# data[].attributes.body
With scholars that are bilingual/ELL, they may develop their academic English through scaffolded discussion with peers, development and positive feedback from teachers, and guidance along with films that include speech to text, as well as text to speech. ELL is not a learning difficulty, but it can be challenging to process and express knowledge when there is another language other than that one being tested.

# data[].attributes.body
According to the CDC, ADHD is “one of the most common neurodevelopmental disorders of childhood. Children with ADHD may have trouble keeping their attention on one given topic, controlling impulses, or constantly moving.
Symptoms include moving things, fidgeting or squirming, talking a lot, giving in to temptation or having trouble showing patience, and have difficulty getting along with other kids or students.
There are three known types: Predominantly inattentive presentation
Predominantly Hyperactive-Impulse presentation
Combined presentation which is a combination of the two types

# data[].attributes.body
Struggles with adapting behavior and developing similarly to peers at school. The term “intellectual disability” was formerly termed “mental retardation.” (Sec. 300.8 Child with a Disability, 2018)

# data[].attributes.body
IDEA defines autism as: Developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a child’s educational performance. Other characteristics often associated with ASD are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

# data[].attributes.body
Routine Argumentation

# data[].attributes.attachment_link.readable_text
​The Argumentation Toolkit was developed as part of a research and development project in which we are designing videos and other multimedia tools to support middle school teachers in integrating argumentation into their classroom across reading, writing and talking. This project, Constructing and Critiquing Arguments in Middle School Science Classrooms , is a collaboration between the Lawrence Hall of Science and Boston College, and is supported by a grant from the National Science Foundation (DRL-1119584).

Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. & O'Dwyer, L. M. (2019). The impact of multimedia educative curriculum materials (MECMs) on teachers' beliefs about scientific argumentation. Technology, Pedagogy and Education, 28(2), 173-190.

González-Howard, M. & McNeill, K. L. (2019). Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding. Journal of Research in Science Teaching, 56(6), 821-844.

González-Howard, M. (2019). Exploring the utility of social network analysis for visualizing interactions during argumentation discussions. Science Education, 103(3), 503-528.

González-Howard, M., Marco-Bujosa, L., McNeill, K. L., Goss, M. & Loper, S. (2018). The Argumentation Toolkit: A resource for integrating argumentation into your science classroom. Science Scope, 42(3), 74-78.

McNeill, K. L., Marco-Bujosa, L., González-Howard, M. & Loper, S. (2018). Teachers' enactments of curriculum: Fidelity to procedure versus fidelity to goal for scientific argumentation. International Journal of Science Education, 40(12), 1455-1475.

Marco-Bujosa, L., González-Howard, M., McNeill, K. L. & Loper, S. (2017). Designing and using multimedia modules for teacher educators: Supporting teacher learning of scientific argumentation. Innovations in Science Teacher Education, 2(4), 1-13.

González-Howard, M., McNeill, K. L., Marco-Bujosa, L. M & Proctor, C. P. (2017). "Does it answer the question or is it French fries?": An exploration of language supports for scientific argumentation. International Journal of Science Education, 39(5), 528-547.

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2017). Moving beyond pseudoargumentation: Teachers' enactments of an educative science curriculum focused on argumentation. Science Education, 101(3), 426-457.​

Loper, S., McNeill, K. L. & González-Howard, M. (2017). Multimedia educative curriculum materials (MECMs): Teachers' use of MECMs to support argumentation. Journal of Science Teacher Education, 28(1), 36-56.
​
Marco-Bujosa, L., McNeill, K. L., González-Howard, M., & Loper, S. (2017). An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2), 141-168.
​
McNeill, K. L., Katsh-Singer, R., González-Howard, M., & Loper, S. (2016). Factors impacting teachers' argumentation instruction in their science classrooms. International Journal of Science Education, 38(12), 2026-2046.

Katsh-Singer, R., McNeill, K. L., & Loper, S. (2016). Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools. Science Education, 100(3), 410-436.

González-Howard, M. & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English-learning students' engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553.

McNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. González-Howard, M., McNeill, K. L. & Ruttan, N. (2015). What's our three-word claim?: Supporting English language learning students' engagement in scientific argumentation. Journal of Research in Science Teaching, 53(2), 261-290.

