Chapter 3 Diverse Students In The Classroom

Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie

© 2010 Pearson Education, Inc.All rights reserved.

Chapter 3 Diverse Students In The Classroom

How Students Are Different

And The Same


© 2010 Pearson Education, Inc.All Rights Reserved.2

Teaching Diverse Students

“The key is learning how to teach individuals, not groups.”

Carol, 7th grade teacher



Teaching Individuals Not GroupsAn Inclusive Middle School

Multilevel writing assignments

Cross-ability friendships

A place and support for students with special challenges

Multicultural, multi-ability, dvierse socio-economic status

Student’s capabilities complement one another

An interesting class!! NOT boring



Sights to SeePeanut Butter and Micah in High School

Peanut Butter and Jelly Lessoncrede.berkeley.edu/research/crede/products/multimedia/pbj.html

Micah: Senior Year in High School www.wholeschooling.net/WS/Video/Micah.html



Special Needs and Good TeachingGood Teaching Addresses Many Specific Needs

Do we design teaching for categories of students or design teaching to handle diversity from the beginning?

Students that are part of a group are often very different from one another

When we teach towards ‘groups’ we can easily stereotype

When we design our teaching for diversity we automatically address both indivdiual and group needs.



Label Jars, Not PeopleSeeing Children as People First

Labels can dehumanize students seeing them AS their label rather than simply children. Let’s . . .

See students as children first See strengths as central rather than

deficits Understand individual strengths, needs,

interests Use ‘person first language’ when we

discuss labels. A student who is . . .



Students From Diverse Cultural, Racial, and Ethnic Groups

Related but different concepts: race, ethnicity, culture

Race - genetics and physical characteristics (no pure races exist)

Ethnic group - common bond based on ancestry, common beliefs, language, etc.

Culture - language and symbols, customs and patterns of interaction, shared values, norms, and beliefs



Students From Diverse Cultural, Racial, and Ethnic Groups

Inclusive Teaching Strategies

Promote respect of students’

culture, race, and ethnic identity. Promote respect and understanding

of each student as an individual Help students learn how to critique

and challenge social injustice. Assure that students are accepted

and valued, have a sense of belonging, and develop friendships.



Students from Extreme Poverty

Poor people are judged as lazy and unmotivated. Getting beyond stereotypes and promoting understanding

Parents in a constant survival mode Constant feelings of humiliation Lack of understanding of options Teachers often think poor parents don’t care

but this isn’t true. Education may not be seen as important if the

challenge is daily survival Poor children feel teachers don’t care about

them.



Students from Extreme PovertyInclusive Teaching Strategies

Show students they are special Ensure emotional and physical safety; protect

students from ridicule Examine our own attitudes Promote understanding of poor children Try to understand connection of poverty and

problems with behavior or academic performance Create incentives Don’t give homework that is difficult for children to

do in unstable home situations Have parents and others who have been poor tell

their stories



Students Who Are Gay

Ridicule and intolerance of homosexual students is widely prevalent

10-30% of students are gay Do not tolerate ridicule but promote understanding

and relationships; challenge homophobia Make no assumption about sexual preference Have gay related materials visible in the classroom Let students know you are supportive of all Work on your own biases Don’t advise students who are gay to ‘come out’.

Let them make that decision Connect students with gay role models



Students with Differing Academic Abilities

• Gifted and talented

• Dominant language learners

• Learning disabilities

• Cognitive disabilities

• Traumatic brain injury



Gifted and TalentedDefinition

The term “gifted and talented” . . . means students . . . who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not normally provided by the school in order to fully develop such capabilities. (PL 103-398, Title XIV p. 388)



Inclusive Strategies for Gifted and Talented Students

Classroom leadership, problem solving and advanced learning

Multi-level learning strategies for higher level learning

Multi-level, differentiated lessons

Curriculum compacting Tiered lessons Open-ended assignments

Scaffolding for high ability students

Build scaffolding into all instruction

Use computers and particularly the internet as an information source

Obtain materials at different levels

Bring in experts to share with the class

Identify mentors



Mixed ability groups and higher learning.

Social action research projects

Literacy circles Multi-age grouping Flexible groupings Collaborative pairing

Expanding opportunities Community experiences Enrichment for All Integrated honors

programs

Inclusive Strategies for Gifted and Talented Students 2



Inclusive Strategies forDominant-Language Learners

High incidence of two-way communication Social integration with native English

speakers Thoughtful integration of second-language

acquisition principles with content instruction

Involvement and participation of home community

Promotion of critical consciousness Faltis (1997)



Learning Disabilities: Definition

. . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written

that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

The term does not apply to children who have learning problems which are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. (Individuals with Disabilities Education Improvement Act [IDEA], 2004, p. 118)



Learning Disabilities Typical Descriptions of Challenges

Hyper and hypo-activity Perceptual processing difficulties Organization of work Writing thoughts and ideas Remembering mathematical facts

Problems: very general statements; focus on deficits, not strengths.

