function under the • jurisdiction of an SEA or LEA; or • • Has inflicted serious bodily injury upon another person while at school, on school • premises, or at a school function under the jurisdiction of an SEA or LEA. • [615(k)(1)(G)] Adds a new definition. • Serious Bodily Injury: defined in USC 1365(g) to mean a bodily injury that involves a • substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ or faculty.

6. 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).

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

8. Questions/Review Syllabus? Expectations? Posters?

9. 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 (IDEA 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.

10. 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, topics: a. Emotional/behavioral disorders, b. Autistic Spectrum Disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety (this is an additional topic) • Read chapters 5 and 6 • Read More, C. (2008) • Prepare to discuss EBDs and Autism • As time allows, begin working on final presentation

11. 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: • Reading Facilitation, Writing Facilitation, Math Facilitation, Art/Music/PE Adaptations

12. Reactions • Readings • Journals • Read highlights • Copies of papers?

13. Presentations • Yellow sticky notes: feedback for each presenter; place on their mini-poster • Presentation Evaluation: comments and score returned next week (15-20 minutes; “10 minutes” “5 minutes left”) • IDEA and the Law • Learning Disabilities • Communication Disorders • IEPs

14. Quickwrite: Shift in understanding (journal)

15. Video • Understanding Learning Disabilities • Also called “Learning Differences”

16. Accommodation ActivitiesPower Points in the classroom (check file for ppt for second class night)~copy file to your flashdrive?http://office.microsoft.com/en-us/templates/results.aspx?qu=school&av=TPL000

17. Power Point Premade Learning Activities • Examples • Abe Lincoln • Back to School • Billionaire • Characterizations • Comparative endings • Complete and incomplete sentences • Comp/incomp reteach • Drawing conclusions • Hundreds tens ones • Jeopardy SF unit 5 • Literature • Number words • Question/statement • Raceway • Timer • Wheel of Fortune • Word Families

18. 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)

19. Four Areas of Disabilities • 1. Language learning • Processing takes a long time • can’t follow simple directions • repeat directions • single step instructions

20. Areas of Disabilites • 2. Academics • May be good in math, but not in reading • Organizing • Writing difficulties • Story map • Math manipulatives

21. Areas in Disabilities • 3. Motor skills • Can’t write very well • Help kids “feel” the subject matter • Use sand, salt, jello

22. Areas of Disabilities • 4. Social skills • Behavior • Skills need to be directly taught • May also have ADHD (in addition to other disability) and be easily distracted

23. Basic Needs Activity • Suitable for MS and HS • Work in groups • Use to identify needs and reasons for actions with students with behavior and/or social skill issues

24. ADHD (end of 1980s) • Impairments in major life activities • School • Family • Peer • Daily living • Begins in childhood • Has three major elements • Impulsivity • Inattention • Hyperactivity

25. Three types of attention during learning • Selective (can ignore others) • Sustained (more than 15 minutes) • Divided attention (example: listening and note taking)

26. End of 1980s (consensus) • Central problem with attention • Attention deficit • Inattention • Impulsivity • Hyperactivity

27. ADHD and other disorders (1980s) • 40 - 65% have oppositional defiant disorder • 25 - 45% have conduct disorder • 30 – 35% have LD • 15 – 27% may have major depression • Cross cultural studies: all countries and ethnic groups

28. New findings about ADHD(1990s to present) • Attention is not the main disorder • Delayed internalization of speech • Difficulty estimating time • Difficulty with problem solving (flexibility, organizing thoughts) • Deficit in inhibition, rather than attention • Less able to delay responding • Less able to develop certain mental abilities to be able to look toward the future

29. New findings with ADHD • Inhibition • Resist urge to act • Stop responding if behavior is not working • Withstand distractions while involved in something else

30. Inhibition • Working memory: holding info, retrospection, foresight • Internalized speech: self directed, private speech • Internal dialogue (question and guide ourselves) • Emotional control: intrinsic motivation (will power, dedication, etc.) • Creative problem solving: analysis and synthesis (take apart and recombine previously used methods) • All of these lead to increasingly difficult patterns of behavior

31. In ADHD • Each of the four functions that lead to patterns of behavior are impaired • Working memory • Internalized speech • Emotional control • Creative problem solving

32. Treatment of ADHD • Careful diagnosis • Education • Effectiveness of medication: improved inhibition • Accommodations: modifying environments where symptoms are problematic

33. Ideas for Supporting students with ADHD in classrooms • Display rules • External motivation at the point of performance (tokens, celebrations, etc.) • Minimize distractions • Prompts or cues in the environment (timers) • Break problems into components that can be moved around (manipulated)

34. Video • Inclusion • Arguments for and against

35. In journal: 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.

36. If time, quickwrite in journal • “Students don’t care how much you know until they know how much you care.”

37. Communication Disorders(Speech, Language, Hearing) • Speech disorders: difficulty with the verbal means of communication • Articulation: production of speech sounds • May be influenced by local dialects • Fluency: flow and rhythm of language • Possibly stuttering • Voice: quality of speech (resonance, pitch, intensity) • Possibly problems due to misusing the voice-yelling, etc

38. Communication Disorders • Language: allows us to represent ideas using a conventional code • Comprehension/receptive: ability to understand what is being communicated • Students may have difficulties following directions, understanding concepts and multiple meanings • Production/expressive: ability to convey the intended message • Students may have difficulty using correct grammar, thinking of the right word and repairing communication when the listener doesn’t understand

39. Metalinguistics • The ability to judge the correctness of language and to correct/improve it • To promote language and metalinguistic skills play word games (rhyming, clapping for syllables, antonym/synonym/homonym listing)

40. Speech/Language Accommodation ideas • Create an accepting classroom community • Avoid competition • Multiple readings of content area to promote fluency • Demonstrate connections between concepts • Promote language through conversation • Other?

41. Great Minds • Fi yuo cna raed tihs, yuo hvae a sgtrane mnid tooCna yuo raed tihs? Olny 55 plepoe out of 100 can.i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

42. If time, Grading and Learning(put with info for third night) • A~Seven Practices for Effective Learning • B~Farce Called Grading • C~How to Grade for Learning • Divide into three groups • Skim/scan reading packet • Prepare a large “poster” to show the whole group.

43. Wrap up and Group Work time(9:40ish) • Review goals

44. Presentations

45. Group time • 9:40ish