Barriers to Learning for Special Needs Students - · PDF file · 2015-07-10Overview Barriers to Learning for Special Needs Students Barriers to Learning for Special Needs Students

Overview

Overview Barriers to Learning for Special Needs Students

Barriers to Learning for Special Needs Students

by Amy Bergman

Children with special needs have specific barriers to learning. By

understanding various conditions and student needs, teachers and parents

can better provide for these special needs. In this unit, students will be

assigned a barrier/special need on which they will concentrate their research.

The final culminating activity is a PowerPoint, Prezi, or video on their

assigned barrier. A number of articles are included in the module, but

teachers should select those that are appropriate for individual students

based on the topic each student elects to address.

Grades: 9 10 11 12

Discipline: Career and Technical Education

Teaching Task: Task Template 16 (Informational or Explanatory and

Procedural-Sequential)

Course: Early Childhood Education

Author Information:

Amy Bergman (Bart)

Woodland High School 770-606-5870 x5349 Bartow County, Cartersville,

Georgia

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Informational & ProceduralTask Template 16 — [1 Level]

Section 1: What Task?

TEACHING TASK

L1: How can teachers help a special needs child overcome barriers to learning in a traditional

After reading on , write classroom? informational articles an assigned special need/disability a

that relates how class presentation (Prezi, PowerPoint, video or other approved format)

markers of possible behavior may be identified and what resources parents, teachers, and

. Support yourpeers might utilize to help these children feel more successful and accepted.

discussion with evidence from the text(s).

STUDENT BACKGROUND

EXTENSION

As a final unit project, students are expected to use their knowledge and create an

informative PowerPoint, Prezi, video or other approved presentation. Students can then

present their work to the class.

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Rubric

Scoring ElementsNot Yet Approaches

ExpectationsMeets

Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus

Attempts toaddress prompt,

but lacks focus oris off-task.

Addresses promptappropriately, but

with a weak oruneven focus.

Addresses promptappropriately andmaintains a clear,

steady focus.

Addresses allaspects of promptappropriately and

maintains astrongly

developed focus.

Controlling Idea

Attempts toestablish a

controlling idea, butlacks a clear

purpose.

Establishes acontrolling ideawith a general

purpose.

Establishes acontrolling idea

with a clearpurpose

maintainedthroughout the

response.

Establishes astrong controllingidea with a clear

purposemaintained

throughout theresponse.

Reading/Research

Attempts to presentinformation in

response to theprompt, but lacksconnections or

relevance to thepurpose of the

prompt. (L2) Doesnot address the

credibility ofsources asprompted.

Presentsinformation fromreading materials

relevant to thepurpose of the

prompt with minorlapses in accuracyor completeness.

(L2) Begins toaddress thecredibility of

sources whenprompted.

Presentsinformation fromreading materials

relevant to theprompt with

accuracy andsufficient detail.

(L2) Addresses thecredibility of

sources whenprompted.

Accuratelypresents

informationrelevant to allparts of theprompt with

effective selectionof sources and

details fromreading materials.

(L2) Addressesthe credibility of

sources andidentifies salientsources when

prompted.

Development

Attempts to providedetails in response

to the prompt,including retelling,but lacks sufficient

development orrelevancy. (L2)Implication is

missing, irrelevant,or illogical. (L3)

Gap/unansweredquestion is missing

or irrelevant.

Presentsappropriate details

to support thefocus and

controlling idea.(L2) Briefly notes arelevant implicationor (L3) a relevantgap/unanswered

question.

Presentsappropriate and

sufficient details tosupport the focus

and controllingidea. (L2) Explains

relevant andplausible

implications, and(L3) a relevant

gap/unansweredquestion.

Presents thoroughand detailed

information tostrongly supportthe focus and

controlling idea.(L2) Thoroughly

discusses relevantand salient

implications orconsequences,and (L3) one ormore significant

gaps/unansweredquestions.

Organization

Attempts toorganize ideas, but

lacks control ofstructure.

