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Responding to Student Behavior / Tier 1 Behavior Management Strategies

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Responding to Student Behavior / Tier 1 Behavior Management Strategies

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Suicide in Children: Signs and Prevention

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Suicide in Children: Signs and Prevention

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Suicide in Children-Signs and Prevention

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Get rid of 0 in 100 grading scale

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Steps for creating an inclusive classroom

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Fair vs Unfair

Having a student take a math test with reading on it to evaluate math skills but the student cannot read --> unfair

Having a student take a reading test with to evaluate reading skills but the student cannot read --> fair

Adaptations for Before Tests

Study Guides

Memorization of Facts --> List

Review days

Students come up with questions that they think will/should be on the exam

Practice Tests

Test structure --> Scantron (practice for standardized testing) vs Written

Timed Test

Adaptations for During Tests

Limit Distractions

Put up binders to create barriers around their desk

Students facing away --> Seating arrangments

Class Preview test --> Discuss weird-worded questions and questions

Alternative Test options

Ex. Oral Tests

Adaptations for After Tests

Grading --> four point scale with 0 as F rather than 0 on 100 point scale

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How to foster an independent learning environment.

Typical Response to Stimulus

Stimulus --> Think (Metacognition) --> Response
Students with disabilities don't have metacognition

Independent Learning Strategies --> Help students with disabilities think before they do

Direct instruction works well for students with disabilities (Structure) (Explicit information-- EX. Here is how you take notes, Here is how you write an essay)

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Chapter 10 - Independent Learning Strategies

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8 Ways to Support Your Gifted Child

[Classroom Stratigies] Teaching Gifted Students

Tips of Teachers: Successful Strategies for Teaching Gifted Learners

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Set high but realistic expectations, yet show understanding; avoid tracking (grouping according to perceived ability)

Establish peers as teaching partners

Peer-Assisted Learning Strategies (P A L S) for peer tutoring

Collaborate with other professionals: increase problem-solving, access expertise

Support family and community involvement; help parents connect with community resources

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Definitions

At risk for school failure: students exposed to condition or situation that negatively affects their learning

Prenatal drug exposure, drug user, homeless, neglected, bullies, victims of bullies, suicidal, obese, unattractive, others

3 central reasons to consider their special needs

Strategies for students with disabilities also help students at risk

Early interventions can establish pattern of success

Many students at risk are students with disabilities

Poverty

Lower scores on academic assessments; may have poor nutrition, lack safety for sleep and play, need supplies, worry about family

Move often, transfer schools, suffer emotional/social problems

Abused or neglected students

Abuse: caregiver inflicts or allows others to inflict injury on child

Neglect: parent/caregiver fails to provide necessary supports

Characteristics

Unexplained bruises, welts, lacerations, abrasions, burns

High compliance or passivity, fear of parents or going home

Unexplained absences, unattended physical problems

Hunger, poor hygiene, inappropriate dress, begging

Constant fatigue, falls asleep in class, extended stays at School

Reported lack of adult supervision, disclosure of maltreatment

Unusual sexual behavior or knowledge, wariness of adults

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Methods of Identifying Learning Disabilities: RTI vs. IQ-Achievement Model

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Methods of Identifying Learning Disabilities: RTI vs. IQ-Achievement Model — Speech Language Literacy Lab

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Background Since 2004 with the re-enactment of the Individuals with Disabilities in Education Act , the movement in education has been a Response to Intervention (RTI) approach in order to qualify a student as learning disabled. Previously, graduate programs around the country t

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Dr. Stansberry's: Who is Protected Under 504?

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Dr. Stansberry's: Who is Protected Under 504?

