Module 6: Activity 1 by https://padlet.com/1008145683/kiw6zqejxsw0ahge Comprehension of Chapter 7 Content en-us 2021-02-26 02:18:12 UTC 2021-03-02 07:47:20 UTC hello@padlet.com 2. Analyze the social and emotional characteristics and needs of students with learning and behavioral disabilities, including two things you might do to address these needs in the classroom. 1008145683 https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1243920441 Some Social & Emotional Characteristics are:
-Engaging in aggressive and disruptive behavior
-Poor interpersonal/social skills with peers (pg. 233)
-Socially withdrawn and low-self esteem which leads to feelings of helplessness (pg. 233)
-Anxiety and depression; students may be unmotivated to complete assignments (pg. 234)
2 Things to Address These Needs in the Classroom:
1. First I would assign small groups along with role playing, so the students can get comfortable with each other to develop healthy, social skills (pg. 237)
2. I would have students pair up and ask each other questions to get to know each other that will help them find common ground or interests to make connections.


]]> 2021-02-26 02:22:55 UTC https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1243920441 5. Give three examples of expressive language problems and what you might do as a teacher to help the student be successful. 1008145683 https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1244101260 1. The 1st example would be a student explaining something that lacks any specificity. 
Student: "The phone is over there"
I would ask the student, "Where is the phone? Can you point where it is?" Ask more questions so the student knows to explain something more in detail with patience. (pg. 217)
2. A second example of an expressive language problem is using incorrect grammar or syntax in sentences. 
Student: "Homework I didn't get done."
 I would reply and have the student model me: "Oh you didn't get your homework done?" If needed, I would ask the student to repeat the same statement I said to properly correct them. "I didn't get my homework done." After, I would make sure to praise the student for correcting their statement with a "Good job!" (pg. 217-218)
3. The third example is when a student has limited vocabulary. Student: "She is my friend." 
I would ask the student "Why is she your friend? What does she do that makes her your friend?" 
Student: "Because she likes to play with me."
Me: "Great! So she is your friend because she likes to play with you. Awesome!" (pg. 219)]]> 2021-02-26 04:33:46 UTC https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1244101260 4. Suzanne has told you her textbooks are too difficult for her to read. You have observed poor reading accuracy and other indications that Suzanne might have dyslexia. Provide examples of instructional adaptations that would benefit Suzanne. 1008145683 https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1244503592 1. Some instructional adaptations that can be provided for Suzanne, such as direct instruction. The teacher can seek textbook alternatives such as providing a digital textbook copy that has audio features to listen while she's reading, and larger font to make it less difficult for her to read text. 
2. Another adaptation is to directly highlight text on the book to make it more clear and makes her reading more effective. (pg. 235)

]]> 2021-02-26 09:19:42 UTC https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1244503592 7. Jeremy is a middle school student who has a communication disorder in which he displays significant problems with receptive language. Describe two receptive language problems you have observed and provide a corresponding accommodation you would make for each language problem. 1008145683 https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1248014032 The first receptive language problem is not responding to question correctly often going off-topic. (pg. 217) 
One accommodation to make is to repeat the question to Jeremy again, and politely ask him to listen carefully that enables him to pay attention. I would make sure to emphasize the subject of the question I'm asking the student so he or she can pay focus on the subject I'm asking in the question. (pg. 217-218)
The second receptive language problem is not retaining information presented verbally, (pg. 217) One accommodation I would make is provide visual context that supports the information I am giving to him. It can be an illustration or writing down the words on the board while verbally talking to him. 

]]> 2021-02-27 11:53:39 UTC https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1248014032 9) What is learned helplessness and how might teachers help students overcome learned helplessness? 1008145683 https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1256956441 Learned helplessness is not being the ability to see one's capabilities of accomplishing or doing anything. Students with disabilities that have a poor self image can lead to learned helplessness since they come with a lot of self-doubt. They also do not see the connection between putting effort into success and would blame their failures based on not having any luck, which decreases their motivation. (pg. 234)
Some strategies to assist them in learned helplessness is to provide positive feedback and praise as a form of positive reinforcement. It shows that you genuinely care about the student and contributes them to increasing confidence. Another strategy is to teach them to reinforce themselves and remind them of their strengths. 
Teaching them positive affirmations that will build their self-esteem. If they talk highly of themselves, they will soon believe it. This allows positive thinking and increase their willingness to be productive because everyone feels good after accomplishing one thing after another. (pg.238)]]> 2021-03-02 07:17:34 UTC https://padlet.com/1008145683/kiw6zqejxsw0ahge/wish/1256956441