Uses anappropriate

organizationalstructure toaddress the

specificrequirements of theprompt, with some

lapses incoherence or

awkward use of theorganizational

structure.

Maintains anappropriate

organizationalstructure toaddress the

specificrequirements of the

prompt.

Maintains anorganizationalstructure that

intentionally andeffectively

enhances thepresentation ofinformation asrequired by thespecific prompt.

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Conventions

Attempts todemonstrate

standard Englishconventions, but

lacks cohesion andcontrol of grammar,

usage, andmechanics.

Sources are usedwithout citation.

Demonstrates anuneven command

of standard Englishconventions andcohesion. Uses

language and tonewith someinaccurate,

inappropriate, oruneven features.

Inconsistently citessources.

Demonstrates acommand of

standard Englishconventions and

cohesion, with fewerrors. Responseincludes language

and toneappropriate to the

audience, purpose,and specific

requirements of theprompt. Cites

sources using anappropriate format

with only minorerrors.

Demonstrates andmaintains a

well-developedcommand of

standard Englishconventions and

cohesion, with fewerrors. Responseincludes language

and toneconsistently

appropriate to theaudience,

purpose, andspecific

requirements ofthe prompt.

Consistently citessources using

appropriateformat.

ContentUnderstanding

Attempts to includedisciplinary contentin explanations, but

understanding ofcontent is weak;

content isirrelevant,

inappropriate, orinaccurate.

Briefly notesdisciplinary content

relevant to theprompt; shows

basic or unevenunderstanding of

content; minorerrors in

explanation.

Accuratelypresents

disciplinary contentrelevant to the

prompt withsufficient

explanations thatdemonstrate

understanding.

Integrates relevantand accuratedisciplinarycontent with

thoroughexplanations that

demonstratein-depth

understanding.

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STANDARDS

Anchor Standards — Reading

R.CCR.1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

R.CCR.2: Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

R.CCR.4: Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices

shape meaning or tone.

R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

R.CCR.10: Read and comprehend complex literary and informational texts independently

and proficiently.

Anchor Standards — Writing

W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis

of content.

W.CCR.4: Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,

and research.

W.CCR.10: Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,

purposes, and audiences.

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Anchor Standards — Language

L.CCR.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.CCR.6: Acquire and use accurately a range of general academic and domain-specific

words and phrases sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

Anchor Standards — Speaking and Listening

SL.CCR.1: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own

clearly and persuasively.

SL.CCR.2: Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.

SL.CCR.4: Present information, findings, and supporting evidence such that listeners can

follow the line of reasoning and the organization, development, and style are appropriate to

task, purpose, and audience.

SL.CCR.5: Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.

Custom Standards

EDU-IECE-7. STUDENTS WILL DISCUSS WAYS TO ADAPT THE CURRICULUM AND

CLASSROOM FOR CHILDREN WITH SPECIAL NEEDS.: a. Explain laws regarding

children with disabilities. b. Define mainstreaming and inclusion. c. Demonstrate strategies

for integrating children with disabilities into programs. d. Discuss the relationships of children

with special needs with their peers, teachers, and others. e. Explain interventions to use

when working with special needs children, such as adapting the environment (e.g. child with

impaired vision, gross motor impairment, or hearing impaired).

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Section 2: What Skills?

Selected Skills

Preparing for the Task

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,

skills, experiences, interests, and concerns

TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

Reading Process

TEXT SELECTION: Ability to identify appropriate texts

ACTIVE READING/NOTE-TAKING: Ability to identify the central point and main supporting

elements of a text. Ability to read purposefully and select relevant information to summarize,

quote, and/or paraphrase.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of

text(s) by locating words and phrases that identify key concepts and facts, or information.

ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

Transition to Writing

BRIDGING: Ability to begin linking reading results to writing task.

Application & Writing Process

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information

relevant to task.

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and

structure.

REVISION: Ability to refine text, including line of thought, language usage, and tone as

appropriate to audience and purpose.