Science Scope, 38(9). 10-16.

Marco-Bujosa, L. (2019, October). Engaging students in evidence-based reasoning in engineering design. A workshop presented at the annual meeting of the Pennsylvania Science Teachers Association, Lancaster, PA. [ PowerPoint, Argumentation Elements, Card Sort]

González-Howard, M. (2019, August). Encouraging productive student discussions around arguments in science. Workshop presented at Austin Independent School District's Personalized Learning Conference, Austin, TX. [ PowerPoint, Argumentation Elements, Card Sort, Science Seminar Preparation, Atacama Desert Data]

González-Howard, M. (2018, November). The Argumentation Toolkit: Multimedia resources for supporting students in talking about their evidence and reasoning. Workshop presented at the annual meeting of the Science Teachers Association of Texas, Fort Worth, TX. [ PowerPoint, Evidence Gradient Tool, Possible American Eels Evidence Cards, Anticipation Guide, Fossil Evidence Cards]

González-Howard, M., McNeill, K. L., Marco-Bujosa, L. & Loper, S. (2018, March). Engaging in scientific argumentation: How do I support my students in articulating their reasoning? Workshop presented at the annual meeting of the National Science Teachers Association, Atlanta, GA. [ PowerPoint, Student Writing, Anticipation Guide, Fossil Evidence Cards]

González-Howard, M. & McNeill, K. L. (2018, March). Framing goals for argumentation discussions: Individual versus communal understanding. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA. [ paper]

McNeill, K. L., González-Howard, M., Marco-Bujosa, L., Loper, S., & O'Dwyer, L. (2017, April). An examination of how teachers' beliefs about scientific argumentation are impacted by multimedia educative curriculum materials (MECMs). Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Antonio, TX. [ paper]

González-Howard, M., McNeill, K. L. & Loper, S. (2017, April). Argumentation toolkit: Resources for developing a classroom culture for scientific argumentation. Workshop to be presented at the annual meeting of the National Science Teachers Association, Los Angeles, CA. [ PowerPoint, handouts]

Marco-Bujosa, L. & McNeill, K. L. (2017, March). Introduction to argumentation: Using evidence in a card sort. Workshop to be presented at the annual meeting of the National Science Teachers Association, Los Angeles, CA. [ PowerPoint, handouts]
​
McNeill, K. L., González-Howard, M., Marco-Bujosa, L., Loper, S., & O'Dwyer, L. (2017, April). An examination of how teachers' beliefs about scientific argumentation are impacted by multimedia educative curriculum materials (MECMs). Paper to be presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Antonio, TX. [ Paper]

González-Howard, M., & McNeill, K. L. (2017, April). Variation in how teachers support student critique in argumentation discussions. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Antonio, TX.
​
Marco-Bujosa, L., McNeill, K. L., González-Howard, M., & Loper, S. (2017, April). Teacher learning from an educative reform-oriented science curriculum: An exploration of teacher curriculum use. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Antonio, TX.

McNeill, K.L., Marco-Bujosa, L. M., González-Howard, M., Loper, S. (2016, April). Curriculum implementation for scientific argumentation: fidelity to procedure versus fidelity to goal. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
​
Katsh-Singer, R. & McNeill, K. L. (2016, April). NGSS and scientific argumentation: District leaders' beliefs and PCK. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

González-Howard, M. & McNeill, K. L. (2016, April). Using social network analysis to examine instructional patterns in scientific argumentation. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
For more information contact learningdesigngroup@berkeley.edu.

# data[].attributes.attachment_link.description
​The Argumentation Toolkit was developed as part of a research and development project in which we are designing videos and other multimedia tools to support middle school teachers in integrating argumentation into their classroom across reading, writing and talking.

# data[].attributes.body
Interactive Science

# data[].attributes.attachment_link.readable_text
Science and Teaching for Field Instructors

Student-Centered ♦ Nature-Centered

For a slightly longer introduction to BEETLES, watch the 7-minute video.

BEETLES: Infusing outdoor science programs with research-based approaches and tools to improve science teaching and learning.

