The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 0 The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor

Teaching Students with Other Special Learning Needs Chapter 5 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 1

2 Objectives  Describe the prevalence and characteristics of students who are gifted, creative, or talented.  Describe the prevalence and characteristics of students from culturally and linguistically diverse backgrounds.  Describe the prevalence and characteristics of students at risk for school failure.  List, describe, and be able to recommend adaptations and modifications to promote inclusion of students with other diverse learning needs.

The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 3 Gifted, Creative, and Talented Individuals who are gifted, creative, and talented are not included in IDEA; however, these students have unique needs Many reports indicate 3% to 5% of the population is gifted and talented, other believe it’s higher General intelligence is most widely accepted consideration in state definitions, many include other factors

Definition Little agreement on the various broad definitions that exist All include more than a single intelligence quotient as criteria The Javits Gifted and Talented Act (1978)-definition creative capabilities and high performance in the arts Three-trait definition (Renzulli) Above average ability, task commitment, and creativity High aptitude, potential, or ability (Feldhusen & Moon) Synthetic, analytic, and practical intelligence (Sternberg) Multiple Intelligences (Gardner) The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 4

Variability Within Gifted, Creative, and Talented Intellectually gifted Highly skilled verbally, excellent memories and literacy abilities, score high on standardized tests, excel in school Creative and talented Exceptional talent in particular areas like visual and performing arts Hidden gifted, creative, and talented Underachievers, cultural or linguistic diversity, girls, existing disabilities in other areas The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 5

Identification Common approaches include: Nomination methods-distributing nomination forms Standardized test scores-the use of intelligence and achievement test scores Talent pool searches Multiple measures/multiple criteria-also include detailed histories, student work samples, inventories of interests, and discussion of all evidence by a committee The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 6

Strategies Acceleration Moving students through the curriculum at a faster pace Can mean early admission, skipping grades, testing out of classes Controversy exists on both sides Enrichment Expansion on the existing curriculum Adapt instruction materials Adapt instructional and evaluation procedures The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 7

Overrepresentation Students from culturally and linguistically diverse backgrounds are at higher risk for school failure than students from European backgrounds Prevalence rates also differ by ethnicity Even with awareness, these rates have not changed in decades Schools must pay closer attention to issues of cultural diversity The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 8

Reducing Overrepresentation Create a diverse planning team Provide effective prereferral services Use alternative testing Employ culturally sensitive curriculum Employ culturally responsive teaching strategies Encourage family involvement Use culturally sensitive behavior management The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 9

Cultural Diversity Assimilation Students essentially leave their own culture behind and assimilate into the dominant culture Cultural pluralism Encourages students to retain their own culture while succeeding in school Multicultural education Proactive approach to increase appreciation and awareness of cultural and ethnic differences Appreciation of all cultures is taught and fostered The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 10

Multiracial Families In the 2010 census, 2.9% of the population identified as multiracial Many children cannot be classified by only one part of their heritage The number of multiracial families is increasing The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 11

Address Linguistic Diversity As many as 4 million children in the U.S. have limited English proficiency, over 9% of all students 14% of students with disabilities do not primarily use English at home According to the 2010 census, 20% reported speaking a language other than English at home The numbers are increasing at more than four times the rate of school enrollment Many speak a dialect of English The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 12

Identification and Assessment IDEA requires that assessment be free of cultural and linguistic bias Overrepresentation may be attributed to inappropriate identification and assessment procedures Evaluation procedures need to be closely monitored to ensure appropriate tests and testing situations ESL (English as a second language) teachers can provide information on students who are beginning to learn English The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 13

Assessment Considerations Test scores are only a single indicator of performance Include multiple observations of students’ behaviors Testing by itself is insufficient for special education classification Obtain assistance from bilingual and cultural diversity experts Work closely with the families of students who are culturally and linguistically diverse The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 14

Strategies Create a culturally responsive environment Model acceptance and tolerance Keep expectations high Complete a needs assessment Accommodate culturally diverse families Adapt instruction Teach about sensitivity and acceptance Monitor pace of instruction Use concrete and familiar examples Provide hands-on activities The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 15

Students at Risk Come from diverse environments Represent all racial, ethnic, and linguistic background Span all socioeconomic classes Students at risk may fail or drop out of school and experience difficulties later in life These are risk factors indicating students may need additional assistance from teachers and classroom modifications The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 16

Major At-Risk Factors Poor academic performance Exposure to alcohol or drugs prenatally Abuse of drugs or alcohol Abuse and neglect Living in poverty conditions Pregnancy or parenting Depression or suicidal tendencies Homelessness or frequent moves Excessive absenteeism Suspension twice within a year Dropping out Slow learners Traumatic events such as death of someone close Parents who are alcoholics or drug abusers Older than grade-level peers due to retention From urban, suburban, or rural settings Anger or social alienation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 17

Abused and Neglected Children Defined as maltreatment, sexual abuse, or exploitation, mental or physical injury, withholding medical treatment for life-threatening conditions, or negligent treatment of children younger than 18 by persons responsible for the children Schools and teachers have the responsibility to report any signs of abuse or neglect per state and local definitions and guidelines In some cases, child abuse has been linked to causing disabilities The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 18

Homelessness Refers to individuals who lack a nighttime home, cannot afford housing, or live in provided public or private shelters, cars, or elsewhere Children are twice as likely to receive services for learning disabilities, and are three times as likely to receive services for emotional disturbance The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 19

Other Factors Placing Students At Risk Alcohol and substance abuse At greater risk for failing May become withdrawn or act irrationally Family poverty At high risk for failing Young, pregnant, and parents At risk for failing Warning signs for suicide or violence The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 20

Warning Signs for Suicide or Violence Teachers should take all threats of violence seriously and report them. Suicide warning signs include: Making threats, talking, or writing about death or suicide Feeling of hopelessness or uncontrolled anger Engaging in risky behavior without thinking Increasing use of drugs or alcohol Withdrawing from friends and family Feeling anxious, or displaying dramatic mood changes The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 21

Adaptations for At Risk Students Provide for additional opportunities and support Adapt Instruction Remediate basic skills when needed Consider using the instructional adaptions suggested for students with higher and lower incidence disabilities with students at risk Be sure prerequisite knowledge is understood Make students feel welcome Provide supportive assistance Seek assistance from others The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 22