SPED 586 Planning and Teaching for Understanding Chapter 1.
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SPED 586SPED 586Planning and Teaching for Planning and Teaching for UnderstandingUnderstanding
Chapter 1
OverviewOverview• Common Issues and Cues• RtI basics• IEPs• Self-determinism• Evaluation measures• ELL success• Scaffolding• Tiered instruction
Common IssuesCommon IssuesAcademics! If it doesn’t affect
performance, then why are we addressing it.
Attention Problems and hyperactivityMemory – the affect of short term
memory on school performanceLanguage Aberrant behavior, such as
aggression or depression or “unusual patterns”
Determine these factorsDetermine these factorsIs it a concern or a disability? Question:1. How persistent is the problem?2. How severe is the problem?3. Is the child making stead progress?4. Is the child interested in improvement?5. How active is the family?6. Do other people see this as a problem?7. Is this a problem between a teacher and a student?8. What accommodations and modifications have been
attempted?9. Has the instruction thus far been adequate for the student’s
needs?10.How well does the child fit in with peers?11.What else could explain this academic or social behavior?
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Behavior Area Emotional Disturbance Socially Maladjusted
School BehaviorUnable to comply with teacher requests; needy or has difficulty asking for help
Unwilling to comply with teacher requests; truancy; rejects help
Attitude Toward School
School is a source of confusion or angst; does much better with structure
Dislikes school, except as a social outlet; rebels against rules and structure
School Attendance Misses school due to emotional or
psychosomatic issues Misses school due to choice
Educational Performance
Uneven achievement; impaired by anxiety, depression, or emotions
Achievement influenced by truancy, negative attitude toward school, avoidance
Peer Relations and Friendships
Difficulty making friends; ignored or rejected
Accepted by a same delinquent or socio-cultural subgroup
Perceptions of Peers Perceived as bizarre or odd; often ridiculed Perceived as cool, tough, charismatic
Social Skills Poorly developed; immature; difficulty reading social cues; difficulty entering
groups Well developed; well attuned to social cues
Interpersonal Relations
Inability to establish or maintain relationships; withdrawn; social anxiety
Many relations within select peer group; manipulative; lack of honesty in
relationships
Interpersonal Dynamics
Poor self-concept; overly dependant; anxious; fearful; mood swings; distorts
reality
Inflated self concept; independent; underdeveloped conscience; blames others;
excessive bravado Locus of Disorder Affective disorder; internalizing Conduct disorder, externalizing
Aggression Hurts self and others as an end Hurts others as a means to an end Anxiety Tense; fearful Appears relaxed; “cool”
Affective Reactions Disproportionate reactions, but not under
student’s control Intentional with features of anger and rage;
explosive Conscience Remorseful; self critical; overly serious Little remorse; blaming; non-empathetic
Sense of Reality Fantasy; naïve; gullible; thought disorders “Street-wise”; manipulates facts and rules
for own benefit Developmental
Appropriateness Immature; regressive Age appropriate or above
Risk Taking Avoids risks; resists making choices Risk taker; “daredevil” Substance Abuse Less likely; may use individually More likely; peer involvement Adapted from Social Maladjustment: A Guide to Differential Diagnosis and Educational Options (Wayne County
Regional Educational Service Agency - Michigan , 2004)
IEPsIEPs• Name the parts of an IEP.• Name the multidisciplinary members
(do not forget you know who)• Goals: academic, social-emotional,
functional–Focus on what is working more so than
what isn’t.–Set goals on what the student should
maintain as well as build.• Samples and help–Sample 1–Sample 2– IEP best practices (USDOE)
Self-determinismSelf-determinism• Teach students to become self-determined – in
that their own well being and range of success is a result of their efforts and achievement.
• When students work hard, they tend to improve their success.
• Engagement and achievement are correlated• Prepare students to participate and lead their own
IEPsUNCC’s review of self-determinism curriculaOne sample curricula (NICHCY)
Name three reasons we need to emphasize self-determinism?
Evaluation MeasuresEvaluation Measures• Progress Monitoring• National Center on Progress Monitoring
• Basics to CBM (National Center on RtI)–Multiple types of progress charts • How would you quantify calling out?• How would you quantify multiplication
knowledge?
– Informed instruction through data collection and evaluation
ELLELL• For students with LD who are ELL,
instruction must be:–Explicit–Monitored – Include plenty of practice– Include language acquisition
strategies
• How is this different from others who struggle?
ScaffoldingScaffolding• Two types of scaffolding
• Within lessons – I might scaffold addition of fractions with like denominators by showing why and how the numerators will be added but the denominator remains constant. I will not only show why but I will also show how. To help this process, I can prepare strategies to help the student recognize the type of problem and the appropriate steps to take to solve that problem.
• Between lessons - You might see guided practice and scaffolding when completing simple equations. Teach to divide or compute by the inverse of the coefficient early to prepare for the lessons to come.
• http://dww.ed.gov
Multi-tiered system of Multi-tiered system of support (MTSS)support (MTSS)MTSS and Response to Instruction
and Intervention (RtI&I) involve tiered instruction.
Each successive tier increases intensity of instruction through more explicitness in teaching, smaller class sizes, more time of instruction, and more homogenous to individualized help.
How does a tiered system How does a tiered system work for Reading?work for Reading?Effective Instruction is a
necessity at all levels, not just for those with reading trouble
Assessment must be consistent and accurate across all levels
Interventions must be effective (research and evidence-supported)
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How does a tiered system How does a tiered system work for Writing?work for Writing?Effective Instruction is a
necessity at all levels, not just for those who struggle with writing or written expression
Assessment must be consistent and accurate
Interventions must be effective (research and evidence supported)
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How does a tiered system How does a tiered system work for Mathematics Ed?work for Mathematics Ed?Effective Instruction is a
necessity at all levels, not just for those with poor calculations skills
Assessment must be consistent and accurate
Interventions must be effective (research and evidence supported)
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How does a tiered system How does a tiered system work for Behavior?work for Behavior?Effective Instruction is a
necessity at all levels, not just for those with inappropriate behavior
Assessment must be consistent and accurate
Interventions must be effective (research and evidence supported)
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SummationSummationWhat does this mean to your
planning?◦In your current placement?◦In your future class?
How can you implement tiered and differentiated help in your classroom?
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