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Interventions

Curriculum compacting: omit instruction on goals already met

Acceleration: skip a grade; cover 2 grades in 1 year

Enrichment: extend learning with alternative assignments

Differentiation: complete more challenging tasks over classroom material (independent research, unique applications)

Specialized interventions: work with mentors, utilize technology

Teaching Strategies

Develop open-ended questions

Play trivia games

Use interactive contents

Create complex problem-solving activities

Foster collaboration

Teaching and Management Strategies

Curriculum Compacting

Teachers assess student achievement for instructional goals and then eliminate goals already met, this extra time is used to pursue the students’ personal interests, work with a mentor or study the same topic at a more advanced level

Acceleration

Where students skip a grade or complete the standards for two grades in a single year

Enrichment

Giving students the information, materials, and assignments that allow them to pursue the concept being presented as a part of the standard curriculum and that requires a high level of thinking. Requires teachers to find related information, prepare it for students who need it, and create curriculum-relevant activities for them

Differentiation

Same approach introduced for your work with students who have disabilities, differentiation is based on the understanding that students should have multiple ways to reach their potential

Specialized Interventions

Some students may downplay their abilities because academic achievement is not values in their family or community and fear being rejected. In order to prevent this you may want to find a mentor from a similar background so students see that drawing on their talents can lead to positive outcomes

Build in time for flexible learning groups

By taking into consideration different students’ learning abilities, strengths, and interests you can create small groups for flexible learning. By doing this you can create a more dynamic learning environment

Infuse enrichment into activities

Some students may get ahead in content material because it engages them. It is essential to add the instruction by allowing them to create other projects related to the material in order to provide the opportunity for deeper understanding. Avoid finding busy work.

Embrace Creative Questioning

Gifted and talented learners are curious so it is important to answer their questions. If you as the teacher do not know, encourage the search for answers, by doing this you encourage students to continue pursuing knowledge and their interests

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Main Strategies

Follow a consistent pattern and keep everything in its place

If a break in the routine is necessary, prepare the student, give him a buddy, and say close by

Expect consistent types of responses

May need to make changes in academic expectation

Patience in reteaching information

Provide extra examples and exercises

Clear expectations

Difficulty with Attention

Have student sit near teacher in the classroom.

Keep distractions to a minimum.

Use peer note-takers

Provide assignments in writing.

Teach in small groups.

Schedule classes when student’s attention is best.

Focus student’s attention with verbal and nonverbal cues.

Use color cures (highlighting what is important)

Use FM System

Teach in small segments with breaks

Provide for the student, preferably in electronic form, class notes, assignments and other instructional information

Small bits of information on printed handouts

Create a quite work area for student

Allow student to have two desks: one as a work space, one that holds their things --> limits distraction

Use cue words to help focus (Listen, Look, Write)

Difficulty with Memory

Have student use daily organizer

Give multiple-choice tests.

Have student use flash cards to help recall information.

Encourage use of highlighters.

Utilize student’s best learning mode – visual or auditory.

Allow student to record

Repitition in instruction

Use group responding (student give answer, others repeat it)

Use software to assist student in written tasks (word prediction)

Checklists

Link information to already known information

Difficulty with Organization

Have student turn in homework in the same place

Review daily routines with student

Encourage student to outline assignments

Break assignments into steps

Establish clear instructions and rules --> be consistent

Create a visual schedule

Use digital organizers for the student

Teach student to set alarms and reminder functions on devices

Organized folders

Color code

Repeat all key points.

Difficulty with Information Processing

Extra time for assignments and responses

Review peer’s notes or taped materials to add missed information.

Reduce the number of items or simplify students taks to take less time (bullet points instead of sentences for notes)

Preview the student what is going to happen in the class

Have student repeat directions

Demonstrate new tasks, and provide examples, charts, and other graphic cues when possible to illustrate ideas and concepts.

