Exceptionalities
- 2. Question • What does Public Law 94-142 , the Individuals with Disabilities Education Act (IDEA/IDEIA) mean to you?
- 3. The Individuals with Disabilities Education Act (IDEA) Provision Description A free and appropriate IDEA asserts that all students can learn, and everyone public education is entitled to a free and appropriate public education. IDEA requires that learners with exceptionalities be Least restrictive environment placed in as typical an environment as possible while their special needs are being met. IDEA requires that tests be given in a student’s native language by qualified personnel, and no single Protection against discrimination instrument will be used as the basis for in testing placement. IDEA requires that parents have the right to be involved in placing their children in special Due process and parents’ rights programs, that they have access to school records, and that they can obtain an independent evaluation of their child. IDEA requires that an individually prescribed Individualized education instructional plan be devised for all students with program exceptionalities.
- 4. Labeling Controversy • Why are they controversial? • Why are they necessary?
- 5. The Population of Students With Disabilities Intellectual differences
- 6. Scenario Tammy Fuller, a middle school social studies teacher, is surprised when she scores Adam’s test. He seemed to be doing so well. He is rarely absent, pays attention, and participates in class activities. Why is his test score so low? Tammy makes a mental note to watch him more closely, because his behavior and test performance are inconsistent. In her second unit, Tammy emphasizes both independent and cooperative work, so she prepares study guide questions and has students answer them in groups. As she moves around the room, she notices that Adam’s sheet is empty. When she asks him about it, he mumbles something about not having time the night before. Because the success of the unit depends on students’ coming to class prepared, Tammy asks Adam to come in after school to complete his work.
- 7. Scenario (cont.) He arrives promptly and opens his book to the chapter. When Tammy stops to check on his progress, his page is blank; in another 10 minutes, it’s still empty. As she sits down to talk with him, he appears embarrassed and evasive. When they start to work on the questions together, she discovers that he can’t read the text. • How can we classify Adam’s problem? • What characteristics are associated with this disability? • How can Adam be supported? • Assistive technology? • Ipad apps?
- 8. Characteristics of Students with Learning Disabilities General Patterns Academic Performance Attention deficits Reading Lacks reading fluency Reverses words (e.g., saw for Disorganization and tendency was) towards distraction Loses place frequently Lack of follow-through and Writing Makes jerky and poorly formed completion of assignments letters Has difficulty staying on a line Uneven performance (e.g., very Is slow in completing work capable in one area, very weak in another) Math Has difficulty remembering math facts Hyperactivity and fidgeting Mixes columns (e.g., tens and ones) in computing Lack of coordination and balance Has trouble with word problems
- 9. Scenario “For instance, there’s Rodney. You’ve seen him on the playground. He’s cute, but his engine is stuck on fast. I can barely get him to sit in his seat, much less work. When he sits down to do an assignment, he’s all over his desk, squirming and wiggling. The smallest distraction sets him off. He can usually do the work if I can get him to stick to it, but it’s a challenge. I’ve talked to his mother, and he’s the same way at home.” •What is the nature of Rodney’s disorder •What are the general characteristics associated with this disorder? •What can teachers do? • Assistive technology? • Ipad apps?
- 10. Attention Deficit/Hyperactivity Disorder (AD/HD) • Often connected with a learning disability • Characterized by: • Easy distractibility and failure to listen • Inordinate need for supervision • Impulsiveness • Frequent calling out in class and difficulty awaiting turns • Three subcategories: • Inattentive • Hyperactive-impulsive • Combined (includes characteristics of other two)
- 11. Scenario Kyle comes in from recess sweaty and disheveled, crosses his arms, and looks at the teacher defiantly. The playground monitor has reported another scuffle. Kyle has a history of these disturbances and is a difficult student. He struggles with his studies but can handle them if provided with enough structure. When he becomes frustrated, he sometimes acts out, often ignoring the feelings an rights of others. Ben, who sits next to Kyle, is so quiet that the teacher almost forgets he is there. He never causes problems; in fact, he seldom participates in class. He has few friends and walks around at recess by himself, appearing to consciously avoid other children. •What disorder do both boys demonstrate” •What are the general characteristics associated with this disorder? •What can teachers do? • Assistive technology? • Ipad apps?