Our professional learning resources are designed for program leaders to use with field instructors. They provide experiences and rationale about outdoor science instruction designed to inspire instructors to improve their teaching. Our student activities inspire students' wonder and curiosity about the natural world, support their innate tendencies for exploration and guide them to make explanations based on evidence.

All BEETLES resources embody our five research-based design principles.

People learn Outdoor Science best when they:

ENGAGE DIRECTLY WITH NATURE

Experience Instruction based on how people learn

PARTICIPATE IN CULTURALLY RELEVANT LEARNING ENVIRONMENTS

LEARN THROUGH DISCUSSIONS

One Centennial Drive
Berkeley, CA 94720-5200
Contact Us

# data[].attributes.attachment_link.description
Science and Teaching for Field Instructors Student-Centered ♦ Nature-Centered For a slightly longer introduction to BEETLES, watch the 7-minute video. Our professional learning resources are designed for program leaders to use with field instructors. They provide experiences and rationale about outdoor science instruction designed to inspire instructors to improve their teaching.

# data[].attributes.body
English Language Arts Curriculum and Support for English Learners

# data[].attributes.body
It is important to explain rules and objectives for that days lesson within the daily schedule, repeating it and allowing for opportunities within the routine to bring scholars back on task, include visuals that are clearly seen, and repeat important discussions.

# data[].attributes.body
Engagement, Representation, Action & Expression Barriers

# data[].attributes.body
Utilizing an iPad2 to teach grade-appropriate literature in a shared story format for students with limited verbal ability/ developmental disabilities.
Modifying Direct Instruction (DI) from whole group to small groups to support the learning needs of students.
Implementing a 4-step answer system:
1. The model- modeling the proper response for the student.
2. Leading- saying it together.
3. Letting student attempt to answer.
4. Re-do if student still needs extra support with answering a “wh-” question.

# data[].attributes.body
Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluid recognition of words by poor spelling and grasping main ideas from texts. (International Dyslexia Association)

# data[].attributes.body
Provide scaffolding for word recognition, context, and discussion that allows for students with dyslexia to have access to content and conversation to support defining and developing literacy with new texts. This scaffolding may begin with chunking and developing reading skills with words or smaller texts that are understood or relatable.

# data[].attributes.body
Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive Technologies to Support Students With Dyslexia. TEACHING Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Prater, M.A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage Publications

# data[].attributes.headline
IDEA Definition- 1 or more of the below.

# data[].attributes.subject
IDEA Definition- 1 or more of the below.

# data[].attributes.body
(A) An inability to learn that is not characterized by health, understanding, or medical history.
(B) Difficulty building healthy relationships with others.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) Most commonly unhappy or depressed.
(E) Physical symptoms or fears directly correlated to fear or peers.
(F) ED includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

# data[].attributes.headline
Preventing Planning for Classroom Management

# data[].attributes.subject
Preventing Planning for Classroom Management

# data[].attributes.body
Praise students with words or with charts of improvement and accomplishments, and good deeds.
Possible praise can include allowing scholars to have choice in doing an activity of their choice, leadership, or even time to themselves.

# data[].attributes.body
Ask for students needs at the beginning, and track progress throughout the year.
Provide them with acronyms (AKA Pneumonic strategies.
Be flexible with the intensity of the workload & due dates to allow for young scholar to complete work at full potential.

# data[].attributes.body
Bak, N., & Asaro–Saddler, K. (2013). Self-Regulated Strategy Development for Students With Emotional Behavioral Disorders. Beyond Behavior, 22(3), 46-53. Retrieved March 3, 2021, from http://www.jstor.org/stable/240119 Evans, C., Weiss, S., & Cullinan, D. (2012).
Teacher Perceptions and Behavioral Strategies for Students With Emotional Disturbance Across Educational Environments. Preventing School Failure, 56(2), 82–90. https://doi-org.libproxy.csudh.edu/10.1080/1045988X.2011.574170 Hirn, R., & Park, K. (2012).
Teacher-Mediated Instructional Strategies for Students With Emotional or Behavioral Disorders. Beyond Behavior, 22(1), 32-39. Retrieved March 3, 2021, from http://www.jstor.org/stable/24011884 LAUSD. (2021).
Emotional Disturbance [PPT]. Salle, T. L., George, H. P., McCoach, D. B., Polk, T., & Evanovich, L. L. (2018). An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders. Behavioral Disorders, 43(3), 383–392. https://doi-org.libproxy.csudh.edu/10.1177/0198742918768045
Wong, E. (2005, January 18). DATA REVIEW AND VERIFICATION FOR 2004 CIVIL RIGHTS COMPLIANCE REPORT [PDF]. LAUSD. Wynne, S. A. (2009).
Special Education : Teaching Students with Behavioral Disorders/emotional Disturbances: Teacher Certification Exam. XAM Online, Inc.