Simplify oral and written directions

Slow pace of instruction for student

Focus on quality rather than quantity

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Classroom Strategies

Hands-on materials

Assistive technology equipment (hearing aids, assistive learning devices

Provide extended time on assignments and assessments

Eliminate unnecessary background noise

Modifying course handouts to include Braille

Print and copy assignments in large font

Print and copy assignments with clear, large photos

Reading machines (for students who are not completely blind)

The teacher should stay in one spot while teaching (students may not be able to track sounds from various locations)

Communication Strategies

Consistent vocab, sign language, photographs, line drawings, or object representations at home and school

Use multiple receptive and expressive communication forms

Touch cues

Tangible representations - may be 3D (object representations) or 2D (photographs)

Interpreters/Notetakers - Tacticle signing, sign language, or a manual alphabet (The deaf-blind Alphabet also known as "two-hand manual") with tactile or visual modifications

Gestures

Fingerspelling

Signed English

Brallie materials and assistive technology (magnifier and Braille displays)

Computer Adaptations:

Braille translation software: Converts print into Braille and Braille to print

Braille printer: connects a computer and embossed Braille on paper

Screen Reader: converts text on a computer screen to audible speech

Adaptative Devices:

Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy

Electronic braille writer: produces Braille, translates Braille into text or synthetic speech

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Students sit in front of the room

More impaired vision = less effective this method is

unless they can see well with glasses

Touch-based materials (braille, audiotape, electronically formatted lecture notes, handouts, or text)

Used for completely blind to low vision students

send audiobook home

Detailed descriptions of visual aids used in the classroom

help understand what is being represented

Adaptive equipment and materials can be used to help students with labs and different classes

Talking thermometers and calculators, light probes, and tactile timers

Bigger fonts on presentations and worksheets

Easier to see and comprehend

Availability for an advisory period to help with homework and questions about the lesson

Send home audiobooks and recordings of homework questions with parents for students to complete at home

Allow students to record classes (watch and listen later) to supplement their learning

Teachers record and send

General politeness

speak to the class upon entering or leaving

verbal notice of room changes

Guide Dog etiquette

Always identify yourself and others who are present when communicating with student

Offer to read written information, when appropriate

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Strategies for Students with Cognitive Delay

Allow extra time

Give specific praise and feedback

Break down tasks into smaller steps

Demonstrate things step by step

Show pictures or demonstrations along with verbal

Provide hands-on materials and experiences

Games

matching games, puzzles crosswords, dot-to-dot, spot the difference

Have consistent classroom routines

Schedules with pictures

Pair with a buddy to help keep them on track

Use a visual timer to help transition between activities

Repeat directions and speak more slowly

Reading Programs

Direct instruction in language analysis

Highly structured phonics program

Writing and reading instruction in combination

Intensive instruction, agreat amount of practice

Teaching for automaticity to read accurately and fluently

Check IEP for listed accommodations or modifications (usually accommodations for these students)

Use include strategy to analyze needs and adjust instruction

Try three types of changes:

Bypass student’s need by allowing student to employ compensatory learning strategies

Adjust classroom management, grouping, materials, methods

Use direct instruction on basic or independent learning skills

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Resources for Children

Support from teachers or parents

Professional speech and language therapists

Interpreters

Introduce them to other students with communication disorders

Main Takeaways

Ensure that the student has a way to appropriately express their wants and needs

paraphrase back what the student has said or indicated

work at the student's pace

present only one concept at a time

Be a good speech model

model correct speech patterns and avoid correcting speech difficulties

Diversify the words you use

Set milestones and celebrate them

Speak facing the class

Have a voice amplifier

Speech Disorders

Develop a procedure for the student to ask for help

Speak directly to the student

Be a good speech model

Have easy and food interactive communication in the classroom

Encourage participation in classroom activities and discussions

Model acceptance and understanding in the classroom

Anticipate areas of difficulty and involve the student in problem-solving

Assist and provide positive reinforcement when the student shows the ability to do something unaided

Use peer-buddy system when appropriate

Devise alternate procedures for an activity with students

Use gestures that support understanding

Model correct speech patterns and avoid correcting speech difficulties

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

Language Disorders

Focus on interactive communication

Use active listening

Incorporate the student's interest into their speech

Ensure that the student has a way to appropriately express their wants and needs

Reinforce communication attempts (e.g. Gestures, partial verbalizations) when the student is non-verbal or emerging verbal

