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A wide spectrum of visuals and information.

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A wide spectrum of visuals and information.

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Throughout this lesson I will be sharing bits and pieces from my experience as a structured learning para. Students will be immersed in this lesson with facts/definitions, visuals, and modeled examples of benefits of a structured classroom for students with Intellectual, Learning, Developmental disabilities, & Autism Spectrum Disorder. Each student will be given simplified, precise schedules to carry out their direction to centers that grows curiosity throughout the classroom. Students will be given 10 minutes to experience each rotation.

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Students will have a better sense of understanding the importance of centralized, simplified, instruction  for students who need an individualized high level of support and structure to meet academic, social, behavior, & communication needs. During an independent learning task, students will learn how to unlock the potential for those effected with intellectual, learning, developmental disabilities, & Autism spectrum disorder. Students will be able to research their natural curiosity for this subject and will be knowledgeable of  the many supportive resources they can use for teaching. It is my goal that students will leave class with a large sense of awareness and understanding. I also hope they will have a new set of questions to want to research and explore beyond the classroom. It is my goal to inspire my learners to want to learn beyond this one class.

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This lesson will be presented with individualized schedules/rotations for each student. We will have outside guests join the classroom to provide "para support" during centers. We will begin the lesson with a morning large group to discuss the topic & explain small groups & center rotations. Here is the teacher's view of how each student's schedule looks like. Each student's schedules look different from they other. Each rotation table has a labeled 8X10 frame, so the location of the rotation is clearly labeled. This form of rotation shows how teachers can make time for 1 on 1 instruction and break things down for students in a more individualized way. It also teaches structure and the importance of visuals for these types of students.

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Intro to Sped Lesson Facilitation Schedule (2)

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Each student will be given a schedule to help them with direction throughout the classroom. The schedules will be broken down with visuals to help express the benefit of having visuals in the classroom. Here is an example of a schedule that utilizes visuals to help a student remain independent throughout the classroom.

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We will use large group at the beginning and end of this lesson.  The morning large group will welcome to class and present how the rest of the class is structured and I will share some basic information about the content being taught. The final large group will have a video that shares the perspective of a child with autism. It is a special training video that the trainers from Heart spring allowed me to show. Then we will recap and set up time for critique.

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There will be three "small groups" consisting of three people that will work together to make sensory bottles, while discussing how an easy task can be simplified and broken down into steps for different types of students. During this process students will be encouraged to speak to the "Small group" para to ask about her experience with difficulty reading and writing.

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Making a Sensory Bottle-material_5456142 (1)

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Students will sit at a table with dividers that will have a task analysis card explaining how to complete the activity. Students will be given independent work titled "Unlocking the key to their potential"
It will be a project with 5 matching folders where students will see a scenario and try to match a key to help with that particular scenario. There will be a finished basket where students can place their completed work to be reset by a para.

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Students will be given the option for structured leisure where different sensory brain breaks are given along with information how certain things can be helpful to a student in the classroom. There will be multiple visuals that offer benefits and suggestions for sensory in the classroom.
The options a student will have to choose from are:
1. Books
2. Sensory Bins
3. Listening to music (Related to topic)
4. Coloring
5. Rest/Take a break

https://sensoryintelligence.co.za/the-benefits-of-a-quiet-space-in-your-classroom/

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Students will have the option of using either an I pad or laptop to utilize videos/games/& apps that focus on helping them better comprehend the viewpoints of those with Intellectual, Learning, Developmental disabilities, & autism spectrum disorder. This center not only shows the perspective of the type of learner through the videos and content, but it also displays how choices can be given to students.

The following links will be shared:
http://www.spectrumidealab.com/

https://www.understood.org/en/tools/through-your-childs-eyes

https://www.youtube.com/watch?time_continue=63&v=_3ONz6TaKIk

https://www.youtube.com/watch?v=6fy7gUIp8Ms

https://amara.org/en/videos/i1g09iasdjze/info/what-is-intellectual-disability/

https://www.youtube.com/watch?v=AAPmGW-GDHA

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Students will have 1:1 instruction with the teacher to better understand definitions of words related to the content. Due to the number of students we have, there will be two 1:1 tables, but students will only visit one of the two tables during their rotations. They will complete a color coded worksheet to match vocab words with definitions. I will discuss how reading this worksheet might be overwhelming to someone with a learning disability, autism spectrum disorder, intellectual disabilities, or developmental disabilities and explain why. They will be given 1 on 1 opportunity to ask questions about the topic and a chance to share with an instructor or para what they already know during this time. It will allow me to access the student's knowledge towards the particular topic.