# data[].attributes.body
Self-Regulated Strategy Development (SRSD):
Prove their writing and reading skills, while allowing students’ abilities to work independently. SRSD teaches students with intellectual disabilities to
(1) stimulate prior knowledge
(2) monitor comprehension
(3) identify important main ideas, (4) summarize
TWA:
Think before reading
While reading
After reading
PLANS: Pick goals, list ways to meet goals, and make notes and sequence notes

# data[].attributes.body
Physical or psychosocial impact that impedes with a child’s educational performance. Traumatic brain injury applies to open or closed head injuries such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
(Sec. 300.8 Child with a Disability, 2018)

# data[].attributes.body
"...Coordination between the hospital, therapists, family, and the school system is a critical first step in student’s returning to general education in school. The goal of this communication should be to gather medical and functional information to assist the school in developing an appropriate and individualized plan for the student’s reentry into school, whether it is a few accommodations in a regular class setting or an intensive special education program.” Bowen, Julie M. (2005).

Creating stability and routine from the first day of school is essential. No case is the same, so the restrictions and support should be part of the aforementioned discussion with doctors, educators and guardians.

Bowen, Julie M. (2005).

# data[].attributes.body
Bowen, Julie M. (2005). Classroom Interventions for Students With Traumatic Brain Injuries. Preventing School Failure, 49(4), 34–41. https://doi.org/10.3200/PSFL.49.4.34-41

# data[].attributes.body
Hovland, J. B. (2020). Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability. TEACHING Exceptional Children, 52(6), 404–413. Mason, L. H., & Shuting Zheng. (2018). Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention. Learning Disabilities: A Multidisciplinary Journal, 23(2), 87–101. https://doi-org.libproxy.csudh.edu/10.18666/LDMJ-2018-V23-I2-9035 Sec. 300.8 Child with a disability. (2018). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8

# data[].attributes.body
Cook, A. (2018, September 5). Physical Education Accommodations for Students with ADHD. Study.Com. https://study.com/academy/lesson/physical-education-accommodations-for-students-with-adhd.htm Higgins, A. K., Sluder, J. B., Richards, J. M., & Buchanan, A. M. (2018). A new and improved physical education setting for children with adhd. Strategies, 31(4), 26-32. doi:10.1080/08924562.2018.1465869

# data[].attributes.body
Prater, M.A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. Sage Publications Rudy, L.J. (2020). Understanding the Three Levels of Autism. VeryWellHealth.
Walker, M. (2017) How Artificial Intelligence is empowering people on the autism spectrum. AbilityNet https://abilitynet.org.uk/news-blogs/how-artificial-intelligence-empowering-people-autism-spectrum
Spooner, Fred, Ahlgrim-Delzell, Lynn, Kemp-Inman, Amy, & Wood, Leah A. (2014). Using an iPad2® With Systematic Instruction to Teach Shared Stories for Elementary-Aged Students With Autism. Research and Practice for Persons with Severe Disabilities, 39(1), 30–46. https://doi.org/10.1177/1540796914534631
Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016). The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer "Wh-" Questions. Journal of Autism and Developmental Disorders, 46(9), 2968+. https://link.gale.com/apps/doc/A470475089/AONE?u=csudh&sid=AONE&xid=1fb6af0a

# data[].attributes.body
Individuals with Disabilities Education Act (IDEA) Sec. 300.8 (c) (8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairment caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