Paraphrase back what the student has said or indicated

Use storybook sharing in which a story is read to students and responses are elicited (praise is given for appropriate comments about the content)

Ask open-ended appropriate questions

Use linguistic scaffolding techniques that involve a series of questions

Use language for social interaction and resolve conflicts

Emphasize goals and tasks that are easy for the student to accomplish

Work at the student's pace

Present only one concept at a time

Use computers in the classroom for language enhancement

Encourage reading and writing daily

Use tactile and visual cues (e.g. pictures, 3-D objects)

Provide fun activities that are functional and practical

Hearing Disorders

Encourage students with hearing loss to seat themselves toward the front of the class

Use assistive listening devices such as induction loops. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer

Ensure that any background noise is minimized

Repeat any questions asked by students in the lecture or class before giving a response

speak facing the class

Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course

Use closed captions

Have other students present their work

Create an atmosphere of acceptance

Model correct form without directly correcting student errors

allow time to speak; don't interrupt; praise success

Minimize peer pressure; reinforce tolerance of differences

Encourage listening; teach listening skills

Expand students' language; add relevant info to their statements

Provide meaningful contexts for practicing speech/language

Encourage talk about events/experiences

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Strategies for students with learning and behavioral disabilities

Behavior management system: clear rules and consequences

Meaningful academic tasks they can complete successfully

Behavior contract stating expectations and rewards

Social skills training (through small group tasks, and activities)

Self-control training to redirect actions by using self-talk

Attribution retraining: accept that failures are due to a lack of effort

Enhancing Self Image

Set reasonable goals

Give specific feedback contingent on student's behavior;

Give students responsibility

Teach self-reinforcement strategies

Give students a chance to show their strengths

Strategies

Keep class rules and assignments simple and to the point

write instructions on the board

Reward positive behavior

Give breaks

Fair treatment for all students

Motivational Strategies

give each student responsibilities

try out different lessons based on their strengths

Teach Emotional Regulation

Locked Journal Cabinet

allows for higher cognitive process of emotions and is a safe space to release anxiety

can be shared with teacher if desired

Mood Check Ins (Weather checks) (Rose, Thorn, Stem) (mood meter)

allows for teacher to get a feel on how everyone is feeling

students are able to express what they are feeling

Zen Den/ Calming Corner

students learn breathing techniques

Mindfulness Methods (Recognize, Realize, Breathe)

Recognize the feeling

suppressing/ resisting can cause anxiety

Why are we feeling that way?

Realize that it's okay to be angry

Beating yourself up about it could cause frustration, guilt, or feelings of self-hatred

Need to find a positive outlet (not hurt myself or others)

Breathe

Deep breaths physically calm body and hearts

Make sure every student in the class feels safe, secure, and supported

To do this, create a welcoming environment

Check-in with your students

Have class bonding activities

Zones of Regulation

Ex. Lesson

What are zones of regulation?

Categories of how we are feeling

Helps us recognize and put a name to what we are feeling

How do we deal with our emotions

come up with class decided a list for each zone (breath deeply, take a walk, draw, talk it out calmly)

How to approach a frustrated child

Decrease sense of threat

Support stance

step slightly to the side of the student, face them at a 45-90 degree angle

Respect personal space

Calm voice/posture (students can read body language)

Project acceptance and support

Making requests (3 step approach)

2 clear choices with outcomes, give them a time limit

If not decided, you state what you want them to do with a time limit

Does not comply: predetermined alternative consequences

Stay consistent!

