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Understanding the “G’s” of Special Needs Students and Tips to Accommodations/ Modifications and Behavior Strategies Presented by Jay Morris, M.Ed. ARD Facilitator 1
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Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment Intellectual Disability (Mental Retardation) Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment (including Blindness) Categories of Disabilities under IDEA 2
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3 “G” Scales
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Gc: Crystallized Intelligence Breadth and depth of acquired knowledge Verbal, language-based knowledge Acquired knowledge language development, lexical knowledge (vocabulary), listening ability, general information Influenced by culture, background experiences, and educational opportunity Affects vocabulary, answering factual questions, comprehension of oral and written language Associated with LD in Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension 5
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Accommodations to Address Difficulties with Gc Relate new learning to prior knowledge Pre-teach vocabulary or background knowledge Provide specific vocabulary instruction (BAV) Paraphrase using simplified vocabulary that is clear and concise Incorporate student interests and prior knowledge into activities Check for student understanding of instruction and/or directions 6
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Gf: Fluid Reasoning Think and Reason “mental operations” Problem solving in “novel” situations Forming/recognizing concepts, identifying relationships, drawing inferences, mental flexibility Associated with LD in Reading Comprehension, Math Reasoning, and Written Expression 7
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Accommodations to Address Difficulties with Gf Provide repetition and repeated review of concepts Teach problem solving strategies and provide a list of procedures to follow when working on problem solving tasks Provide step by step instructions Insure mastery of prerequisite skills prior to introducing more abstract concepts Utilize graphic organizers Peer assistance 8
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Gsm: Short-Term Memory Ability to hold information & use it immediately (within a few seconds) Retain 7 chunks of information Memory span, working memory Impacts attention, following directions, memorizing facts, listening and comprehending instruction, note taking Associated with LD in Basic Reading, Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension 9
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Accommodations to Address Difficulties with Gsm Provide repetition and repeated review Short, concise directions Insure understanding of directions- have student repeat Minimize distractions and insure you have the student’s attention prior to giving directions/ providing instruction Teach memory strategies Provide visual supports (i.e., written directions, copy of notes, etc.) 10
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Gv: Visual Processing Ability to generate, store, retrieve, and transform visual patterns/stimuli Ability to mentally reverse and rotate objects Includes spatial relations, visualization, visual memory, and orthographic processing Not considered to have a significant impact on academics Can impact math- using patterns and designs, spatial orientation, noting visual detail Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Math Reasoning 11
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Accommodations to Address Difficulties with Gv Provide manipulatives Use graph paper to assist with visual organization Provide note taking assistance Reduce extraneous visual stimuli on handouts/ assignments 12
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Glr: Long-Term Retrieval Ability to store information and retrieve it Process of storing and retrieving information Includes meaningful memory, associative memory, ideational and figural fluency Associated with LD in Basic Reading, Reading Fluency, Math Calculations, Written Expression, and Oral Expression 13
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Accommodations to Address Difficulties with Glr Provide repetition and repeated review and limit the amount of new information presented at a time Provide immediate feedback; avoid extended time between instruction and assessment of retention Allow time for a “mini-review” prior to test taking Utilize reference materials (i.e., calculator, multiplication chart, spell check, etc.) Teach strategies to improve memory (i.e., mnemonic devices, rehearsal, visual supports) 14
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Ga: Auditory Processing Ability to perceive, analyze, and synthesize a variety of sounds Phonological awareness and processing Impacts reading and writing, especially during early stages of learning Associated with LD in Basic Reading, Written Expression, and Listening Comprehension 15
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Accommodations to Address Difficulties with Ga Provide phonological awareness activities (i.e., rhyming, alliteration, imitation, etc.) Emphasize sound/symbol associations when teaching reading decoding and spelling Provide visual supports/outlines for listening activities/note taking Reduce auditory distractions Grade for content and mechanics rather than decoding and spelling 16
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Gs: Processing Speed Ability to process information quickly and efficiently Mental quickness Perceptual speed, number facility, speed of reasoning, rate of test taking Affects timely completion of assignments, processing information quickly, taking timed tests Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Written Expression 17
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Accommodations to Address Difficulties with Gs Consider reducing the quantity of work or provide additional time to complete Emphasize quality over quantity Limit copying activities or provide structure Utilize activities that increase rate and fluency (i.e., flash cards, educational software, etc.) 18
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Deliver instructions slowly Shorten length of assignments Limit number of activities when introducing new concepts Prioritize tasks Assign one section of the task at a time Use blank file card with a window in center to focus on 1 questions or problem at a time 19 Modifications Pace of Instruction
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Use items that can be answered briefly Reduce number of facts, topics, or activities that address the same concept Allow student to answer only circled questions, choose 3 out of 5, or do odd/even # questions Give page number prompts for open book tests Group similar types of questions together 20 Short Answer Tests
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Highlight key words (Note: when testing, students must highlight key words) When highlighting a test, student should be able to read just the highlights and have enough information. Color code information Allow highlighting with a buddy 21 Highlighted Text
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Provide student with a hard copy of notes after attempt Provide a skeletal outline/organizer that includes main idea of lecture Thinking Maps Teach abbreviations for taking notes (e.g., w/o for without) Allow time at end of class to review notes 22 Note Taking Assistance
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Mark priority tasks and have student do those first Extend due date of assignments, projects, etc. Request student attend tutorials Assist student to develop timeline for projects, start early or finish later Contract with student regarding time allotted for completion 23 Extended Time Assignments
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Allow student to answer as many questions possible, grade only number completed Reduce the number & length of problems Mark priority tasks. Have student do those first & give bonus points for extra completed 24 Shortened Assignments
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Ask student to use notebook, calendars, use of Edmodo Provide time for student to write down assignments, before or end of class Post homework on board/Edmodo Provide weekly assignment schedule to copy Post due date for long-term assignments/projects Have parents and/or teacher initial notebook 25 Assignment Notebooks or Edmodo
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Visual Strategies Reduce clutter of visuals on wall or boards. Allow use of fact grids & charts Use bookmarks to help with visual tracking Auditory Strategies Provide verbal cues (e.g.,“This is important”) Ask student to repeat directions Clarify directions/vocabulary Tactile Strategies Provide outline of lecture Encourage students to create daily records or journals Kinesthetic Strategies When appropriate, allow student to move about room as part of learning activity Use simulations & body action activities when appropriate Combine creative dramatics when reading 26 Study Aids/Manipulatives Strategies
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Student verbally repeat information Have student groups “teach” sections of the text Pair students together to review reading assignments Utilize volunteer assistants, when possible, to provide drill and practice 27 Repeated Review
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Cool Down Time * Aggression Action Plan * Transition Countdown Limit Setting * Preferential Classroom Placement Proximity Control * Assignment Review Activity to Do List Assignment Adaptation Restate Immediate Remediation * Wait Time Compliance Training Storage Bin Positive Reinforcement * Line Assignment Behavior Contract * Planned Ignoring * Redirect-Restate Structured Movement Student Conference * Positive Praise * Class Schedule Check Point Reference Check Guided Instruction 28 Behaviors Review 360 TM Strategy Bank
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Always consult with students IEP about accommodations/modifications Consult with special education case manager or dept. leader Consult with Educational Diagnostician/Licensed Specialist in School Psychology (LSSP) for guidance Working together as a team = student success 29 Conclusion
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Jay Morris, M.Ed. jlmorris@alvinisd.netjlmorris@alvinisd.net 30 Questions
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