# data[].attributes.body
Equipment Promotes Functional Weight Bearing
Position Pelvis - Stability & Mobility Proper Body Alignment  Professionals - Seating Expertise
Position Pelvis for Stability and Mobility
Proper Body Alignment
Have students take on hand movements
Stretches and warm-ups done before dance
Make sure to give students more time when using diagnostic distractor arrays.
Pause between teaching skills to allow the students to process the information given.
Checking for understanding

# data[].attributes.body
Asola, E., & Hodge, S. (2019). Special Education for Young Learners with Physical Disabilities. In Special Education for Young Learners with Disabilities (Vol. 34, pp. 173–185). Emerald Publishing Limited. https://doi.org/10.1108/S0270-401320190000034011 Costigan, F., & Light, J. (2011). Functional seating for school-age children with cerebral palsy: an evidence-based tutorial. Language, Speech & Hearing Services in Schools, 42(2), 223–236. https://doi.org/10.1044/0161-1461(2010/10-0001) Heller, K. W., & Swinehart-Jones, D. (2003). Supporting the Educational Needs of Students with Orthopedic Impairments. Physical Disabilities: Education and Related Services, 22(1), 3–24. http://libproxy.csudh.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d b=eric&AN=EJ678650&site=ehost-live&scope=site N. (2017, May 02). Sec. 300.8 (c) (8). Retrieved February 18, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c/8

# data[].attributes.body
Individuals With Disabilities Education Act (IDEA) Sec. 300.8 (c) Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

# data[].attributes.body
Syllables, the ability to break apart or blend together the syllables in words.
Reading aloud, presents large colorful posters, points to each word with a pointer as the students read the word.
Ask students reading comprehension questions, discuss any unfamiliar vocabulary.
Reading first proposes that through the use of scientifically based research, teachers will be able to implement instruction that ensures that all children will be able to read by the end of their grade, regardless of their disability.
Environments that encourage growth are rich in print and organized into centers or educational learning areas.
Creating opportunities for group work with communication directly to peers, rather than through aids.

# data[].attributes.body
1.Kamei-Hannan, C., & Ricci, L. A. (2015). Reading Connections: Strategies for Teaching Students with Visual Impairments. American Printing House for the Blind.
2. McKenzie, A. R., & Davidson, R. (2011). The Emergent Literacy of Preschool Students who are Deaf-Blind: A Case Study. Journal of Visual Impairment & Blindness, 101(11), 720–725. https://doi.org/10.1177/0145482x0710101106

# data[].attributes.body
Students may struggle receiving language, meaning that they are not able to hear or to properly interpret the meanings of words.
Students may struggle with the purpose or strategies of communicating emotions or with peers.
Signs include stuttering and speech delay.
Speech and language impairments are separate disorders, but they can occur together, or with other intellectual/developmental disabilities.

# data[].attributes.body
The secondary level places more emphasis on responding to content through writing, which is a challenge.
Continuous professional development for teachers from experts has positive effect on all students, especially when concentrating on goals:
-Break up large chunks of information into smaller sections with visuals
- Place questions and text on the same page for easy reference -mind maps to record process of class discussions.
-Target essential content vocabulary, give tools to learn new words independently
-Show a sequence for planning work (e.g. steps of writing process, agenda for class period)
-Not all communication problems that may occur within a classroom are because of an impairment, and that assumption must be avoided by educators.
-Gillon et al. (2020) mentions how quality classroom literacy program that supports learners and allow resources for specialist support to be used in a more efficient manner for children with identified learning needs (369).

# data[].attributes.body
Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-based class literacy instruction for children with speech and language difficulties. Topics in Language Disorders, 40(4), 357-374. doi:10.1097/tld.0000000000000233 Language and Speech Disorders in Children. (2021). Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html LibGuides: Speech disorders: Common assistive technologies. (2020, March 10). Retrieved March 01, 2021, from https://guides.library.illinois.edu/c.php?g=613892&p=4265891 Starling, J; Munro, N; Togher, L; Arciuli, J. (2012). Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: a randomized controlled trial. Language, Speech, and Hearing Services in Schools, Vol. 43, 474-495. Top assistive technology for speech difficulties. (2020, March 30). Retrieved March 01, 2021, from https://www.commonsense.org/education/top-picks/top-assistive-technology-for-speech-difficulties