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I will use both observation and questioning during 1:1 time and discuss with students during the final large group what they learned and ask what strikes their curiosity the most. We will explore the topic in great depth throughout the rotations with multiple chances for different learning styles. I will encourage their research continue throughout their teaching career. 

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I will use both observation and questioning during 1:1 time and discuss with students during the final large group what they learned and ask what strikes their curiosity the most. We will explore the topic in great depth throughout the rotations with multiple chances for different learning styles. I will encourage their research continue throughout their teaching career. 

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Students will be given bags with content to take home and will be encouraged to continue researching this topic for their future classrooms.

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http://www.lessonpix.com/

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ASD Strategies in Action gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ, or work with individuals on the autism spectrum from early childhood to young adulthood.

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http://aaidd.org/intellectual-disability/definition#.U0wHvMci6IA

https://amara.org/en/videos/i1g09iasdjze/info/what-is-intellectual-disability/

https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

https://www.thearc.org/learn-about/intellectual-disability

https://www.healthychildren.org/English/health-issues/conditions/developmental-disabilities/Pages/Intellectual-Disability.aspx

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https://www.understood.org/en/tools/through-your-childs-eyes

https://www.dailymail.co.uk/sciencetech/article-3480257/What-s-REALLY-like-read-dyslexia-Simulator-reveals-letters-words-appear-people-condition.html#v-2816169880001

https://ldaamerica.org/support/new-to-ld/

https://www.youtube.com/watch?v=PNiaaGaDijM

https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-disabilities/

https://www.ncld.org/

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https://ddrcco.com/accessing-services/developmental-disability-definition

http://do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html

https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/what-you-need-to-know-about-developmental-delays?gclid=Cj0KCQjwxbzdBRCoARIsACzIK2l-6KPeYV3LokFNk9tpJBdniXk_1w19K2WM7ivJW3mIux-ARdZ-HucaAvyCEALw_wcB

https://www.youtube.com/watch?v=AAPmGW-GDHA

https://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/TrackChildsDevMilestonesEng.pdf

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https://autismcertificationcenter.org/course/1

https://www.asha.org/public/speech/disorders/Autism/

https://www.youtube.com/watch?v=6fy7gUIp8Ms

https://amara.org/en/videos/O5Wagej26kMU/info/anxiety-in-school-real-look-autism-episode-1/

http://do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html

https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/

http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders

https://sensoryintelligence.co.za/the-benefits-of-a-quiet-space-in-your-classroom/

https://www.lifeskills4kids.com.au/wp-content/uploads/2017/09/sensorystrong_set12.pdf

https://harkla.co/blogs/special-needs/sensory-tools-school

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https://classroomscreen.com/

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The classroom Screen offers a visual timer during the rotations for students to observe the benefits of having visuals in the classroom. https://classroomscreen.com/

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Learning Disabilities Association of America

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Your chances of knowing someone with learning disabilities are very good. Did you know?

2.4 million students are diagnosed with specific learning disabilities (SLD) and receive services under IDEA. This represents 41% of all students receiving special education services.*

75% - 80% of special education students identified as LD have their basic deficits in language and reading***

60% of adults with severe literacy problems have undetected or untreated learning disabilities**

Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

Children grow up to be adults and unfortunately learning disabilities cannot be cured or fixed; it's a life long issue. And some individuals don't realize they have learning disabilities until they are adults. With the right support and interventions, however, children and adults with learning disabilities can succeed in school and life. Recognizing, accepting and understanding your learning disability are the first steps to success.

Defining Learning Disabilities

A learning disability is a neurological condition that interferes with an individual's ability to store, process, or produce information.

Learning disabilities can affect one's ability to read, write, speak, spell, compute math, reason and also affect an individual's attention, memory, coordination, social skills and emotional maturity.

Specific Learning Disabilities

Related Disorders

Learning disabilities often run in families. They should not be confused with other disabilities such as intellectual disabilities, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary.

