Assessing and Teaching Students with Mild/Moderate Disabilities  Chapter 1 and 2  Learning Environment  IEP Accommodations

Physical Arrangements  Arrangement of resource room  Arrangement of materials  Arrangement of special area centers Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Resource Room Arrangement  Arrange room so that students can sit in small groups with teacher access.  Arrange centers by different modalities or topics.  Allow for flexible grouping: small group, whole class, individual.  Use tables rather than desks if possible.  Have a place students may select to go for quiet, independent study.  Have a place where off-task students can sit, free of distractions. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Arrangement of Materials  Keep frequently used materials easily accessible.  Ensure that high-traffic areas are free of congestion.  Provide students with hands-on tools they can access and use to facilitate learning. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Arrangement of Special Areas and Centers  Organizational areas for paper in/ out, portfolio storage, “cubbies”  Teacher Areas – students can come for help  Audiovisual Area  Wall space to display “proud papers” Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Classroom Equipment Computer Head sets Overhead projector with lots of transparencies and markers Miniature whiteboards (solo plates) Flannel board and/or magnetic board Game materials Construction materials Mirror Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Inside the Resource Room  Independent and small group work  Tasks on students’ academic level  Vary seatwork assignments  Use individual work folders  Use agendas  Use anchor activities  Modify worksheets for motivation  Have procedure for questions  Make sure students understand directions before starting seatwork

Using Paraprofessionals  Cannot provide initial instruction  Cannot give grades  Can grade papers, create flash cards, modify instructional material and activities  Can provide structured learning activities set up by teacher  Can work with small groups of students under supervision of teacher  Can pre-teach under supervision of teacher

Training Paraprofessionals o Tour the school and meet key personnel. o Explain confidentiality rules. o Review the dress code, professional behavior and attitude. o Review the communication system. o Demonstrate how to operate equipment. o Discuss schedules, emergency procedures, and absences. o Train in instructional strategies Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Inclusion  Teachers who use less effective teaching strategies tend to be more opposed to inclusion.  Successful inclusion experience requires collaboration and support.  SWDs should not be singled out – respectful tasks.  Differentiated instruction, cooperative learning

Large Group Instruction Advantages  Time-efficient.  Prepares students for lecture-type of instruction in postsecondary and secondary settings.  Co-teaching may be used. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

o Teacher-centered as opposed to learner centered. o One size doesn’t fit all. o Students are unengaged. o Distractions. o Does not allow for student choice. o Pacing can’t meet all needs. o Behavioral problems are more prevalent. o NOT for resource room. Large Group Instruction - Disadvantages Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines for Large Group Instruction o Keep instruction short. o Use questions with “WAIT” time. o Use “chunking” (Age +2). o Encourage active participation. o Use graphic organizers. o Frequently check for understanding. o Use CHAMP technique before activity. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines, continued o Use flexible grouping. o Use participation buddies to promote student involvement. o Use response cards to promote participation. o Use Think, Pair, Share. o Use appropriate feedback. Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines for Small Group Instruction  Establish rules – looks like, sounds like.  Maintain flexible groupings. (Resource room vs regular classroom)  Locate the small group in the area that allows the teacher to scan the entire class.  Use group rubrics so students evaluate the performance of their group.  Provide structure with clearly stated objectives for each group. (agendas) Cecil D. Mercer and Ann R. Mercer Teaching Students with Learning Problems, 7e Copyright ©2005 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Using cooperative groups  Direct instruction of social skills  Assign roles  Have anchor activities

Using Peer Tutors  Must be structured  Specific skills/goals and procedures  Easy-to-use materials, instructions  Assign pairs  Train tutors  PALS  Cooperative Learning

Homework  Make sure HW is at students’ instructional level  Evaluate and provide constructive feedback  Make sure student understands directions and can do the work independently  Provide opportunity to correct, improve homework (no grade penalty while learning)  Reinforce homework completion  Have structured support system  Make sure amount of HW is reasonable