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Specific teaching and/or learning strategies 

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Specific teaching and/or learning strategies 

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Developmental
I think that I would use the strategy to involve several people that are important to the student to help motivate or understand better.
Intellectual
I plan to engage students in role-plays to target conversation skills.  I think this will make it easier for the student to anticipate what might come up in conversation and how to deal with anything that comes up.

Learning Disabilities
I plan to use heavy instruction as a techniques and slowly back off to allow a more student mediated class.
Autism Spectrum Disorder
I plan to allow students to move around or encourage movement during the lesson to that the students don't feel tied to one spot and frustrated.

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Teaching Students with Autism Spectrum Disorder

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Teaching Students with Autism Spectrum Disorder

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Strategies
Communication

Remind other students that some students may not get jokes or non-verbal language

Label areas in the room with words and pictures

Use short sentences when giving instructions

Socialization

Pair existing reinforcers with new activities to expand repertoire

Be aware of teasing by peers; teach and rehearse appropriate responses to bullying

Recognize that the target for anger may not be linked to the source of that anger

Restrictive, Repetitive, and Stereotyped Behavior

Provide warning of any change of routine, or switch of activity.  Present this warning visually

Allow student to avoid certain activities which may cause anxiety (e.g. large assemblies)

Allow student opportunities to move during instruction

Daily Living

Model targeted skills, then provide practice opportunities

Reinforce students for generalizing information across material or settings

Systematically fade prompts to promote independence

Academics and Organization.

Teach what "finished" means, and help student understand when something is finished

Use peer buddies

Laminate daily schedules and place on the student's desk or in the front of a binder

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>Tess is the girl in the video with autism.
>When she gets frustrated with her work and is pushed to finish, she pushes back just as hard
>Anxiety at school focusing on failure
>Goal oriented tasks that lead to a activity is a strategy
>Social situations during the school day like lunch is stressful for kids with autism

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>The wiring in an autistic persons mind may make them good at tasks that others without this wiring may find very difficult like: math, drawing or music
>Coping mechanisms may seem odd or unusual
>People with autism need positive support

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>People with autism focus on one topic like cars or tv shows
>Signs of autism: problems in the areas of communication, social skils and behavior
>Causes of Autism: genetics, severe infections, and problems during pregnancy
>People a child with autism may work with: SLP, physical therapist, occupational therapist, dietitian, developmental specialist, psychologist and others as needed

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Strategies

Physical

Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use

When eating, let student make a mess to practice the motions of feeding and cleaning up

Make parents aware of health concerns that could affect a child’s development (changes in growth, hearing, vision)

Cognitive

Demonstrate steps, and then have student repeat the steps, one at a time

Speak in clear short sentences

Pair student with a buddy who can assist with keeping the student on track

Communication

Identify and establish functional communication systems for students who are non-verbal

Paraphrase back what the student has said

Be patient when student is speaking, since rushing may result in frustration

Social/Emotional

Use strategies to assist student in separating from parent

Explain your reasons for limits and rules in language that students can understand

Teach students words for important people and things

Adaptive

Plan experiences that are relevant to the child’s world

Teach students to provide personal identification information when asked

Find ways to apply skills to other settings (field trips).

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Developmental Disability Example - Down Syndrome

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Developmental Disability Example - Down Syndrome

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1. Most people with Down syndrome were born before their mothers were 35

2. Down syndrome causes disability but it is not an illness

3. Most people with Down syndrome, with support, lead interesting and independent adult lives

4. Everyone with Down syndrome has a different personality

5. People with Down syndrome work successfully in areas: retail, administration, child care, and hospitality

6. Those with Down syndrome have an extra chromosome (no. 21) and well as the regular 46

7. An Australian in the 1960's life expectancy was 10 years old, today most live to their 50's-60's

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Colorado defines developmental disability as a disability that starts before the person reaches the age of 22, which affects the individual and attributes to mental retardation or other conditions that include: cerebral palsy, epilepsy, autism, and other neurological conditions. Other attributes to mental retardation in the definition is adaptive behavior similar to that of a person with mental retardation -- overall adaptive behavior Composite that is two or more standard deviations below the mean.

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Teaching Students with Learning Disabilities

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Teaching Students with Learning Disabilities

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Strategies
>direct instruction
>learning strategy instruction
> using a sequential, simultaneous structured multi-sensory approach

Teachers should start out with heavy instructions before allowing students to acquire the skill which moves towards student mediated instruction.
Make sure to focus individual achievement, individual progress and individual learning.

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-Learning disabilities affect how a person receive and process information
-There are many similarities in the definition of learning disability

1. Difficulty to perceive and process verbal and non-verbal information

2. Academic underachievement

3. Trouble with organizational skills, social perception and social interaction with others

4. Difficulty in the development and use of skills in the areas: math, writing, reading, work habits and leaning skills

5. Difficulties with one or more cognitive processes

1. phonological

2. memory and attention

3. processing speed

4. planning and organizing thoughts for prioritizing decision making

6. These disabilities are due to genetic or other neuro-biological factors

7. learning disabilities typically co-exist with other conditions

1. attentional

2. behavioral disorders

3. emotional disorders

4. sensory impairments

5. other medical conditions

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

-These 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:
-Auditory Processing Disorder
-Dysgraphia
-Language Processing Disorder
-Visual Perceptual/Visual Motor Deficit
-Dyscalculia
-Dyslexia
-Non-Verbal Learning Disabilities

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-Disabilities tends to originate before the age of 18 is the significant limitations in adaptive behavior
-Adaptive behavior are conceptual, social and practical skills
-To measure adaptive behavior, professionals look at what a person can do compared to others in the same age group
-Examples of conceptual skills include: reading, writing, money concepts and the ability to understand written or spoken language
-Examples of social skills: following rules and obeying the laws
-Practical skills include: day-to-day activities and housekeeping

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Teaching students with intellectual disabilities

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Teaching students with intellectual disabilities

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Strategies

1. Learning & Academics

Keep conversations as normal as possible for inclusion with peers

Avoid long, complex words, technical words, or jargon

Involve families and significant others in learning activities

2. Socialization

Provide opportunities to practice skills in many different environments.

Break down social skills into non-verbal and verbal components

Be aware that some students may work better alone

3. Behavior

Use behavior contracts or token economies if necessary

Create a “calming area” or a “sensory area”

When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice

4. Daily Living

Teach and model procedures for dealing with potentially dangerous situations, including fire, severe weather, and strangers

Use visual schedules with pictures / icons to demonstrate each step

Teach and model personal hygiene habits such as washing hands, covering mouth and nose when sneezing or coughing, and dental care

5. Communication

Engage students in role-plays to target reciprocal conversation skills

Provide puppets/pictures as props when using finger plays and songs

Be patient when the student is speaking, since rushing may result in frustration

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-Intellectual functioning: intelligence or mental capacity
-limitations in individuals also usually coexist with strengths
-Can be measured by an IQ test -- a score of 70 indicates a limitation in intellectual functioning