Parents can help children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Most importantly, if you suspect you or your child has a learning problem, don't delay in seeking help and taking action!

Don't Delay

If you suspect that your child's learning difficulties may require special assistance, please do not delay in finding information and support. The sooner you move forward the better your child's chances for reaching his full potential.

Maybe you have wondered if you are overreacting, or if the situation will work itself out over time. The truth is, you know your child better than anybody else. And regardless of who may tell you that it's a "phase" or "nothing to worry about," only you know how much your child dreads Monday morning. You have watched the impact of his daily struggles on his self-confidence. Deep down, you know something isn't right.

The good news is there are things you can do. In fact, the only "wrong" thing to do is to do nothing. If you wait to seek help for your child, frustration and a sense of failure will continue to erode your child's self-esteem, while the window of time for meaningful intervention narrows.

Since you are one of the best observers of your child's development, you will be able to recognize potential problems early. But, in order to spot problems early, you'll need to know the warning signs!

Seeing the Signs

There may be a number of reasons why your child is having a hard time. But what you are seeing could also indicate a learning disability. This does not mean your child is "slow" or less intelligent than your child's peers. Their brain is simply wired differently for learning and your child needs to adapt strategies that make the most of your child's abilities. The earliest possible intervention is critical to your child's success in school.

Learn to recognize the signs of a potential learning disability. If you have observed several of these signs in your child, consider the possibility of a learning disability.

It is normal for parents to observe one of these signs in their children from time to time. But if your child consistently exhibits several of these signs, it is important for you to take action to get him the help that he needs.

Pre-School
Have you noticed that your child has:

pronunciation problems?

difficulty finding the right word?

difficulty making rhymes?

trouble learning numbers, alphabet, days of the week, colors and shapes?

trouble concentrating?

trouble interacting with peers?

difficulty following directions or learning routines?

difficulty controlling pencil, crayons, scissors?

difficulty with buttoning, zipping, typing skills?

Grades K-4
Does your child:

have trouble learning the connection between letters and sounds?

confuse basic words? (run, eat, want)

make consistent reading and spelling errors including letter reversals (b/d, inversions (m/w), transpositions (felt/left), and substitutions (house/home)?

experience difficulty learning basic math concepts?

have trouble learning about time?

take a long time to learn new skills?

have trouble remembering facts?

Grades 5-8
Is your child having difficulty:

with reading comprehension or math skills?

with letter sequences? (soiled for solid, left for felt)

with prefixes, suffixes, root words and other spelling strategies?

organizing his/her bedroom, notebook, papers, and desk?

keeping up with papers or assignments?

with handwriting?

with time management?

understanding oral discussions and expressing thoughts aloud?

High School and Adults
Is your child having difficulty:

spelling the same word differently in a single document.

taking on reading or writing tasks.

with open-ended questions on tests.

with memory skills.

adapting skills from one setting to another.

with a slow work pace.

grasping abstract concepts.

focusing on details.

misreading information

It is never too early to seek help for your child, but waiting too long could be very harmful. If you see several of these signs over a period of time, consider the possibility of a learning disability. Knowing what a difference early help can make will help you lose your fear and take the next steps to getting help for your child!

Losing the Fear

It can be hard to acknowledge that your child is having difficulty in schoollet alone a potential learning disability. Perhaps you have worried that by calling attention to your child's learning problems he might be labeled "slow" or a "discipline problem," or sent to the wrong class.

What many parentsand their childrendon't realize is that most kids with learning disabilities are just as intelligent as their peers. Their brains are simply wired differently for learning. They need to be taught in ways that are best adapted to how they process information.

And, scientists and researchers are learning more every day about learning disabilities. Their research provides hope and direction. From research we now know that:

Receiving help in the early grades greatly improves the chances for these kids to adapt learning strategies that will enable them to succeed in school. Among children who struggle with basic reading and language skillsthe most common learning problems75% of those who do not receive help until the third grade will struggle with reading throughout their lives. But if those same kids receive appropriate help by the first grade, fully 90% of them will achieve normal reading ability.

By identifying what is causing your child's learning problems, you are one step closer to getting the help you both need. Your child can still have hope for a wonderful future if given the proper tools and learning strategies.