Suggestion: describe student challenges in specific functional terms

Faltis (1997)



Ways In Which Schools Help Create Learning Disabilities

Teaching children in ways they can’t learn.

Prescribed curriculum sequence. Ability grouping, forcing low groups to

see themselves as non-readers and writers.

Denying access to real books until they can ‘read’.

Expecting kids to learn language from sitting all day without talking.

Asking questions that call for only one right answer.

Reprimanding children for wrong answers so that they avoid risk-taking

And then: Referring children to resource

rooms. Subjecting them to testing

that further convinces them they know little.

Stigmatizing them with a pathological diagnosis.



High expectations & recognition of achievement

Authentic, multi-level instruction.

Multiple intelligences Activity-based

learning

Provide scaffolding to help the student participate with support

Read-alouds, writing dictated stories

Buddy and group reading Books on tape, talking

software

Adaptations for language Computers Talking software Taped books Tape recorder

Learning Disabilities Inclusive Teaching Strategies



Organization & anticipation

Books at home Help organize desk Visual prompts -- color

codes Teach skills in blocks Preview work -- send

home

Behavior Understand Help learn

responsibility

Grades Report learning not just

grade Alternatives -- extra

credit, drop-a-grade, alternative performance

Learning Disabilities Inclusive Teaching Strategies 2



Resource room may stigmatize children

Students with many different problems are lumped together

Instruction focuses on isolated skills

Students miss instruction in the general education class

Difficult to establish a sense of community

Learning Disabilities Problems with Pull-out Services





Cognitive Disabilitypreviously mental retardation

AAMR definition

Sub-average intelligence (2 standard deviations below mean)

Limitations in adaptive behavior: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work

Before age 18 Needed lifelong supports



Mental retardation means significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child educational performance.

IDEA, 1997, 300.7 [b]


Definition




Intensity of Support

IntermittentLimitedExtensivePervasive



LEVELS OF SEVERITYMILD(55-70) : functions

fairly normally; academic, living, and vocational limitations.

MODERATE (40 -55): work and live in community with support.

SEVERE PROFOUND (<40): need much assistance and support; often other disabilities.

GENERAL CONCEPTSEXCLUSIONLEARNING: slower and

less capacity.SOCIAL: sometimes

misread social cues; overtrusting.

SEXUAL: historically very controversial. Have been successful parents with support.

OTHER DISABILITIES


Impacts of Disability



PRESENT TYPICAL APPROACHES

Institutions for persons with severe behavioral challenges

Separate school or class

Special work place: sheltered workshop

Special living place: group home.

CURRENT BEST PRACTICESInclusion with other

children in the neighborhood, churches, temples, or synagogues

Inclusive education--regular classes with supports

Supported employmentSupported living--own home

or apartment with supports

Community Involvement of Individuals with a Cognitive Disability



Key Principles Age-appropriate Community-based Natural proportions

Self-determination and choices

Strategies: Multi-level teaching. Partial participation. Assistance and support from other students.

Picture cues and technology -- eg. Speaking software.

Smaller, simpler assignments

Link to life goals, home,and community.

Authentic, real world learning


Inclusive Teaching Strategies



Students with Traumatic Brain Injury

Impacts Physical impairments Cognitive impairment Behavioral/emotional

changes and difficulties

Teaching strategies Same as with students

with learning and cognitive disabilities

Provide emotional support

May need a shorter school day at first

Focus on strengths



Students with Differing Academic Abilities

Common Inclusive Teaching Strategies

High but reasonable expectations for learning of all students

Provide leadership opportunities for all Learning materials at wide ranges of ability and

high interest Multilevel, differentiated instruction using authentic

learning experiences Focus on strengths and draw on multiple

intelligences Provide scaffolds and supports Heterogeneous, multi-ability learning groups Collaborate with other professionals



Students with Behavioral and Emotional Challenges

ADHD

Emotional disturbance

Autism Spectrum Disorder (ASD)

Students with other life challenges



Attention Deficit/Hyperactivity Disorder

Three subtypes:

1. Inattention2. Impulsive and hyperactive3. Combined -- all three

challenges



DSM IV CRITERIA FOR ADHDInattention

Often fails to give close attention to details or makes careless mistakes in school work, work, or other activities.