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Definitions:

Exhibits high-performance capability in an intellectual, creative, or artistic areas

Processes an unusual capacity for leadership; or excels in a specific academic field

High-performance capability in intellectual, creative, specific academic and leadership areas, or performing and visual arts

Characteristics

Role model

Curious

High achievers

Leaders

Bossy

Does not like to participate

Intellectual abilities and academic skills

Extraordinary knowledge, insatiable curiosity, keen memory, unusual ability to concentrate, advanced comprehension, skilled problem solving, and a range of other advanced abilities

Sometimes high academic achievers, but not always

Social and emotional needs

Range: emotionally healthy to emotionally at risk

Unusual sensitivity to others’ feelings; sense of justice

Set high expectations for themselves

Behavior patterns: entire range of behaviors

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Definition: a form of nondegenerative acquired brain injury resulting from a bump, blow, or jolt to the head (or body) or a penetrating head injury that disrupts normal brain function (Centers for Disease Control and Prevention [CDC], 2015).

Wide variation of injuries and their impacts on learning.
Needs can change over time

Students may become frustrated with their inability to learn the way they did in the past

Effects on Learning

Difficulty initiating and organizing learning tasks

Difficulty remembering what they have learned

Difficulty reasoning or problem solving

Difficulty processing verbal information

Difficulty producing spoken and written language

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Deaf and Blind

Def: "hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs"

Most do have not complete blindness

Severe support

Both can be handled in the same IEP

Sensory disabilities

Multiple Disabilities

Moderate or severe intellectual disability

Students with IQ score of 55 or below

Limited learning ability; slow rate of learning; lack essential skills

Difficulty maintaining skills; need on going practice

Difficulty generalizing skills; need to learn skills in context

Fail to transfer learning from one setting to another

Multiple disabilities:  usually intellectual disability + physical disability and/or sensory impairment

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25% of children 2-17 have visual impairments

Not able to see objects at a distance

Having trouble reading or learning to read

Low participation

Not able to focus on objects or follow them, squint and rub their eyes a lot, chronic eye redness and sensitivity to light

Bumping into things

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Definitions

Disorders that challenge a student’s ability to understand and think in all subjects

Certain factors alter brain function

Talk to parents about characteristics rather than labels

Some types are:

Attention-deficit hyperactivity disorder (ADHD) - a chronic condition including attention difficulty, hyperactivity, and impulsiveness

Dyslexia - a neurological origin that affects one’s ability to read, and write, and spell --> Difficulty with reading and spelling despite normal intelligence

Aphasia - a neurological disorder that is caused by damage or trauma to the parts of the brain that control language

Brain Injury - can come from internal or external events and cause memory problems, behavior problems, anxiety, attention deficits, etc

Language Delay - when a child has difficulty understanding or using spoken language

What is Cognitive Delay

Cognitive gives you the ability to think, learn, and solve problems

Cognitive delay is when a child falls behind cognitively

Learning Disabilities: Trouble processing, organizing, and applying academic information; normal intelligence

Mid-intellectual disabilities: below-average intellectual functioning; unable to meet academic or social demands; low adaptive behaviors

Primary cause unknown; identified by failure with interventions + patterns of strengths/weaknesses on psychological tests

Reading Skills

Decoding: identifying words accurately and fluently

Oral reading with mispronunciation, omitting words

Slow with word recognition

Comprehension: understanding narrative and informational text

Lack background and vocabulary knowledge

Inability to skim when necessary

Written Language Skills

Handwriting

Lack fine motor coordination, inability to perceive visual images accurately, failure to attend to task

Spelling

Problems with words spelled phonetically, words spelled by linguistic rules, and words with irregular spellings

Written expression

Product problems: incomplete sentences, poor mechanics

Process problems: difficulty putting ideas on paper

Math Skills

Problems with spatial organization: number alignment

Lack of alertness to visual detail: misread signs, decimals

Procedural errors: miss steps in solving problems

Failure to shift mind-set from one problem type to another

Difficulty forming numbers correctly

Difficulty with memory: basic math facts, steps to follow

Problems with mathematical judgment and reasoning

Problems with mathematical language: using key terms

Learning Skills

Attention: coming to attention, focusing, persisting with tasks

Organizing and interpreting oral and visual information

Reasoning skills: reading comprehension, generalization, background knowledge, vocabulary, sequencing

