1. Educational Psychology: Theory and Practice Chapter 9 & 12

2. 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?

3. 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

4. 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

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

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

7. Organizing Questions Ch. 12
What Do You Know About
Special Education?
Who Are Learners With Exceptionalities?
What Are Mainstreaming and Inclusion?
New York State
Parent and Student Rights

8. 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.

9. 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.

10. Percentage of Children Ages 3 to 21 Served under IDEA, Part B, by Disability during the School Year

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

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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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

18. 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

19. 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.

20. 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

21. 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.

22. 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

23. 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 !!!!!

24. 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

25. 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.

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