- 12. Behavior Disorders: General Characteristics • Impulsiveness and • Externalizing Behavior difficulty conducting Disorders socially acceptable • Hyperactive interactions with others • Hostile • Acting out and failure to • Cruel follow school or • Defiant classroom rules • Internalizing Behavior • Poor self-concept Disorders • Lack of awareness about • Socially withdrawn the severity of their • Guilt problems • Shy • Frequent absences from • Depressed school and low academic • Anxious performance • timid
- 13. Autism Spectrum Disorders • General characteristics may include • Social withdrawal • Deficiencies in cognitive and language processes • Lack of verbal and nonverbal communication • Repetitive stereotypic behavior (rocking, flapping arms, turning in circles) • Narrow and extensive attention to objects • Average to above average intelligence to varying degrees of intellectual disorders
- 14. Speech Disorders Disorder Description Example Articulation Difficulty in ‘Wabbit’ for disorders producing certain rabbit sounds, including ‘Thit’ for sit substituting, ‘Onley’ for distorting, and lonely omitting Fluency disorders Repetition of the “Y, Y, Y, Yes’ first sound of a word (stuttering) and other problems in producing “smooth” speech Voice disorders Problems with the High-pitched larynx or air or nasal voice passageways in the nose or throat
- 15. Symptoms of Potential Visual Problems 1. Holding the head in an awkward position when reading, or holding the book too close or too far away 2. Squinting and frequently rubbing the eyes 3. Tuning out when information is presented on the board 4. Constantly asking about classroom procedures, especially when information is on the board 5. Complaining of headaches, dizziness, or nausea 6. Having redness, crusting, or swelling of the eyes 7. Losing place on the line or page and confusing letters 8. Using poor spacing in writing or having difficulty in staying on the line
- 16. Indicators of Hearing Impairment 1. Favoring one ear by cocking the head toward the speaker or cupping a hand behind the ear 2. Misunderstanding or not following directions, and exhibiting nonverbal cues (e.g., frowns or puzzled looks) when directions are given 3. Being distracted or seeming disoriented at times 4. Asking people to repeat what they just said 5. Poorly articulating words, especially consonants 6. Turning the volume of loud when listening to audio recordings, radio, or television 7. Showing reluctance to participate in oral activities 8. Having frequent earaches or complaining of discomfort or buzzing in the ears
- 17. Instructional Adaptations to Help Students With Hearing Disabilities 2. Supplement auditory presentations with visual information and hands-on experiences. 3. Speak clearly and orient yourself so students can see your face. 4. Minimize distracting noise. 5. Check frequently for understanding.
- 18. Roles for Teachers in Inclusive Classrooms 1. Identifying students with exceptionalities 2. Teaching students with exceptionalities content and cognitive skills 3. Helping students with exceptionalities learn social skills 4. Developing classmates’ understanding and acceptance
- 19. Principles of Instruction For Teaching Students With Exceptionalities 1. Utilize the effective teaching practices that promote learning for all students. 2. Provide additional instructional support. 3. Design seatwork and homework activities to match the needs of students with exceptionalities. 4. Adapt and supplement reading materials to meet the learning needs of students. 5. Actively teach learning strategies. 6. Implement plans for the social integration and growth of learners with exceptionalities.
- 20. Adaptation • Model correct solutions on the Instructional Adaptations for Students with Math chalkboard. Use peer tutors to explain problems. • Break long assignments into shorter ones. • Encourage the use of calculators and other aids. Reading Exceptionalities • Use supplemental reading materials at appropriate levels. • Use study guides that identify key concepts. • Preteach difficult concepts before assigning reading. • Use group assignments that encourage students to assist each other. Spelling • Avoid spelling as a grading criterion. • Focus on spelling in other content areas. • Stress mastery of short lists of words. • Encourage students to proofread their work. • Increase time allocated to writing assignments. • Allow assignments to be typed. Writing • Allow reports to be taped or dictated to others. • Encourage daily writing with short, high-interest assignments.