Download M. Borland SE 500 Resource Notebook - UHS-CD3

Special Education
Resource Notebook
Meri Borland
Introduction to Exceptional Children
S.E. 500
Summer 2007
Teaching Strategies for all
Learners with Special Needs
• Become familiar with your students’
disabilities
• Use parents, specialists and special
education teachers as resources
• Learn the strengths and weakness for each
student; assist with goal setting
• Be aware of IEP goals
• Modify the environment
(Osterreich, 2002)
Specific Learning Disabilities
• Definition: psychological difficulty with processing skills
pertaining to language and/or math such as; reading,
writing, spelling, speaking, listening, thinking, calculating,
reasoning and perceptual ability.
• Students with a learning disability may seem to have a
deficit between their ability and their academic
achievement
• Includes conditions such as; brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
(Heald, 2003)
Specific Learning Disability
Characteristics
• Difficulty with alphabet, rhyming, letter sounds, spelling,
handwriting, and word recall
• Poor reading aloud, reading comprehension and writing
organization skills
• Problems with pronunciation, written expression of ideas,
retelling a story
• Confusion with math symbols or similarly sounding words
• Difficulty reading letters and numbers (may be transposed)
• Issues with beginning a task, following directions,
conversational skills
(“Learning Disabilities”, 2004)
Teaching students with Specific
Learning Disabilities
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Understand the traits of each specific condition
Break tasks into small steps
Give extra time for tests and assignments
Use tape-recorders, books on tape, carbon copy paper for
peer note-taking, computers with spell/grammar check and
speech recognition software
Teach learning strategies, organizational and study skills
Give directions in writing and verbally, repeat directions
Give positive, immediate feedback
Provide several chances to practice
(“Learning Disabilities”, 2004)
Speech and Language
Impairment
• Definition: difficulty with communication;
impairment with voice, fluency, articulation,
and/or the ability to understand or use language
(verbally and nonverbally)
(“Speech-Language”, 2004)
• Disability can occur in receptive and/or expressive
language affecting different categories of
language: phonology, syntax, semantics,
pragmatics
(International Psychology Services [IPS}, 2000)
Types and Definitions of Receptive
and Expressive Language
Receptive/Phonology: distinguishing between sounds
Receptive/Syntax: understanding complex sentence structure
Receptive/Semantics: understanding meaning
Receptive /Pragmatics: understanding use of language as
communication; non-literal meanings
Expressive/Phonology: articulation
Expressive/Syntax: creating grammatically correct speech
Expressive/Semantics: communicating meaning
Expressive/Pragmatics: socially appropriate use of language
(IPS, 2000)
Speech or Language Impairment
Characteristics
• Delayed speech and language skills
• Problems with voice quality,pitch, volume
• May be difficult to understand, have difficulty
expressing ideas
• Difficulty pronouncing certain sounds or
understanding meanings of words
• Problems with flow or rhythm of speech
• Improperly using words or grammar
• Difficulty following directions
(“Speech-Language”, 2004)
Speech or Language Impairment
Teaching Strategies
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Practice patience
Encourage speaking in group activities
Maintain eye contact
Arrange after class/school sessions for lengthy or difficult
points
Allow oral assignments to be written
Allow one on one oral presentations
Give time for student to express themselves, don’t interrupt
or finish statements
Ask for student to repeat statements, use repetition during
instruction
(“Teaching students”, 2003)
Mental Retardation
• Definition: abnormally low intellectual
functioning and difficulty with adaptive behavior
such as daily living, self-help, communication,
and social skills. An IQ less than 70 may be used
to label mental retardation.