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EDITING: Ability to proofread and format a piece to make it more effective.

COMPLETION: Ability to submit final piece that meets expectations and a well informed

presentation to identified audience.

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Pacing: 15 minutes

Pacing: 10 minutes

Section 3: What Instruction?

MiniTasks

Preparing for the Task

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,

skills, experiences, interests, and concerns

LIST

In a quick write, write your first reaction to the task prompt. Add some notes of things

you know about the barriers to learning that children with special needs encounter in

their classrooms. What behaviors might these behaviors cause?

Scoring Guide: work meets expectations if:

• Addresses a minimum of 4 possible classroom barriers to learning for children with

special needs.

• Identifies 4 behaviors that a special needs child might exhibit.

Teaching Strategies:

• Link this task to earlier class content.

• Discuss student responses.

• Clarify timetable and support plans for the task.

TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

LIST

In your own words, what are the important steps a teacher can take to address the

special needs of her students?


• Provides 4 suggestions for assistance in the classroom environment.

• Lists 4 helpful resources for the teacher

• Identifies 4 sources of assistance for the parent of a special needs child.


• Share examples of type of text students will produce (either from past students or

from professional writers).

• Identify or invite students to identify key features of examples.

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Pacing: Two 52 minute class periods

Pacing: 15 minutes

• Pair students to share and improve their individual bullets.

• Create a classroom list: Choose one student to share a few ideas on the board, and

ask other to add to it.

Reading Process

TEXT SELECTION: Ability to identify appropriate texts

NOTES

For each text, list the needed bibliographic information. Add bullets on why you think

the work is credible and/or worthy of study.


• Identifies author, title, publisher, date, and any other needed information (for

example, the volume for a periodical or the editor for an anthology).

• Includes reasonable evidence that work is credible and/or worthy of study.


• Provide citation guide and discuss why each element of citation is needed.

• Ask students to brainstorm what makes an author credible and/or worthy of study.

• Provide access to research sources for students to assess the texts.

ACTIVE READING/NOTE-TAKING: Ability to identify the central point and main supporting

elements of a text. Ability to read purposefully and select relevant information to summarize,

quote, and/or paraphrase.

SHORT CONSTRUCTED RESPONSE

As you read each article, look for information that will answer the following questions:

• What behaviors may be exhibited by a special needs child with your assigned

barrier?

• What resources are available for teachers with this type of special needs child in

their class?

• What resources are available for parents?

• How can students support peers with this special need?

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Pacing: ongoing while students read articles


• Answers questions with credible response.


• Identify the appropriate audience of each article.

• At the top of the note-taking page, write down necessary bibliographic information

(author, title, publication, date, etc.)

• Dividing a paper into 4 columns, write a minimum of 3 quotes for each area

(behaviors, teachers, parents, peers).

• On the back of your notes sheet write your conclusions for each column regarding

resources and behaviors.

Notes:

While students read and take notes, check note-taking guides to make sure they are

including appropriate information.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of

text(s) by locating words and phrases that identify key concepts and facts, or information.

LIST

In your notebook, list words and phrases essential to the texts. Add definitions, and

(if appropriate) notes on connotation in this context.


• Lists appropriate phrases.

• Provides accurate definitions.


• After scoring, ask some students to share definitions of terms that others

overlooked or misunderstood.

• After scoring, be willing to provide direct instruction or guide a close reading if

needed to work through a key phrase most students missed.

ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.


Define "plagiarism" and list ways to avoid it.

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Pacing: 30 minutes

Pacing: 25 minutes


• Provides accurate definition

• Lists several appropriate strategies


• Discuss respect for others’ work to assemble evidence and create texts.

• Discuss academic penalties for stealing others thoughts and words.

• Have students check their notes to make sure that they have distinguished between

quotes and paraphrasing and that they have included bibliographic information for

citations.

Transition to Writing

BRIDGING: Ability to begin linking reading results to writing task.

