Educational Psychology: Theory and Practice Chapter 9 & 12

Chapter 9: Organizing Questions What are Elements of Effective Instruction beyond a Good Lesson? How are Students Grouped to Accommodate Achievement Differences? What Is Mastery Learning? What are Some Ways of Individualizing Instruction?

Quality of Instruction 1. Lesson must make Sense Lessons MUST be Organized Lessons MUST have Examples, Demonstrations, Pictures & Diagrams 2. Teacher MUST Monitor Achievement Teacher MUST use Appropriate Pace of Instruction

Appropriate Levels of Instruction Students have different levels of: Prior Knowledge Skills Motivation Learning Rates Learning Styles Teachers Must Adapt Instruction to meet the needs of all of their Students

Individualizing Instruction Tailoring Instruction to a Student’s Needs Types of Individualized Instruction 1. Peer Tutoring & Cross-Age Tutoring 2. Adult Tutoring 3. Technology

Blooms Taxonomy How do you apply this concept in your classroom?

Organizing Questions Ch. 12 What Do You Know About Special Education? Who Are Learners With Exceptionalities? What Are Mainstreaming and Inclusion? New York State http://www.vesid.nysed.gov/specialed/ Parent and Student Rights http://www.vesid.nysed.gov/specialed/publications/policy/parentguide.htm

Identifying Students with Learning Difficulties IDEA 2004 New Emphasis for Identifying Students with LD Response to Intervention--RTI Ability to Profit from Increasingly Intensive Instruction. Immediate, Preventive Services. More Research Is Needed to Evaluate this Practice—RTI. http://www.fccps.org/specialed/docs/processFlowChart.pdf

Individualized Education Program (IEP) Program Tailored to the Needs of a Learner with Exceptionalities. Prepared by School Professionals. Signed by Parents/Caregivers—school is therefore HELD Accountable for Promised Services. Parents/Caregivers MUST be Informed of Any Changes in the Program. http://www.vesid.nysed.gov/specialed/formsnotices/

Percentage of Children Ages 3 to 21 Served under IDEA, Part B, by Disability during the 2000-2001 School Year

Array of Special Education Services Often Organized from Least to Most Restrictive. General Education Classroom Placement. 2. Collaboration with Consulting Teachers and Other Professionals. 3. Resource Room Placement. 4. Special-Education Class Placement with Part- Time Inclusion. 5. Self-Contained Special Education 6. Related Services.

Least Restrictive Environment General Education Class Resource Room Separate Class Separate School

Inclusion Inclusion (once called mainstreaming): Placing Students with Special Needs in General Education Classes for at LEAST Part of the Day. Full Inclusion: Students with Disabilities/At Risk receive ALL their Instruction in a General Education Class. Support Services are Brought to the Student.

Inclusion—Continued Research Demonstrated that Inclusion is Successful when the Following Activities are used: Cooperative Learning. Buddy Systems. Peer Tutoring. Computer Instruction. Modification in Lesson Presentation—Adapting Instruction. Extended Time for Activities and Tests. Regular Training in Social Skills. Teaching Learning Strategies and Metacognitive Strategies. Special Education Teams—General Education Teacher is Involved in all the Conferences for the Student with Disabilities.

Some Characteristics of Students with LD Normal Intelligence OR Even Giftedness. Discrepancy between Intelligence and Performance. Attention Deficit Or High Distractibility. Hyperactivity OR Impulsiveness. Poor Motor Coordination and Special Relation Ability. Difficulty Solving Problems. Immature Social Skills.

Some Disturbing Facts of Students with Learning Disabilities Tend to have Lower Academic Self-Esteem. Boys are More Likely than Girls to be Labeled as Learning Disabled. Overrepresented in Special Education Classes are: African Americans, Latinos and Children from Families in which the Head of the Household has NOT Attended College.

