TEACHING EXCEPTIONAL CHILDREN EDU 442 November 4, 2013

TONIGHT’S AGENDA 1.Literature Circle Activity – Hallahan: Chapter 6: Learners with Learning Disabilities and; Sousa: Chapter 2: When Learning Difficulties Arise 2.Quiz 3.Exploring LD

DISABILITY PRESENTATIONS – NOVEMBER 17 TH Deaf/Hard of Hearing: 6:00 – 6:30 Breanna Leatham and Nicole Mehroff Emotional Disturbance: 6:30 – 7:00 Tyler Maryon and Rachel Anderson Autism: 7:00 – 7:30 Brittany Wirth and Natalie Sousa Lunch Break: 7:30 – 7:45

CONTINUED … Cognitive Impairment: 7:45 – 8:15 Joceyln Allen and Katie Williams Language and Speech: 8:15 – 8:45 Colton Sweesy

DISABILITY PRESENTATIONS – NOVEMBER 24 TH Traumatic Brain Injury: 6:00 – 6:30 Ben Schwarting, Annie Canfield, James Langin Cerebral Palsy: 6:30 – 7:00 Tiana Thomas and Elisabeth Huart Lunch Break: Sack Lunch

Orthopedic Impairment: 7:00 – 7:30 Gian Torres and Raul Pedraza ADD/ADHD: 7:30 – 8:00 Michael Johnson and Michael Carlile Bi-Polar and OCD: 8:00 – 8:30 Morgan Thornberry and Haylee Burnham. Colton Sweesy Switch with Breanna Latham

WHAT IS EXPECTED Length of lesson: 30 minutes Provide a handout or brochure to class members Explain the disability and its history Who were some famous people? What does it look like in the classroom? Accommodations and strategies. Present a lesson to the class using a strategy for your disability.

I. ACTIVITY Learning Disability Misunderstood Minds

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We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they’re vital is certainly plain. Now think about the way you would think if those cells were cells in your brain.

So how did you do? Assuming you found the exercise difficult, consider that we disguised only eight of the forty-four known phonemes in the English language. Put yourself in the place of a child in your class with a reading disability.

DEFINITION OF LEARNING DISABILITY 34 CFR Child with a disability. (i) Specific learning disability means 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, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

REQUIREMENTS TO DETERMINE SPECIAL EDUCATION (ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. iii.RTI

PREVALENCE OF STUDENTS IN OUR SCHOOLS LD is the largest category of students receiving special education services (42 percent of the 5.7 million school-age children with all kinds of disabilities). Two-thirds (66 percent) of students identified with LD are male, while overall public school enrollment is evenly split between males and females.

More students with LD are found in households living in poverty than in children from the general population. One in two students with LD experiences a suspension or expulsion. Causes that are inaccurate, including excessive time watching TV (22 percent), poor diet (31 percent) and childhood vaccinations (24 percent).

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QUIZ 1.An evaluation method designed to evaluate performance in the curriculum to which students are exposed. Curriculum-based measurement 2.Brief, frequent measures of performance to determine if the student is learning as expected. Progress Monitoring 3.An area of the brain responsible for speech, language, and reading abilities. Left Temporal Lobe

4.The ability to convert print to spoken language. decoding 5.The ability to understand that speech flow can be broken into smaller sound units. phonological awareness 6.The ability to read effortlessly and smoothly. reading fluency 7.The way words are joined together to structure meaningful sentences. Syntax

8.The study of the meanings attached to words. semantics 9.The study of how people use language in social situations (functional use of language). pragmatics 10. The ability to remember information while also performing other cognitive operations. working memory Bonus: A condition in which a person believes that no matter hard they try, failure will be the result. Learned Helplessness

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V. RESPONSE TO ARTICLE Explain why the author believes, "Specific Learning Disability Classification in the New Individuals with Disabilities Education Act: The Danger of Good Ideas" Do you agree with the author and Why?

VI. Moral Dilemma VI. Moral Dilemma

Discuss with a partner and be prepared to share your ideas: How will you handle this? What are your personal beliefs about this issue, and how will your beliefs affect your professional decisions? What does “fair” mean in the educational context for individuals with special learning needs?

VII. DIGGING A LITTLE DEEPER INTO SLD

FACT OR MYTH Decoding and comprehension involve the coordination of three neural networks: visual processing, phoneme recognition and word interpretation.

READING No area of the brain specializes in reading, but ….

BROCA’S AREA Area of the left frontal lobe Generates vocabulary and syntax of a person’s native language.

WERNICKE’S AREA Left Temporal Lobe Generates sense and meaning in a person’s native language.

FACT OR MYTH Good readers use left- side posterior areas of the brain for rapid, automatic decoding and reading. Readers with dyslexia use left and right frontal areas of the brain

PUTTING IT ALL TOGETHER

WORKING MEMORY 2514

WORKING MEMORY 63549

WORKING MEMORY

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WORKING MEMORY

There are specific areas in the brain specialized for writing. Myth or Fact

Studies show that student achievement in mathematics do not show a strong link to the teacher’s expertise, but genetic factors in families. Myth or Fact

WHAT ARE THE EDUCATIONAL IMPLICATIONS AND STRATEGIES FOR THESE STUDENTS?

Sean’s Written Story A loge tine ago they atene a cosnen they head to geatthere on fessee o One day there were sane evesedbeats all gaseraned tesene in cladesn they hard a fest for 2 meanes Sean’s Oral Reading of His Story A long time ago there were ancient cave men. They had to get their own food. One day there some wildebeests. They all gathered them and killed them. They had a feast for two months.

NEXT WEEK…. November 10 th Hallahan – Chapter 9: Learners With Autism Disorders and; Sousa – Chapter 9: Autism Literature Circle Due: Lesson Plan with accommodations for LEARNING DISABILITIES