LIST

In a quick write, write about what you know now that you’ve read about barriers to

special needs students.


None


• Discussion-based strategies, such as seminar, with students sharing what they

have learned about various special needs.

• Have students work in small groups sharing ideas for removing barriers to learning

for specific special needs students. Are any strategies for removing barriers common

for most students? Ask each group to make a list of common modifications that

schools, teachers, and parents might consider.

Application & Writing Process

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information

relevant to task.

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Write an opening paragraph that includes a controlling idea and sequences the key

points you plan to make in your composition


• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

• Identifies key points that support development of argument.


• Offer several examples of opening paragraphs.

• Ask class to discuss what makes them strong or weak.

• Review the list that students created earlier to identify needed elements (from

Cluster 1, skill 2).

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

OUTLINE

Create an outline based on your notes and reading in which you state your claim,

sequence your points, and note your supporting evidence.


• Creates an outline or organizer.

• Supports controlling idea. Uses evidence from texts read earlier.


• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then

take and answer questions.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and

structure.

LONG CONSTRUCTED RESPONSE

Write an initial draft complete with opening, development, and closing; insert and cite

textual evidence.


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• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.


• Encourage students to re-read prompt partway through writing, to check that they

are on track.

REVISION: Ability to refine text, including line of thought, language usage, and tone as

appropriate to audience and purpose.


Refine composition’s analysis, logic, and organization of ideas/points. Use textual

evidence carefully, with accurate citations. Decide what to include and what not to

include.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.


• Sample useful feedback that balances support for strengths and clarity about

weaknesses.

• Assign students to provide each other with feedback on those issues.

EDITING: Ability to proofread and format a piece to make it more effective.


Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust

formatting as needed to provide clear, appealing text.


• Provides draft free from distracting surface errors.

• Uses format that supports purpose.


• Briefly review selected skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

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COMPLETION: Ability to submit final piece that meets expectations and a well informed

presentation to identified audience.


Turn in your complete set of drafts, plus the final version of your piece


• Fits the “Meets Expectations” category in the rubric for the teaching task.

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Resources

Selected Articles

How Can We Best Help Brittany?

(http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles)

Educational Leadership (Oct2012)—

The article discusses classroom dynamics related to the education of a student with fetal

alcohol syndrome, adapted from the book "Neurodiversity in the Classroom: Strength-Based

Strategies to Help Special Needs Succeed in School and Life," by Thomas Armstrong.

First, Discover Their Strengths.


Educational Leadership (Oct2012)—Armstrong, Thomas

The article discusses teaching methods in special education which are based on high

expectations and the fostering of a positive classroom environment. The author focuses on

neurodiversity, a term ascribed to a classroom environment that fosters individual learning

among mentally diverse special needs students and students with mental disabilities. Topics

include research on the learning of students with dyslexia and students with attention deficit

hyperactivity disorder (ADHD), the importance, according to the author, of teachers'

knowledge of students' mental disorders, as well as the use of positive learning

environments and positive role models.

Why Florida Must Take Better Care of Its Children.


Vital Speeches of the Day (Dec2010)—LAWRENCE JR., DAVID

The article presents a speech by the Children's Movement of Florida's co-founder David

Lawrence Jr., delivered at a "Milk Party" Rally in Daytona Beach, Florida on September 13,

2010 in which Lawrence talks about Florida's responsibility for the well-being, education, and

health of its children, the need for more investment in quality early childhood programs, and

mentoring programs for parents.

Come on in! Ways to welcome special needs kids into your library.


Book Report (Mar/Apr2000)—Jones, Pamela S.

Discusses means by which school librarians can accommodate handicapped students into

their resource facilities. Author's experience of accommodating a student with special needs

into the school library; Need for librarians to be aware of the presence of students with

special needs within the school; Recommended steps in providing a favorable environment

for handicapped students in school.

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Working with Special Kids.


