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Simple Accommodations Simple Accommodations for Exceptional Learners for Exceptional Learners in the General Education in the General Education
Class Class
What can I do to make each student successful?
Clear Teaching PointsClear Teaching Points
The learner will engage in meaningful conversation about classroom situations which have been challenging.
The learner will be able to state one new learning about exceptional students and state three accommodations they can make to increase academic success.
Learners will be able to name one High Leverage Teaching Move and how to use it in their classroom.
What do you want to walk What do you want to walk away with today?away with today?
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Good Teaching Know your learners, be interested in
them, try to understand them, create a relationship with them.
Know what your learning objective is for everything that is done in your learning environment and clearly state it in student language visually and verbally.
Know a variety of learning styles and how to teach a subject in a variety of modalities.
Know how to find out what your students know(assessment)
Know how to organize your learning space
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High Leverage Teaching MovesHigh Leverage Teaching Moves
Clear Teaching Point Press for Justification Rich and Engaging Dialogue Use Public Record Journals Ongoing formative assessment Modeling Use of Vocabulary
Students you are learning EnglishStudents you are learning EnglishStudents who are advancedStudents who are advanced
Child with a disabilityChild with a disabilityChild who has experienced TraumaChild who has experienced Trauma
Who are the Exceptional Learners?Who are the Exceptional Learners?
Your ExperienceYour Experience
Turn to a partner and share your experience with exceptional learners.
Share one success Share one situation which was challenging
Students who are talented in Students who are talented in oneone area or anotherarea or another
They need to be challenged They need to create They need social interaction Sometimes they need a special classroom
—some not. Assignments need depth They can develop behaviors that are
disruptive if not challenged.
Students who are learningStudents who are learning EnglishEnglish
Leaning the language as they are expected to know content
May be experiencing culture shock Our education system may be drastically
different then their parents. Need for visual cues Teacher and staff need to know it can take
5-7 years to be really fluent in both understanding and producing language
Disability AwarenessDisability Awareness
Autism ADHD/ADS Severe Learning Disability Emotional/ Behavioral
Autism CharacteristicsAutism Characteristics
Sensory Integration Differences: Noise, crowds, texture, change in routine, can cause over stimulation which can cause behavior issues.
Processing Speed: Give them time to process requests and directions. Don’t repeat yourself, it is like pelting them with information overload. Use visuals in connection with your request.
Autism Cont.Autism Cont.
Reading Comprehension: Some of these students are really good “word callers”. They can decode well. They do not understand much of what they read especially dealing with abstract thought. Create pre-teaching structures that help with comprehension.
ADD/ADHD Characteristics ADD/ADHD Characteristics Inattention: Usually can not stay focused for
very long on most everything that is uninteresting
Impulsive: Can not understand why they do the things they do.
Constant Movement: Need to move, run, wiggle, interrupt
Executive Functioning: Can not organize desk, how to start a project, how to work in a group, how to manage time.
Social/Emotional/ BehaviorSocial/Emotional/ Behavior
Emotional Regulation Post Traumatic Stress Syndrome Flashbacks ADHD/ADD Family structure and relationships can be
chaotic/unpredictable There is a function for every behavior. Children who have suffered a trauma or
multiple traumas exhibit many characteristics of emotional/social distress
Severe Learning DisabilitySevere Learning Disability
Generally average or above average IQ
Working Memory. Need “hooks” for how to hold on to information
Phonemic Awareness very weak
Executive Function
Classroom AccommodationsClassroom Accommodations
Positive Behavior Supports: Teaching expectations ( Developmentally appropriate list of rules, visuals to make them concrete)
Clear schedule of the day or period, may need to include visual cues. (Example)
Create check lists for all learners for work and choice time. (Example)
Warning for Transitions and changes in schedule (Example)
Sense of Community
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Daily ScheduleDaily Schedule 9:00 Arrive 9:10 Desk Work 9:25 Circle 9:45 Literacy 10:45 Recess 11:00 Snack 11:15 Math 12:15 Recess 12:40 Lunch 1:00 Read Aloud 1:20 Science 2:00 Choice Time 2:30 Recess 2:45 Art 3:20 Get Ready 3:30 Dismissal
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Specific ImagesSpecific Images
Be Specific
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Report ChecklistReport ChecklistWorkWork
Step 1: Look through book, choose topic. Step 2: Tell the teacher the topic Step 3: On the yellow notecard write three interesting facts
about the topic. Step 4: Use your desk partner to tell them three things you know
about the topic. Step 4: On the blue card label it “Topic Number 1”. Write one
sentence about the topic. Step 5: On the red card label it “Topic Number 2. Write one
sentence about the topic. Step 6: On the green card label it “ Topic Number 3. Write one
sentence about the topic. Step 7: Ask the teacher for a conference to review progress.