Motor skills: using scissors, handwriting, muscle coordination

Independent learning: employing strategies (tend to be passive learners)

Academic survival skills: regular attendance, showing interest

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Definition: any disorder that doesn't allow a student to be able to comprehend, speak, or detect concepts or verbal, nonverbal, and graphic symbol systems (includes speech, language, and hearing)

Major Communication Disorders

Speech: Stuttering, Tounge-Tie, apraxia, dysarthria, selective mutism

Language Disorders (receptive or expressive)

Expressive = struggles to get their meaning or messages across to others

Receptive  = struggles to understand and process the messages and information they receive from others

Hearing Disorders: Deafness or partial Deafness

Auditory Processing issues: May not be able to comprehend words or sounds

Speech Problems

Articulation: difficulty pronouncing sounds

Voice: hoarse, nasal, w/o infection, volume too high or low

Fluency: stuttering, slow rate of speech, uneven/jerky rate

Lang. Problems

Receptive: unable to understand verbal info, trouble following directions, difficulty understanding complex lang

Expressive: unable to communicate orally, incorrect grammar or syntax, limited vocabulary, unable to answer questions

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Definitions

Emotional Disturbance (emotional or behavioral disorders): avg intelligence; external or internal behavioral adjustment problems

Primary cause unknown; identified by failure with interventions + patterns of strengths/weaknesses on psychological tests

Classroom conduct: disruptive; interferes with learning for all students in class; may be aggressive, even destructive

Interpersonal skills: socially inept, rejected/neglected by peers

Few good models; impulsivity; lack of confidence in social settings

Inability to read social cues; tend to misinterpret the intent of others

Personal and psychological adjustment: poor self-concept

Learned helplessness: give up; believe they can’t succeed

Attribute success to luck, failure to inability

May have severe anxiety or depression

External Characteristics

Aggressive/disruptive/self-injurious behavior (hitting, fighting, teasing, yelling, refusing to do work, crying, destructive)

Negative impact on others in the class

Difficulty in interpersonal (social) relationships

Withdrawal from relationships

Hyperactivity

Internal Characteristics

Low self-image/confidence

Low motivation

Severe anxiety/depression

Pessimistic/uninterested

Types of EBD

Anxiety

Depression

Conduct Disorder

Eating disorders

OCD

Psychotic Disorders

Hallucinations and schizophrenia

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This is subject to change. My goal is to review this philosophy statement every 4-6 months.

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Fidget toys

Seating options

Large projects into smaller tasks

Positive feedback (for when they are paying attention)

Seating options

Extra times on tests and worksheets

Allow breaks or times to move around

Short and simple directions

Soft and calm voice

Instructions tailored to child

Environment with limited distraction

One at a time Instructions

Outlines/fill-in-the-blank worksheets

Partial credit for partial work

Help with time management and organization

Clear behavioral expectations

5 types of interventions

Behavior: structure and rewards (specific praises or reprimands)

Parent education: strategies for responding to behavior

Medication (controversial): effective in 70% of students with A D H D

Stimulants, sometimes antidepressants or antihypertensives

Academic: emphasize essential information, short readings, extended time on math tasks, engaging large-group instruction

Emotional supports: minimal distractions; rules/routines; variety of activities

Working with families: avoid blame or excuses

Teaching Strategies

Introducing lessons

Advance organizers, review of prior lesson, statements of expectations and materials needed, simple instructions

Conducting lessons

Predictable structure, participation support, audiovisuals, probing questions, help to focus, follow-up on directions, low noise level

Concluding lessons

Advance warnings of end of lesson, assignment completion checkup, preview of next lesson

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Definition

A mental health condition that includes a short attention span, hyperactivity, and socio-occupational dysfunction

Characteristics

Trouble paying attention

Controlling impulsive behaviors (blurting out answers)