Dance Magazine (Aug2009)—Hohn, Brady

The article deals with the class for autistic students being offered at Dance Dimensions, a

dance studio in New Milford, New Jersey. The studio started offering this special class when

the family of Jodi DiPiazza, an autistic child, approached Annette Romano-Merlini, owner of

Dance Dimensions to pitch the idea. To address the needs of these children, teachers of the

studio attended workshops. It discusses the growing number of dance studios in New Jersey

offering special-needs dance classes.

Welcome to Max's World.


Newsweek (5/26/2008)—Carmichael, Mary

This article discusses the treatment of a child diagnosed with pediatric bipolar disorder. The

article describes medical care provided by the psychiatrists Jean Frazier and Joseph

Jankowski and the child's special education regimen at the Manville School in the Judge

Baker Children's Center in Boston, Massachusetts. It also discusses the stress associated

with raising a bipolar child.

'THIS JUST IN'.


Yankee (Jan/Feb2013)—WOOD, MONICA

The article presents the author's views on her sister Betty Wood who is developmentally

disabled highlighting the incident wherein she took Wood to see her favorite Maine television

news anchor Kim Block. She describes Wood who religiously watches the news at Channel

13 featuring Block since 1982. She adds that Wood remembers details of events that

happened years ago and is passionate about the current events. She also explores Wood's

daily routine.

Review indicates disabled children may experience more violence.


Nation's Health (Sep2012)—Tucker, Charlotte

The article discusses a review published in the July 12, 2012 issue of journal "Lancet" which

revealed the higher risk of experiencing violence seen in children with disabilities, which was

concluded by the authors of the study after 20 years of careful examination.

Disability Should Not Be Disabled.

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USA Today Magazine (Sep2012)—FISH, DARREN A.

The article discusses the financial difficulties experienced by people with disabilities. The

Social Security Disability Insurance (SSDI) was introduced by then U.S. president Lyndon B.

Johnson as part of his Great Society initiative. However, instead of helping the disabled,

SSDI was said to have given people with disabilities additional problems. Disabled people

face problems with qualifying for the program, proving the disability, and then navigating

through the process.

All the king's fools.


History Today (Aug2011)—Lipscomb, Suzannah

The article explores the possibility that the court fools of the early Tudor dynasty of England

likely had learning disabilities. Emphasis is given to English King Henry VIII's use of the

court fool William Somer. The author explains a research project concerning court fools, with

specific focus given to its funding by the Wellcome Trust. The supposed wit and humorous

wordplay espoused by Somer and other fools is examined. The author is broadly concerned

with Tudor-era perceptions of disabled people.

Bashing the disabled.


Progressive (Nov95)—Wolfe, Kathi

Focuses on the persistence of discrimination against disabled persons in the United States.

Discrimination as a form of hate crime; Nature of hate crimes against disabled; Other

policies detrimental to the plight of disabled persons; Call for the organization of the disabled

community. INSET: Getting tough on kids in wheelchairs, by Mike Ervin..

Abled and disabled.


Christian Century (12/2/2008)—Hauerwas, Stanley

The article presents an excerpt from the book "Living Gently in a Violent World," by Stanley

Hauerwas and Jean Vanier, reflecting on the care of disabled persons.

PUTTING METTLE TO THE PEDAL.


Sports Illustrated (9/17/2012)—ANDERSON, KELLI

The article focuses on disabled athlete Alex Zanardi. Zanardi's two gold medal victories in

handcycling events at the 2012 Paralympics in London, England are discussed in

relationship to the 2011 automobile racing accident which resulted in the loss of both of

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Zanardi's legs. Zanardi says there is a slight possibility he would compete again as an

automobile racing driver.

"Cloak of Invisibility.".


Lesbian News (Mar2012)—Vallo, Amanda

The article discusses the feelings of fear or uncertainty of a disabled person on how to act in

social situations. It cites various scenarios that can induce fear and offers ways to handle

them with grace and style such as being helped at the buffet table in a lesbian potluck party

and being helped with her plate by allowing her to direct what she likes to have on the place.