Often has difficulty sustaining attention in tasks or play activities. Often does not seem to listen when spoken to directly. Often does not follow through on instructions and fails to finish

schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

Often has difficulty organizing tasks and activities. Often avoids, dislikes, or is reluctant to engage in tasks that

require sustained mental effort (such as schoolwork or homework).

Often loses things necessary for tasks or activities (eg. toys, school assignments, pencils, books, or tools).

Is often easily distracted by extraneous stimuli. Is often forgetful in daily activities.



Hyperactivity Often fidgets with hands or feet or squirms in seat. Often leaves seat in classroom or in other situations in

which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness).

Often has difficulty playing or engaging in leisure activities quietly.

Is often ‘on the go’ or often acts as if ‘driven by a motor’. Often talks excessively.

Impulsivity Often blurts out answers before questions have been

completed. Often has difficulty waiting turn. Often interrupts or intrudes on others (e.g. butts into

conversations).

DSM IV CRITERIA FOR ADHDPart 2



RITALIN: Impacts of the Drug

helps children and adults focus for a short time reduces emotional responses helps moderate impulsivity works equally on all people long term effects are not known tendency to sap children of their spirit -- zombie

effect can worsen conditions designed to prevent –

agitation, restlessness, insomnia – which can actually lead to increased dosages

rebound effect may make the child’s behavior worse than it was before

reactions assure people the drug is needed and lead to increased dosages (a reinforcing negative cycle)



Creative and engaging learning activities

• Students propose alternative approaches to assignments.

• Multiple intelligences. • Workshops, authentic learning,

activity-based learning • Story, pictures, manipulatives,

gamesRespond to individual needs• Structures that encourage social

interactions while working – tables, gathering places with pillows, or a small sofa.

• Places where students can be alone and it is quieter – desks or pillows in the hall, study carrels.

• Spaces for individual work – desks, floor work areas with pillows

Inclusive Teaching

Strategies For

Students With

ADHD Behaviors



Help students organize and structure their work

• Help students plan, break goals into short-term steps

• Tools -- a calendar, project task analysis, Gantt charts for schedules, daily and weekly schedules.

• Help organize work –student notebooks (3 ring binders, wire notebooks for each subject, etc.), filing systems (alphabetic, topical),

Understand and provide emotional support

• Listen, build on strengths. • Structures for support --peer

mentors, cooperative learning.• Positive energy outlets.

Incl

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Journey Inside the ClassroomThe Class Community Deals With A Fight At

Recess At lunch 2 students were hitting one another and

calling each other names

The teacher called a classroom meeting

Students told their understanding of what happened

One student felt left out and rejected

They developed ideas so everyone could play

They became friends again. The teacher fostered listening and learning responsibility



Serious Emotional DisturbanceDefinition

Tendency to develop physical symptoms or fears associated with personal or school problems

A general pervasive mood of unhappiness or depression

An inability to learn that cannot be explained by intellectual, sensory, or health factors

An inability to build or maintaining satisfactory interpersonal relationships with peers and teachers’

Inappropriate types of behavior or feelings under normal circumstances

IDEA

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:



Types of Emotional Disorders

EXTERNALIZING DISORDERS Attention

deficit/hyperactivity disorder (ADHD)

Oppositional defiance disorder (ODD)

Conduct disorder Pervasive

developmental disorders (PDD)

INTERNALIZING DISORDERS Substance abuse Feeding and eating

disorders Anxiety and social

withdrawal Depression Schizophrenia and

psychosis



The Demographics Of Emotional Disturbance

Disproportionately Male African American Economically

disadvantaged In secondary school Living with one

parent, in foster care, or other alternative arrangement



What Causes Emotional Disturbance and Behavioral Problems?

povertyhomelessness

Fam

ily c

onfli

ct

Inconsistent

child rearing

practicesChild abuse

Sexual abusedivorce

malnutrition

Associated Factors



Inclusive Strategies for Students with Emotional Disturbance

School-wide Planning – culture of child-centered orientation

Problem Solving – work to keep all students engaged, “zero reject”

Clear expectations and Proactive School-wide Discipline Plan – simple understandable expectations in positive terms

Social Support Structures and Options – support teams for staff, students, and families

Trust and Safety – positive behavioral supports, respect, and relationship building



Positive Learning Opportunities – active, student-centered, engaging instruction

Academic and Social Skills – purposefully address both academic and social skill development

Professional Support – traditional professional services are available

Collaboration with and Support for Families – wraparound services, partnerships, wide range of support

Supporting Ourselves – behavioral consultation, support team, in-class collaboration