The Learning Disabled Student In Your Classroom JEFF GRADE 10 AGE 16 Management Does not volunteer information in class unless called upon Quietly distractible Academic Average Range IQ Multisensory Learner Disorganized notebook Copies notes in class Difficulty applying knowledge in multiple choice tests Vocabulary weakness Difficulty with both expressive and receptive language skills Weak written expression skills for essays Inconsistent homework Needs inclusion services to reteach and understand concepts Uses test accommodations for all exams Physical Participates on school sports teams Social Quiet/compliant Follows school rules Avoids personal connection with teacher Seeks out extra help Well liked by peers

The Learning Disabled Student In Your Classroom MIKE GRADE 10 AGE 16 Management Often puts his head down in class Distracted by peers in class Academic Auditory Learner Average Range IQ Quiet/ does not volunteer information in class unless called upon Does not maintain a notebook Inconsistent homework Does not take notes Disorganized Weak written expression skills for essay writing Can apply knowledge in multiple choice test taking Needs inclusion services to reteach and understand concepts Physical Participates on school sports teams Social Needs teacher encouragement to develop teacher/student connection in class Well liked by peers

Attention Deficit Hyperactivity Disorder (ADHD) Difficulties maintaining attention because of a limited ability to concentrate. Impulsive actions, Attention Deficits, and Sometimes Hyperactive Behavior. Acting before thinking Inattentiveness & difficulty sitting still.

The Attention Deficit Hyperactive Student In Your Classroom CHRIS GRADE 12 AGE 18 Management Transition difficulty at the start of class Noisy Unfocused Not prepared Constantly talks Highly distractible Ignores teacher direction in class Can be confrontational Requires teacher redirection to complete independent tasks Requires teacher attention and validation Academic Auditory learner Average Range IQ Does not study at home Weak written expression skills Needs inclusion services to reteach and understand concepts Physical Participates on school sports teams Social Well liked by peers and coaches Works best when there is a teacher–student connection

Students with Emotional and Behavioral Disorders Any of the following are conditions of emotional and behavioral disorders: 1. Aggressive Behavior. 2. Withdrawn and Immature Behavior. 3. Inability to learn cannot be explained by intellectual, sensory, or health factors. 4. Inability to establish interpersonal relationships with peers & teachers. 5. Inappropriate behavior under normal circumstances. 6. Tendency to develop physical symptoms, pains, and fears related to personal/school problems.

The Emotional/Behavioral Disorder Student In Your Classroom JOE GRADE 12 AGE16 Management Poor social judgment Challenges classroom and school rules Does not learn from consequences Verbally will not accept responsibility for ones actions Medication Excessively noisy or quiet in class Academic Average learner May not have a learning disability May or may not complete in class assignments Does not complete homework Academics impacted by absences Physical No physical problems Does not participate on sports teams Social Difficulty accepting criticism from peers and adults Easily gets into physical and verbal confrontations with peers and adults Minimal peer relationships with a select group of students In school counseling and support services have not impacted positive changes in school behavior or emotionality May have drug or alcohol dependency during the school day

Jeff, Mike, Chris & Joe are all in your inclusion class !!!!! What Do You Do Now???? Jeff, Mike, Chris & Joe are all in your inclusion class !!!!!

The Inclusive Classroom 10 Key Elements…….. Taught by highly qualified special education teacher and skilled general education content area teacher Mutual belief that co-teaching leads to skill exchange that benefits all their students Teacher student relationships include those with and without disabilities Understand a student’s disability without lowering expectations Develop child-specific instructional and management strategies Demonstrate true collaborative planning Knowledge of a variety of co teaching models Develop a unified approach that addresses instructional strategies, curriculum mapping, and study skills to prepare students for the regents exams. Co-teaching features: collaborative instruction, effective differentiation for need and interests, student engagement, and integrated data based decision making for instruction and intervention Scaffold instruction, build on student strengths to help them acquire additional skills strategies

The Inclusive Classroom The 7 Deadly Sins The student’s needs as per their IEP are not met in class. The general education teacher and/or the special education teacher have little or no knowledge about the inclusive process. The general education teacher and/or the special education teacher lack the ability to evaluate the academic, management, and social needs of a heterogeneous groups of students. The general education teacher and/or the special education teacher demonstrate communication weaknesses. Teaching skills “off the cuff” rather than carefully planned and integrated instruction. The general education teacher and/or the special education teacher lack professional knowledge of skills such: as curriculum adaptation, differentiation, content, application of Bloom’s taxonomy, and instructional strategies. The general education teacher and/or the special education teacher does not know how to share the stage.

What Tools Will You Need To Facilitate Differentiation In Your Inclusive Classroom? COMMITMENT TO THE PROCESS KNOWLEDGE PROFESSIONALISM COMMUNICATION SKILLS FLEXIBILTY