It also notes starting a conversation with the disabled person.

NETWORK BUZZ.


Parks & Recreation (Nov2012)—

Several forums from readers are presented including the positive reinforcement of to the

Warrior Adventure Quest (WAQ) program, the Naval Station Guantanamo Bay's Soldiers

Undertaking Disabled Scuba (SUDS) program, and the U.S. Department of Defense's

Military OneSource (MOS).

Missed Opportunity to Lead.


America (1/7/2013)—

The article comments on an international treaty called the Convention on the Rights of

Persons With Disabilities, that was unsuccessful in the U.S. as it could not get the majority

votes from senators, and it is stated that the bill will come again before the U.S. Senate in

2013.

FROM SPECIAL ED TO... COLLEGE ED.


Essence (Time Inc.) (Jan2013)—Stone, Robin D.

The Forever Child.


Newsweek (5/7/2012)—Brown, Tina

The article discusses the situation of parents of autistic children who have graduated from

high school. Topics include programs for young adults with special needs, the divorce rates

among parents of autistic children, and the need for states programs to support the rising

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percentage of children who fall on the autism spectrum.

The Forever Child.


Newsweek (5/7/2012)—Brown, Tina

The article discusses the situation of parents of autistic children who have graduated from

high school. Topics include programs for young adults with special needs, the divorce rates

among parents of autistic children, and the need for states programs to support the rising

percentage of children who fall on the autism spectrum.

WHEN LOVE IS NOT ENOUGH.


Newsweek (5/7/2012)—Cottle, Michelle

The article looks at the situation of children with special needs and their parents. Topics

include the financial pressures for caregivers, the strain on relationships and marriages, and

the social isolation for parents of children with disabilities, with an emphasis on the lack of

government programs to aid special-needs individuals and assist caregivers. The rising

number of children diagnosed with autism and the increased pressures on health-care,

education, and social service systems are also discussed.

My Life With Trig.


Newsweek (2/13/2012)—Palin, Sarah

A personal narrative is presented in which the author discusses her experience as a mother

of a son who has Down syndrome.

Price of autism.


New Scientist (3/24/2012)—Coghlan, Andy

The article cites a study in a 2011 issue of the journal "Pediatrics," by David Mandell of the

University of Pennsylvania, Philadelphia, and colleagues that found families with autistic

children earned less, on average, than those whose children had a non-autistic condition.

The Right Fit for Henry.


Educational Leadership (Feb2012)—Gould, J. ChristineStaff, Linda K.Theiss, Heather M.

The article discusses students who are twice-exceptional, that is, gifted students with

learning disabilities. The article profiles a 3rd grade U.S. student who has exceptional verbal

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talent, yet struggles in language arts such as reading and writing. Topics include a

Challenge Program for gifted students, the implementation of an individualized education

program (IEP), and accommodation for the 3rd grade student in spelling and vocabulary

tests. Also discussed are the requirements under the U.S. Individuals with Disabilities

Education Act (IDEA) that define children with learning disabilities.

Address Reading Problems Early.


Educational Leadership (Mar2012)—Goodwin, Bryan

The article focuses on the importance of detecting reading problems in children at a young

age. The author argues that early detection of these difficulties would allow them to be

addressed sooner, increasing the likelihood of improvement. Several studies are noted that

have revealed predictors of future reading struggles of a child, including ability to identify

letters, understanding of associated letter sounds, and comprehension of phonemic

awareness. Teachers in Hartsfield Elementary School, located in Tallahassee, Florida, have

used these warning signs to indicate which students require small-group instruction.

Bad Animals: A Father's Accidental Education in Autism.


Library Journal (5/1/2012)—Lamperski, Terry

The article reviews the book "Bad Animals: A Father's Accidental Education in Autism" by

Joel Yanofsky.

AUTISM AND THE TECHNICAL MIND.