Inclusive Strategies for Students with Emotional Disturbance



Autism Spectrum Disorder (ASD) Typical Characteristics

Engagement in repetitive activities and stereotyped movements

Resistance to change Unusual responses to sensory experiences Lack of language development Self-stimulation Self-injurious Preoccupation with certain objects Lack of social/communicative gestures and

utterances



Applied Behavior Analysis (ABA) Controversial Expensive Three Year Program 40 Hours Per Week

TEACCH Based On A Child’s

Skills, Interests, And Needs

Seeks To Foster Independence

Clear Expectations, Organized Environment, Visual Materials

Autism Spectrum Disorder (ASD) Treatment Approaches



Social stories Pictures Exchange System (PECS) Redirect – Hurt Feelings Eye Contact Smiling and Laughing Vocalizing Lunch Bunch Class Jobs Calming Down Time

Autism Spectrum Disorder (ASD) Inclusive Teaching Strategies



Students with Behavioral and Emotional Challenges

Common Inclusive Teaching Strategies

Commit to students with behavior challenges - support, guide, teach

Creative and engaging teaching Options and choices for individual needs and learning styles Positive outlets for student energy Help students organize materials Predictable class routines; help students anticipate and

understand changes Build community to provide emotional support Integral social learning into all academic lessons Use positive behavior support affirming student needs Help students understand their own needs and ways to get

them met Work with an interdisciplinary team



Students With Sensory And Physical Disabilities

Speech disorders

Blindness and visual impairment

Deafness and hearing impairment

Health impairments

Orthopedic disabilities



Hearing ImpairmentConsiderations

Factors: loudness (decibels) and pitch (hertz)

When acquired: pre or post-language acquisition

Deafness and partial hearing



Hearing ImpairmentTypical impacts of disability

Ability to hear: alarms, words, etc.

Communication with others Language development Sense of isolation Psychological impact Deaf culture Use of alternative

communication--sign language



Hearing ImpairmentSpecialists

Audiologists Sign language interpreters Augmentative

communications specialists

Special Education Teachers



HEARING IMPAIRMENTStrategies for Inclusive Teaching

Make use of ASSISTIVE HEARING DEVICES

PAIR with other students Class learn some SIGN

LANGUAGE INTERPRETER

DON’T exaggerate

facial gestures Highlight & code

VISUAL INFORMATION Support

RELATIONSHIP building



Blindness and Visual ImpairmentSpecialists

Ophthamologists Optometrists Low-vision specialists Rehabilitation teachers Assistive Technology

Specialists Orientation and Mobility

Specialists Special Education Teachers



Teaching strategies Kinesthetic and

activity based teaching

Orientation and mobility Canes Guide dogs Sighted guide

Reading Braille Optacon Auditory Strategies Large Print

Writing Tape recorder Word processor Computer software

Blindness and Visual ImpairmentInclusive Classroom Strategies and Tools



Physical Disabilities and Other Health Impairments (POHI)

GENERAL often multiple disabilities work as a team adaptive technology facilitate relationships

SEIZURES recognize symptoms safe place student rest peer supports

PHYSICAL MOBILITY lowered tables adapted storage places physical assistance

CEREBRAL PALSY listen to recognize speech;

give time intelligence may be in normal

range give physical assistance and

accommodations



HIV+/AIDS range of physical and

cognitive impacts Transmitted only by

exchange of blood & semen

Help student feel support & part of a class community

Help other students understand - co-learning & support

Traumatic brain injury various cognitive,

physical, emotional impacts

use some of same strategies for cognitive as LD

provide peer and classroom supports

Physical Disabilities and Other Health Impairments (POHI)



Students With Sensory

And Physical DisabilitiesCommon Inclusive Teaching Strategies

Organize classroom for access and ability to reach and use materials

Use assistive technology Raise tables slightly for students in wheelchairs Use low tech tools to help students grasp pencils and

prevent materials slipping on the desk Arrange bathroom assistance Insure students are included in all aspects of the class

including field trips Help students understand students with sensory and

physical disabilities. Provide support if a death occurs



Bumps In The RoadRejecting Students With Differences

Shawn, a student with a severe disability, was to be included in high school classes

When school started two teachers became very angry and complained.

When the special education teacher tried to talk to them they said, “He’s a vegetable!”

What to do? You can’t let a staff member harm a student Keep a relationship so you can listen to

feelings On the other hand, don’t waste your energy on

negative people; look for positive allies



Designing for Classroom Diversity



Back PackUrban and Cultural Diversity

National Center for Culturally Responsive Educational Systems (NCCREST) www.nccrest.org/

National Institute for Urban Inclusive Education urbanschools.org/index.html

Chapter 3 Diverse Students In The Classroom

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