Overly active

Lots of started but not finished work

Problems organizing

Distracted Easily

Forgetful

Inattentive ADHD

Carless mistakes

difficult attention

difficult following detailed instructions

difficulty organizing tasks

Hyperactive ADHD

Constant movement

Impulsive

Combination ADHD

A D H D: chronic/serious inattention, hyperactivity, impulsivity

3 categories of A D H D

Predominantly inattentive: unfocused, appear to daydream

Predominantly hyperactive-impulsive: move a lot, blurt out

Combined type: problems with both focus and movement

Prevalence: 5 to 11% of children age 4-17; boy/girl ratio 2.5 to 1

Unclear causes; heredity a factor; environment may contribute

Diagnosed by testing, medical screening, behavior ratings

Normal intellect, but inability to regulate attention

Failure to develop executive functions including 4 activities:

Working memory—remember what tasks to do; time to allow

Self-directed speech—silent talk to manage complex tasks

Control of emotions and motivation—talk oneself down to calm

Reconstitution—combine skills to carry out a new task

Academic difficulties (long readings, listening, organization)

At risk socially and emotionally (low self-esteem; conflicts)

Behavior problems (disruptions of various kinds, attitudes)

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Cerebral Palsy
cerebralpalsyguidance.com
cerebralpalsysource.com/

Teacher Websites
brighthubeducation.com
teachersconnect.com
ecac-parentcenter.org
heartlandaea.org

PE Adaptations
pecentral.org
heartlandaea.org

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PHYSICAL CHANGES TO ROOM

Specialized seating

Room arrangement

Enough space to get by desk, students, etc

Larger tables or specialized desks

Tip: having students near the door might be helpful in case of emergency

Materials

Try to have materials in something already open or with a lip

Awareness of materials placed

counter height, how far pushed back on the counter

Modified Writing Aids

Writing boards

Special paper (organized into sections, spatial organizers)

Voice recorder

Pencil grips and special pencil holders

Slant boards

Alternative keyboards and mouse

Allow oral responses; reduce demand for copying from board

Longer Wait Time and Breaks

Help prevent fatigue and increase concentration

PE ADAPTATIONS

Modified Equipment

Lighter, different texture, height of equipment, amount of equipment

Make sure modified equipment can be easily accessible and available

Change speed/pace/quantity

Modify activities with PT

Will take some creativity

Amount of modification depends of needs/comfort level of student

Activities do not have to exercise intensive

Gross/fine motor skills, balance, focus, organizational, breathing

CREATING A CLASS OF RESPECT AND INCLUSION

Student Participation

Teach others student how to assist student with OI

Assign Responsibility → buddy system

Manage student clutter

Class Discussions

General conversation

Everyone has differences; We are more alike than we think

Everyone wants to be treated with kindness and respect

Allow for professional or student w/ OI to presentation about disability

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Definition

Physical Disabilities that effect ones performance in the classroom

"a bone-, joint-, or muscle-related disability that is so sever that it negatively affects a child's educational performance... causes [can] range from genetic abnormalities (such as those that cause a missing arm or leg) to disorders like cerebral palsy, as well as other issues"

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MT School for Deaf & Blind

American Speech-Language-Hearing Association

National Association of the Deaf

Deaf Unity

Training and Technical Assistance Centers

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Waterford.org

Friend, Marilyn Penovich, and William D. Bursuck. Including Students with Special Needs: A Practical Guide for Classroom Teachers.

specialeducationasd.weebly.com

educationandbehaivor.com

teachertoolkit.co.uk

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Management/Organizational

Stand in one location

Student seated close to teacher

Face class

Ensure board isn't obstructed

Use props

Use subtitles

Interactive whiteboards

Buddy System

Use basic sign language in classroom -- inclusion

Carpeted floors -- absorb sound

Instructional

Repeat frequently

Pre-teach new vocab

Act out story or passage after reading it

Sequential teaching -- give students time to look at board, then you explain, then have them respond

