Students with Special Needs in the Foreign

Language Classroom (Co-teaching and inclusion)

Students with Special Needs in the Foreign

Language Classroom (Co-teaching and inclusion)

Presented by:Dee Malmo, M.Ed.Erin Collins, M.Ed.

Sprayberry High SchoolCobb County, GA

Presented by:Dee Malmo, M.Ed.Erin Collins, M.Ed.

Sprayberry High SchoolCobb County, GA

A little bit about us…A little bit about us…

The inclusion classroom and co-teaching: The good and bad.

The inclusion classroom and co-teaching: The good and bad.

Why foreign language?Why foreign language?

-Your classroom is the perfect place to foster academic success…

-Success begets success

-Your classroom is the perfect place to foster academic success…

-Success begets success

What do all the letters mean?(and what are you responsible for?)What do all the letters mean?(and what are you responsible for?)

- IEP- ILP- MODs- Goals and Obj.- RTI

- IEP- ILP- MODs- Goals and Obj.- RTI

Strategies: What’s the big deal?

Strategies: What’s the big deal?

- Principle of equal access: borrowed from current philosophy in architecture- everyone benefits from improvements to accessibility

- Principle of equal access: borrowed from current philosophy in architecture- everyone benefits from improvements to accessibility

ADHD StrategiesADHD Strategies

- Brain Breaks- Frequent changes in instruction

(segments of 15 minutes)- Chunking of new concepts- Repetition!- Secure attention before giving instruction- Visual/audio cues- Multiple modalities (TPR, songs, acting,

technology)

- Brain Breaks- Frequent changes in instruction

(segments of 15 minutes)- Chunking of new concepts- Repetition!- Secure attention before giving instruction- Visual/audio cues- Multiple modalities (TPR, songs, acting,

technology)

Reading StrategiesReading Strategies

- PQ3R (preview, question, read, recite, review)- Pre-reading strategies: Book Walk, story

predictions, possible stories with target vocab- During Reading Strategies: Reading anticipation

guides, story order and sequencing- After Reading Strategies:Text to self, text to text,

text to world- Think part to whole for remediation, whole to

part for review

- PQ3R (preview, question, read, recite, review)- Pre-reading strategies: Book Walk, story

predictions, possible stories with target vocab- During Reading Strategies: Reading anticipation

guides, story order and sequencing- After Reading Strategies:Text to self, text to text,

text to world- Think part to whole for remediation, whole to

part for review

Language/vocab StrategiesLanguage/vocab Strategies

- 1-2-3 vocab cards- Concept sorts that focus on word

relationships- Student-made graphic organizers- Conjugation charts/manipulatives- Vocab charades- Songs/chants

- 1-2-3 vocab cards- Concept sorts that focus on word

relationships- Student-made graphic organizers- Conjugation charts/manipulatives- Vocab charades- Songs/chants

Visual Processing DeficitsVisual Processing Deficits

- Beware text-dense assessments and books

- Include pictures when possible- Read aloud as a class, provide access to

audio books, podcasts- Color contrast, bookmarks to focus on

one line at a time- Allow students to write directly on tests

- Beware text-dense assessments and books

- Include pictures when possible- Read aloud as a class, provide access to

audio books, podcasts- Color contrast, bookmarks to focus on

one line at a time- Allow students to write directly on tests

Audio processing deficitsAudio processing deficits

- Provide visual cues when possible- Repetition- TPR

- Provide visual cues when possible- Repetition- TPR

Language Production: oral and written

Language Production: oral and written

- Practice with oral retells of stories- Partner dialogues- Dictation practice- Written retell: write/right- Cloze activities- Writing checklists for in-class writing- Writing portfolios- Rubrics and self-analysis of writing

- Practice with oral retells of stories- Partner dialogues- Dictation practice- Written retell: write/right- Cloze activities- Writing checklists for in-class writing- Writing portfolios- Rubrics and self-analysis of writing

Questions to ask yourself:Questions to ask yourself:

- What is the end goal of students being in my class?

- What do my assessments really assess?

- What assumptions do I make when planning instruction?

- What is the end goal of students being in my class?

- What do my assessments really assess?

- What assumptions do I make when planning instruction?

Behavior StrategiesBehavior Strategies

- Structure, structure, structure!- Students need to be explicitly taught your

expectations and consequences- Give choices- Building relationships, classroom community- Give effective commands- “Hook” your problem students with success- Condition your attention seekers to seek

positive attention rather than negative attention

- Structure, structure, structure!- Students need to be explicitly taught your

expectations and consequences- Give choices- Building relationships, classroom community- Give effective commands- “Hook” your problem students with success- Condition your attention seekers to seek

positive attention rather than negative attention

Autism/Spectrum DisordersAutism/Spectrum Disorders

- Think Concrete- Watch your humor/sarcasm- Structure and routine is important- Sensitivity is key! Every child is

different and will respond to environmental stimuli differently

- Think Concrete- Watch your humor/sarcasm- Structure and routine is important- Sensitivity is key! Every child is

different and will respond to environmental stimuli differently

Give yourself and your students some grace…Give yourself and your students some grace…

- Success looks different for everyone

- Everyone has a story to tell

- Success looks different for everyone

- Everyone has a story to tell

Helpful Documents:Helpful Documents:

- Keep track of your strategies- Student interventions- Deficit specific chart

- Keep track of your strategies- Student interventions- Deficit specific chart