(“Mental Retardation”, 2004)
Mental Retardation
Characteristics
• Delay in gross motor skills (sitting, walking) and talking
• Problems with memory, social skills, logical thinking,
problem solving and cause and effect
(Oesterreich, 2002)
• Difficulty understanding consequences of actions
• May have problems transferring knowledge
• Short attention span, easily distracted, problems with
transitions
• Poor coordination
• Immature speech
• May have fear of change
(“Mental Retardation”, 2004)
Mental Retardation
Teaching Strategies
• Be concrete; use visuals and hands on learning experiences
to demonstrate concepts
• Give feedback
• Break large tasks into steps, use simple directions
• Provide opportunities for practice
• Focus on daily living and social skills
• Encourage group/club/organization participation
• Alert to transitions
• Limit number of choices during an activity
• Physically guide through steps of activities
• Match activities to ability level and mental age
(“Mental Retardation”, 2004)
Other Health Impairment
• Definition: chronic or acute health conditions or
diseases that reduce strength, vitality or alertness
which negatively affects academic performance
• Conditions include; asthma, attention deficit
disorder (ADD), attention deficit hyperactivity
disorder (ADHD), diabetes, epilepsy, heart
conditions, hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell anemia
(Heald, 2003)
ADD/ADHA Characteristics
Each disorder will have a specific set of characteristics. Due to
the broad range of conditions covered under this category, the
following are characteristics of students with ADD/ADHD.
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Weak problems solving
Poor attention span or easily distracted
Inconsistent work, Poor class participation
Hyperactivity, restless
Disorganized, problems following directions
Procrastinates, makes careless mistakes, loses items
(“Specific Impairments”, 2007)
Other Health Impairment Strategies
• ADD/ADHD
– Provide detailed instructions, outlines, graphic
organizers, copies of notes and hands on materials
– Display clear classroom expectations
– Repeat and highlight key points, terms, concepts, give
directions one step at a time, give extra time for work
– Provide immediate, frequent feedback
– Break long tasks into shorter assignments
– Allow frequent breaks or movement around the room
– Change seating often; give preferential seating
– Provide quiet area for testing; alternative methods
(“Specific Impairments”, 2007)
Other Health Related Teaching
Strategies
General accommodations for students with
health related disabilities
• Give assignments and due dates in advance
• Allow snack and bathroom breaks
• Be flexible with due dates and when dealing
with absences; reduce assignment
requirements
• Provide preferential seating (near door or
window)
(“Other Impairments”, 2003)
Emotional and Behavioral
Disorders
According to the Individuals with Disabilities Education Act
(IDEA) (2004), the definition includes one or more of the
following behaviors over a long period of time:
• inability to learn that is not explained by other factors
• inability to build or maintain relationships
• inappropriate behaviors or feelings in normal situations
• General unhappiness or depression
• Fears or physical symptoms due to, otherwise, normal
problems
(“Emotional Disturbance”, 2004)
Emotional Disability
Characteristics
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Short attention span, impulsive behavior
Aggression, fighting or harmful to self
Difficulty learning, poor coping skills
Temper tantrums, inappropriate crying, immature
for age
• Withdrawal from social interactions
• Excessive fear and anxiety
• Distorted thinking, abnormal mood swings
(“Emotional Disturbance”, 2004)
Emotional Disorder
Teaching Strategies
• Teach problem solving skills and encourage social
interactions
• Watch for signs of frustration, aggression, withdrawal
• Match length of activity and developmental level with
ability/attention spans
• Announce transitions and provide preferential seating
• Limit distractions and stimulation, provide open-ended
materials
• Assign classroom jobs
• Guide play activities, provide suggestions and structure
(“Emotional Disturbance”, 2004)
Autism Spectrum Disorder
• Definition: disability in which verbal and
nonverbal developmental skills and social
interactions are negatively affected (onset usually
before the age of 3); neurobiological disorder that
affects ability to play, communicate and relate to
others
• Condition includes; Autistic Disorder, Pervasive
Developmental Disorder-Not Otherwise Specified,
Asperger’s Disorder, Rett’s Disorder, Childhood
Disintegrative Disorder
(“Autism/PDD”, 2007)
Autism Spectrum Disorder
Characteristics
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Sensitive to certain sensory stimuli
difficulty adjusting to change; need for routine
Difficulty expressing needs
Unusual repetitive behavior
Inappropriate or responses to sound
Difficulty making and maintaining relationships
Insensitivity to pain, low fear of danger
Prefer solitary activities
May avoid eye contact; being touched
(“Defining Autism”, n.d.)