Discussions after reading

Use manipulatives, questions, photos, symbols for abstract concepts

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Social

Social Stories -- stories that explain how social situations should occur

Puppets

Buddies -- encourage friend making

teach to wait, take turns, self-monitor

Self-Regulation

Board games/ role play -- helps with self regulation

Exercise/Movement Breaks -- channel energy into positive things

Learning / Participation

Multisensory Learning

Music -- use to increase participation

Structured/Predictable Environment → procedures, routines; time to work alone

Visual Schedules

Knowing Activity Length

Choices for learning

Extra Time

Communicating (diverse patterns among students with ASD)

sign language or communication boards

directions given with video modeling

Parents and special educators provide help

Picture Exchange Communication System

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Definition
a condition in which an individual lacks social responsiveness from a very early age, has high need for structure routines, and demonstrates significant language impairments.

Characteristics

Social relationships: very difficult; may not make eye contact

Communication: language development often delayed; difficulty conversing or talking about experiences

Echolalic speech: repeat what others say

Interests: narrow range; absorbed with one topic

Stress: low tolerance for change or irritants; may develop rituals

Diverse strengths and needs

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Definition

Primary language or communication impairment.

Students who cannot hear well enough to use hearing as the primary channel of learning

Characteristics

Students with hearing loss that affects educational performance.

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On a Z score scale, a score of 0 is normal and at the 50th percentile. A percentile reflects the percent of

people that one scored better than. So if a score is at the 50th percentile, this means that the score is

better than 50% of people who took the test. At the same time, the scores is also worse than 50% of

people who took the test. Thus, the 50th percentile is directly in the middle. A Z score of +1 is at the 84th

percentile, meaning it is better than 84% of people who took the test. A Z score of -1 is at the 16th

percentile, meaning it is better than only 16% of people who took the test. Thus, 34% of people fall within

one unit (known as a standard deviation) below the mean (i.e., 50-34=16) and 34% of people score one

standard deviation above the mean (50+34=84). To put it another way, 68% of people will obtain a

standard score that is within one standard deviation above or below the mean score.

So let's return to our example. The z score for the 10-year-old is 0.2. This score is at the 58th percentile,

meaning it is better than 58% of other 10-year-olds who took the same math test. This is an average

score. The Z score for the 40-year-old is -2.14. This score is at the 2nd percentile, meaning it is only

better than 2% of other 40-year-olds who took the same math test. In other words, 98% of 40-year-olds

who originally took the math test performed better than this individual. So even though the 40-year old had

a higher raw score than the 10-year-old, the 10-year-old's performance is actually better and the standard

score helps determine this.

Some people take Z scores and convert them to other types of standard scores such as scaled scores, T

scores, or deviation IQ scores. All of these scores can be used interchangeably. As mentioned above, the

50th percentile for a Z score is 0. The 50th percentile for a scaled score is 10, for a T score is 50, and for

a deviation IQ is 100. The standard deviation unit for a Z score is 1, for a scaled score is 3, for a T score

is 10, and for a deviation IQ is 15. To make things more confusing, deviation IQ scores are sometimes

referred to as "standard scores" but technically, all of the prior scores are standard scores. To see how

these scores are all interchangeable and what the associated percentiles are, please visit the

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On a Z score scale, a score of 0 is normal and at the 50th percentile. A percentile reflects the percent of people that one scored better than. So if a score is at the 50th percentile, this means that the score is better than 50% of people who took the test.

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Formative Assessment for Classroom Teachers --- NCME

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Formative Assessment for Classroom Teachers --- NCME

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Beige Minimalist The Self Worth Pyramid Instagram Post (1)

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Pre-referral to the development of IEP Process

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Pink Modern Abstract Business Flowchart Graph 

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A summary of the Americans with Disabilities Act

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Section 504 of the Vocational Rehabilitation Act

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Section 504 of the Vocational Rehabilitation Act

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A summary of Section 504 of the Vocational Rehabilitation Act.

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A summary of the Individuals with Disabilities Act.

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A wonderful resource with quick ideas on how to create an inclusive classroom

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Disability and Sensitivity Awareness is a Must for Creating Inclusive Classrooms