Understanding Our Students: Presented for West Chester University Pre-service Teachers

1. Understanding Our Students:Presented for West Chester University Pre-service Teachers Elena Tobin, MS Kathy Wilkins, Ph.D October 21, 2008

2. Our Afternoon - Agenda • Introduction - KWL “Icebreaker” • Disorders Defined • Music Class Observation • In the Eyes of Our students • Classroom Application

3. KWL – Icebreaker • Generate together ideas to add to our “KWL Chart” • Discuss and report out together

4. The Exceptionalities Served at Vanguard • Autism Spectrum Disorders • Autism • Asperger’s • Pervasive Developmental Disorder NOS • Neurological Impairment (OHI) • Emotionally Disturbed

5. Disorders under ASD • Autism • Aspergers Disorder • Pervasive Developmental (NOS)

6. STOP & Think! Based on the opening KWL activity and Autism/Asperger’s information, talk about something new you learned.

7. Other Health Impaired (OHI) • Broad spectrum of neurological disorders or impairments represented – mild to moderate CP, active seizure disorder, brain injury from illness, inoculations, or surgical difficulty, mild TBI. • Neurological impairments create a broad spectrum of learning disabilities

8. Emotionally Disturbed • For the students this classification refers to more “internalizing emotional disorders” such as depression, anxiety, mood disorders – not disruptive behavior disorder or conduct disorder • These students tend to be higher functioning cognitively and academically • The focal teaching strategies and instructional modifications used for ASD students work well for ED students

9. Types of Learning Differences • Communications and Speech/language disorders –These students have difficulty with the pragmatics of speech • Reading disorders – decoding may be good but unable to comprehend or make inferences • Math disorders – significant difficulty with word problems • Writing Disorders – inability to transform thought to written word

10. Neurosocial Disorders Inability to read non-verbal communications such as facial expressions, tone of voice, body language Seen traditionally in students diagnosed with Non-verbal Learning Disorder and Asperger’s Inability to self-monitor or recognize how one’s behavior affects the behavior of others Lack of empathy or understanding of what others may experience – mind-blindness

11. Typical Supports in a School District • Speech/Language Therapy • Occupational Therapy – fine motor and sensory processing • School Counseling and School Psychologists • Reading Specialists • Behavior Support/TSS Let’s view a simulation…

12. STOP & Think! Reflect: What were your thoughts about the anxiety simulation of the learning disabled child?

13. Let’s Talk About Writing… • Writing Development 101 • Writing through the eyes of a child with learning disabilities • Strategies for your classroom

14. What is Writing?Most teachers expect students to: • Express thoughts on paper: • Must have Ideas • Organize • And Sequence with • Proper Conventions …to develop a coherent and logical sample All at the same time!

15. Curriculum Demands Requiring Writing Skills • Formats • Essays • Paragraph writing • Book reports • Journals • Tests, quizzes • Worksheets • Note Taking • Homework • Research

16. STOP & Think! How often could your students be reading and writing during Music class? What do you envison?

17. What Skills Should Students Have? • It is a gradual process that occurs over time and builds on previous learning. • Writing requires: • Planning and organization • Retrieval of words and sentences • Spelling, sentence construction, transitions, pace, and flow of ideas • Ability to perceive reader’s needs and interests

18. What Do We Know? Our students have difficulty due to common factors: • Cognitive and language development • Auditory processing issues • Physical/fine motor control • Frustration, “I hate writing, I can’t do this” • Overall reluctance due to one or more of above factors What this may look like:

19. Writing is a Mechanical Process • Graphomotor • Holding the tool • Moving the tool – motor patterns • Perceptual skills • Left to right • Top to bottom • Spacing • Visual What this may feel like:

20. STOP & Think! How can you accommodate students with disabilities in your classroom?

21. Modified Music Activity • “Let’s talk about the composer Handel.” • Independent work OR in pairs • Sample 1 & Sample 2 • Adapt sheet music?

22. Differentiating Music Instruction • Gardener’s seven intelligences • Multiple modalities • Visual and auditory input

23. Slide taken from: http://www.authorstream.com/presentation/tccampa-65510-gardner-multiple-intelligences-intelligence-psychology-intell-type-education-ppt-powerpoint/

24. Differentiating Music Instruction • DI in a box • What’s around your school? • Model classroom environment: Make a word wall, centers, utilize technology

25. Additional Tips • Knowledge is Power: Ask reading specialists for student reading levels to assist with your activities. • Add reading level information to your substitute folder, and adapted work as necessary • Students with IEPs: ask special education teacher for a copy of “SDI” section (Specially Designed Instruction) with list of accommodations - keep as a reference • Resources to take with you: • All Presentation materials: http://edtechdiva.wikispaces.com • Green packet – 10 tips for school staff