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Choice Time Choice Time
Blocks
Library
Painting
Kitchen
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Helpful physical accommodationsHelpful physical accommodations
T-Stool Assigned seats Exercise Balls White boards Beanbags chairs Pencil Grips Wiggle Cushions Net books Water bottle with straw Early/Late Chewing Gum Take a break I-Pods Timers Hoodies or Hats Writing utensils Heavy Backpacks
Good Teaching Cont.Good Teaching Cont.
Create a relationship with the child that is based on mutual positive regard (empathize, listen, create good boundaries)
May need to create a behavior modification system.
https://inside.seattleschools.org/area/teachertools/toolindex.xml
(amazing resource for diverse learners and templets for projects)
But it’s not fair!!!!!!!But it’s not fair!!!!!!!
In my room children needed different things to make education equal and fair.
I need glasses—if those glasses get taken away I would not be able to learn. If my neighbor put my glasses on they would not be able to learn either.
Example: I can’t sit still in my chair, I need space to move—there are developmentally appropriate ways to allow students to move.
Positive Behavior SupportsPositive Behavior Supports
Name 5 positive behavior supports that you have used or seen.
Find someone in the room you do not know and introduce your self and share your list.
Hear anything new????
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Positive Behavior SupportsPositive Behavior Supports
The purpose of a positive behavior support plan should be to listen to what the person is saying with their behavior and then to respond to their communication in a way that uses their strengths to meet their needs and does not harm themselves or others.
Examples:
Seating
Teaching ways for getting teacher attention
Teaching routines for everything you want to child to know how to do
Plenty of opportunities for movement
Clearing stating classroom rules and expectations.
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Classroom RulesClassroom Rules
Respect every person and all materials in learning space.
Be in class on time. Listen to all learners in the classroom. Talk when it is your turn. Help each other learn.
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Classroom RulesClassroom Rules
Take care of the classroom.
Take care of each other.
Talk when it is your turn.
Raise your hand to talk.
Sample Lesson PrimarySample Lesson Primary District Curriculum: Writer’s Workshop 1.) Presentation 2.) Materials a.) paper b.)writing instrument c.) writing folders 3.) Expectations (behavior and academic) 4.) Ways to promote writing ideas a. ) sensory box b. ) pictures c.) highly engaging mini lesson
Sample lesson SecondarySample lesson Secondary
Writers Workshop: Allow students to type, have a scribe, and write about what they are interested in. Please think carefully about peer editing it can be very intimidating for some students.
Homework Accommodations: Allow students to do every other problem, set a time limit because these students are probably working harder then others in the classroom and they are tired.
Useful Websites and BooksUseful Websites and Books
Ldonline.org Readingrockets.org ChrisDendy.com
“Differentiating Instruction in the Regular Classroom” by Diane Heacox
“Teaching with the Brain in Mind” by Eric Jensen
Where do I go from here?Where do I go from here? Create a matrix of the children who are challenging.
Strengths and Weaknesses
Common accommodations that tend to help the student.
Put in sub file, have a copy close at hand when you are doing your lesson plans. Some accommodations will be can be taught to the whole class—not just the targeted child.
Fluid document—meaning it will change.