Getting Help

Though the process of getting help may seem overwhelming, finding support for your childand for yourselfis easier than you might think. In most cases, talking with your child's teacher should be the first step.

Share your concerns with your child's teacher and ask about her observations of your child's performance, interactions with his peers, etc. Together you may come up with strategies to try in the classroom and at home to support your child's learning needs.

Most teachers want to help and will work with you to try and meet your child's learning needs. If you feel it may be necessary, your child's teacher can also help to arrange a full evaluation of how well your child is performing in school.

Also, be sure your child has had a thorough physical examination by a medical doctor or nurse practitioner to assure that there are no major health problems that might be interfering with learning. Be especially certain to have eyes and ears checked for correctable vision and hearing problems.

Useful tips when meeting with your child's teacher

Write down any questions you have before entering the meeting. These questions should be geared toward gaining greater understanding of your child's problems and how to address them in the school setting.

Review records of previous conferences and educational decisions before attending conferences and be prepared to share them with school personnel.

Be ready to share your observations about your child's academic progress. Listen well and participate in the meeting with an open mind, knowing that you are all there to facilitate school success for your child.

Keep careful and detailed notes at the meeting. Don't be afraid to ask for clarification if you do not understand something that was said.

Ask for information on the curriculum and how students' work is evaluated, so that you know how to gauge your child's progress.

Appreciate that teachers must juggle the unique needs of many students. Work with school personnel to come up with strategies that are practical, given the realities of the school and the classroom.

Acknowledge that the major motivation for success must come from your child. Work with teachers to keep expectations high and to nurture an enthusiasm for learning.

Agree on how you and the teacher will make follow-up contacts to review progress.

Now that you know the first step to take, there are several more steps you can take to find support and make sure your child gets the right kind of help!

Take Action

The most important thing you must determine is the source of your child's learning problem. Time is of the essenceif your child does, in fact, have a learning disability, "wait and see" almost always means "wait and fail." If you act early, you will gain the peace of mind that comes with knowing what is causing your child's learning difficulties. You also will be helping to ensure that she overcomes her struggles and enjoys success in school.

In addition to working with your child's teacher, here are additional steps you should take:

Collect information on your child's performance. Keep notes, copies of your child's assignments, and any correspondence from your child's school regarding your child's performance in a folder so that you can document any patterns. At the same time, it is also important to observe your child's strengths and interests, encouraging and rewarding your child for the things he does well.

Monitor your child's progress. Watch your child's progress to be sure that your child's needs are being met. Keep your child's education folder up to date, adding new samples of schoolwork and test results. If your child is not making progress, discuss your observations with school personnel and work together to make changes. You may need to ask for a comprehensive educational evaluation to determine if your child may be eligible for special education services.

Learn as much as you can. The more you understand about the way your child learns and the help that's available, the better equipped you will be to help your child succeed. If it turns out that your child does have a learning disability, you also need to be aware of your rights and protections under the law.

Join with others who care. By joining with other parents and professionals you can increase awareness of the issue, dispel popular misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for yourself. Locate the LDA Chapter near you today!

Enjoy your child and encourage an interest in learning. You can encourage your child's interests outside the classroom and create a home environment that supports the way your child learns. Rather than focusing solely on your child's deficiencies, emphasize and reward your child's strengths.
Visit our Parents area for additional information on how to help your child and help yourself! * National Center for Education Statistics
**National Adult Literacy and Learning Disabilities Center
***National Institutes of Health

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2.4 million students are diagnosed with specific learning disabilities (SLD) and receive services under IDEA. This represents 41% of all students receiving special education services.* 75% - 80% of special education students identified as LD have their basic deficits in language and reading*** 60% of adults with severe literacy problems have undetected or untreated learning disabilities** Children with learning disabilities begin school expecting to learn and be successful.

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Special Education - Learning Disabilities

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Learning disibilities-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, which constitutes a substantial disability to the affected individual, and is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions when such conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation.

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Children and adults with autism, also known as autism spectrum disorder, have problems with communication and social skills. Speech-language pathologists, or SLPs, can help.

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The easiest way to caption and translate any video, with crowdsourcing, volunteers, and professional services.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Lesson plans and resources for your SMART Board - SMART Exchange

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Students pick their feelings to hang on the fall tree in this classroom lesson on feelings. Can also be used as a morning "check in" activity.