Autism Spectrum Disorder
Teaching Strategies
• Provide concrete objects and visuals for cues and
instruction
• Give short verbal instructions
• Develop talents and use interests to motivate learning
• Be aware of stimuli that is uncomfortable
• Give child permission to move as needed (lights/sounds)
• Teach generalization (transfer of knowledge) and
sequencing skills
• Use colored paper with black ink
• Understand meaning of behavior
• Have consistent routines and schedules
(Grandin, 2002)
Deafness and Hearing Loss
• Definitions:
Deafness: severe impairment, which results in an
inability to process information obtained through
hearing
Hearing Loss: significant impairment in hearing
which affects academic performance (may be
permanent or fluctuating)
(“Deafness/Hearing Loss”, 2004)
Four Types of Hearing Loss:
Conductive- caused by disease or blockage to middle or outer
ear, affect frequencies evenly- may have the ability to
hear with hearing aids or surgery
Sensorineural- damage to sensory hair cells in the inner ear or
surrounding nerves, affects ability to hear certain
frequencies, ranges from mild to profound
Mixed - combination of conductive and sensorineural,
problems in both inner and outer or middle ear
Central -damage to nerves of central nervous system (in the
brain)
(“Deafness/Hearing Loss”, 2004)
Deafness and Hearing Loss
Characteristics
• Difficulty learning vocabulary, grammar and spoken
communication
• May use hearing devices, forms of sign language or lip
reading
• Does not respond to when spoken or loud noises
• Not easily understood, interrupts conversations, leaves out
sounds in words
• Asks for repetition of directions
• May have very soft, loud and/or monotone voice
• Turns ear toward speaker
• Heightened awareness to visual cues
(Oesterreich, 2002)
Deafness and Hearing Loss
Teaching Strategies
• Provide preferential seating and copies of notes
• Teach classmates basic signs
• Use Total Communication- instruction both verbally and in
sign language
• Use closed-captioned videos
• Be familiar with services; interpreter, text telephones and
relay services, hearing devices, and amplification systems
• Make eye contact before speaking, use facial expressions
and gestures to help communicate
• reduce background noise during instruction
• Use visuals to assist with schedules, instruction and
organization
(Oesterreich, 2002)
Blindness and Low Vision
• Definitions:
– Partially sighted: visual problem which requires
special education services
– Low vision: severe visual impairment even with
the use of glasses or contacts; unable to read at
normal viewing distances
– Legally blind- severely limited field of vision
(less than 20/20 in the “good” eye)
– Total blindness: no functional vision
(“Visual Impairments”, 2004)
Blindness or Low Vision
Characteristics
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Young children may not explore environment
Unable to imitate or understand nonverbal communication
Difficulty focusing eyes, eye(s) cross
blinking, rubbing eyes, squinting, frowning, covering one
eye, tilting head
• Holds materials close to face
• Dizziness, headaches or upset stomach after focusing,
stumbles or trips often
• Difficulty finding small objects
(Oesterreich, 2002)
Blindness or Low Vision
Teaching Strategies
• Provide large print materials, Braille and books on tape
• Teach listening, communication, orientation, and mobility
skills
• Promote daily living and self help skills
• Use textural, concrete objects to demonstrate concepts
• Use descriptive words and talk through steps thoroughly
• Have classmates identify themselves, describe their
activities and call the child by their name.