Scientific American (Nov2012)—Baron-Cohen, Simon

The author discusses research into the rate of autistic children born to parents with technical

jobs such as engineering. The concept of assortative mating is described, and mate

selection in humans, the genetics of autism, and the psychological factors of autism are

discussed. Systemizing behavior in autistic children, the mechanical abilities of children with

Asperger's syndrome, and the relationship between mathematics ability and autism rates are

discussed. The author researched the children of people who work in Silicon Valley in

California and Bangalore, India, where there is a concentration of computer researchers, as

well as the effect of testosterone levels in pregnant women. INSET: IN BRIEF.

Uploaded Files

Barriers to learning - class grade sheet.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/1898067092_Dec_06_2012_131027890.docx)

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LRE – least restrictive environment

FAPE – free and appropriate public education

Mainstreaming

Inclusion

SST - Student Support Team

IEP - Individualized Education Plan

modification

Barriers to Learning Class Grade Sheet

Barriers to learning - project requirements.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/2107594365_Dec_06_2012_131819975.docx)

Barriers to Learning Requirements

Barriers to learning - List of disabilities.doc(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/121957663_Dec_07_2012_170016956.doc)

Short list of disabilities

Keywords

Links*

Children and Youth with Special Needs (N/A)

(http://health.state.ga.us/programs/specialneeds/index.asp)

Georgia Department of Public Health

Federation of Children with Special Needs (N/A)

(http://fcsn.org/index.php)

Kids Health (N/A)

(http://kidshealth.org/kid/feeling/friend/special_needs.html)

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Resources for Children with Special Needs (1070L)

(http://www.resourcesnyc.org/)

Vocabulary Review (N/A)

(http://quizlet.com/6385474/essential-vocabulary-for-special-education-flash-cards/)

More vocabulary (N/A)

(http://www.scboces.k12.co.us/english/SPED/SPEDvocab.htm)

Key Terms for Special Education (N/A)

(http://nichcy.org/schoolage/keyterms)

PowerPoint Tutorial (N/A)

(http://office.microsoft.com/en-us/powerpoint-help/slides-text-and-notes-RZ001129842.aspx?section=2)

Tips for making a PowerPoint Presentation (1130L)

(http://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/)

How to Make a Prezi (720L)

(http://prezi.com/_sto8qf_0vcs/the-how-to-make-a-great-prezi-prezi/)

* These Lexile measures were computed automatically and did not undergo human review.

They are not certified measures and should not be published or recorded in any way.

Other Resources

Working with Young Children

-Published by Glenco Wilcox

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Section 4: What Results?

Classroom Assessment Rubric

Not Yet

Focus Attempts to address prompt but lacks focus or is off-task.

Reading/Research Attempts to present information relevant to prompt.

Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.

DevelopmentTends to retell rather than present information in order to answer questions, solve problems;lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does notidentifies a relevant gap or unanswered question.

Organization Applies an ineffective structure; composition does not address requirements of the prompt.

ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language andtone are inappropriate to audience and purpose.

Meets Expectations

Focus Addresses prompt with a focused response.

Reading/Research Presents and applies relevant information with general accuracy.

Controlling IdeaEstablishes a controlling idea that states the main purpose and/or question for the tasks. L2Addresses the credibility of sources.

DevelopmentPresents sufficient information in order to examine or convey topics or issues, answer questions,solve problems; identifies salient themes or features; explains key information with sufficientdetail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

Organization Applies a generally effective structure to address specific requirements of the prompt.

ConventionsDemonstrates a command of standard English conventions and cohesion; employs languageand tone appropriate to audience and purpose.

Classroom Assessment Task

No Classroom Assessment Task for this module

Exemplar Work

Uploaded Files

Example for Barriers to Learning Project.pptx (Meets Expectations)

(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/12715/1982824461_Dec_07_2012_145551239.pptx)

Example Project

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Comments

Author Notes

Other Comments

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Documents

Barriers to Learning for Special Needs Students - · PDF file · 2015-07-10Overview Barriers to Learning for Special Needs Students Barriers to Learning for Special Needs Students