(Oesterreich, 2002)
Orthopedic Impairment
• Definition: congenital anomaly, disease and
other disorders causing physical
impairments which affect academic
performance
• Conditions include; clubfoot, missing limb,
bone tuberculosis, Cerebral Palsy, Epilepsy,
amputation, asthma, heart disease, Muscular
Dystrophy, Rheumatoid arthritis
(Heald, 2003)
Orthopedic Impairment
Characteristics
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Poor fine motor development
Difficulty with hand-eye coordination
Stumbles, trips frequently
Poor balance
Difficulty with large-motor coordination
Weakness
Poor coordination
(Oesterreich, 2002)
Orthopedic Impairment
Teaching Strategies
• Be aware of classroom obstacles, comfort of student and
storage for assistive devices
• Provide textural, hands-on and study materials
• Promote movement and exercise
• Encourage social interaction
(Oesterreich, 2002)
• Address students at eye level and make eye contact
• Make a plan for lateness and taking breaks
• Provide adequate work space
• Allow additional time
• Adjust lengthy writing assignment
• Use peer- buddy systems
(“Strategies”, 2005)
Gifted and Talented
• Definition: higher than average intellectual
abilities in general or specific fields
(including the arts), creativity, and/or
leadership
(Lolly, 2005)
Gifted and Talented
Characteristics
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Early readers, extensive vocabulary
Mature for age
Highly motivated, independent
Curious
Persistent
Learn rapidly
Superior memory
Long attention span
(Lolly, 2005)
Gifted and Talented
Teaching Strategies
• Provide open-ended, abstract learning activities,
opportunities to form hypothesis and learn through
discovery
• Emphasize questioning (synthesis and evaluation)
and alternative solutions to problems
• Promote risk taking and responsibility for learning
• Encourage higher-level and independent thinking
• Provide adequate materials
(Hovis, 2004)
References
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Autism Society of America. (n.d.). Defining autism. Retrieved
August 6, 2007, from http://www.autismsociety.org/site/PageServer?pagename=about_whatis_characteristics
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Grandin, T. (2002). Teaching tips for children and adults with
autism. Retrieved July 30, 2007, from
http://www.autism.org/temple/tips.html.
Heald, B. (2003). Disability categories. Retrieved August 4,
2007. http://www.gananda.org/
SpecServices/disability%20categories.htm.
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Hovis, S. (2004). Differentiated curriculum for classrooms with
gifted children. Retrieved July 31, 2007, from
http://www.newhorizons.org/strategies/differentiated/.htm.
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International Psychology Services. (2000). Speech and
language disorders. Retrieved August 6, 2007. from
http://www.devdis.com/contact.html.
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Lolly, J. (2005). Pioneering definitions and theoretical positions in the
field of gifted education. Gifted Child Today, (28)3, 38-43.
References
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Mt. San Jacinto College. (2003). Teaching students with speech
impairments. Retrieved August 6, 2007, from
http://www.msjc.edu/dsps/speech.shtml.
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NICHCY. (2004). Autism/PDD Fact Sheet 1. Retrieved August 2,
2007. from http://www.nichcy.org/
pubs/factshe/fs1txt.htm.
NICHCY. (2004). Deafness/Hearing Loss Fact Sheet 3.
Retrieved August 2, 2007. from
http://www.nichcy.org/pubs/factshe/fs3txt.htm.
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NICHCY. (2004). Emotional Disturbance Fact Sheet 5.
Retrieved August 2, 2007. from
http://www.nichcy.org/pubs/factshe/fs5txt.htm.
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NICHCY. (2004). Learning disabilities. Retrieved August 2, 2007,
from http://www.nichcy.org/pubs/factshe/fs7txt.htm
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NICHCY. (2004). Mental Retardation Fact Sheet 8. Retrieved
August 2, 2007. From http://www.nichcy.org/pubs/
factshe/fs8txt.htm.
References
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NICHCY. (2004). Speech-Language Impairment Fact Sheet 11.
Retrieved August 2, 2007. from
http://www.nichcy.org/pubs/factshe/fs11txt.htm.
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NICHCY. (2004). Visual Impairment Fact Sheet 13. Retrieved
August 2, 2007. from
http://www.nichcy.org/pubs/factshe/fs13txt.htm.
Osterreich, L. (2002). Children with disabilities or special needs.
Retrieved August 2, 2007, from
http://www.nncc.org/Diversity/divers.disable.special.html.
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University of Colorado. (2007). Division of Student Affairs.
Specific impairments and related classroom strategies.
Retrieved August 2, 2007, from
http://www.colorado.edu/disabilityservices/.html.
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University of Washington. (n.d.). Other impairments. Retrieved
August 7, 2007. from http://www.washington.edu/
doit/Faculty/Strategies/Disability/Other/.
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West Virginia University. (2005). Strategies for teaching
students with motor/orthopedic impairments. Retrieved
August 6, 2007, from http://www.as.wvu.edu/
~scidis/motor.html.