edf302sf10.pptteaching special students in general education classrooms 7 th edition rena b. lewis...

edf302sf10.pptTeaching Special Students in General Education Classrooms 7th editionRena B. Lewis and Donald Doorlag

Pearson Education, Inc.

Chapter 10

Teaching Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

10.1

edf302sf10.pptTeaching Special Students in General Education Classrooms 7th edition

Rena B. Lewis and Donald DoorlagPearson Education, Inc.

Learning Disabilities

• Different Definitions – Extreme difficulty in the acquisition of basic

school skills (e.g., reading, math., oral expression)

– Adequate intellectual ability (i.e., “…low average range or above” p. 207)

– Add RTI as an alternative!

• Poor Learning Strategies (i.e., “methods…to plan, begin, and complete learning tasks…” p. 207)

10.2



Assessments for Identification

• Norm Referenced Assessments– Intellectual functioning (WISC-4, WJPTB)– Academic achievement (Big 8 areas) (KTEA, WJPTB,

PIAT, WRMT-R, KeyMath)

• Classroom Performance - Reading Levels – Oral reading sample (95% cwpm & 75%

comprehension – see p. 211)– Cloze procedure (44-57% correct - see p.211)– Informal reading inventories (e.g., Silvaroli)– Readability measures (see p. 212 - Fry)

10.3



Fry Readability Graph

10.4



Fry example

Six is a bad time too. That’s when some real scary things start to happen to your body. Around then your teeth start coming a-loose in your mouth. You wake up one morning and it seems like your tongue is the first one to notice that something strange is going on. As soon as you get up, there it is pushing and rubbing up against one of your front teeth. I’ll be doggoned if that tooth isn’t the littlest wiggly. At first you think it’s kind of funny. But, the tooth keeps getting looser and looser. One day, in the / middle of pushing the tooth back and forth and squinching your eyes shut, you pull it clean out. It’s the scariest thing you can think of.

Words Syllables

14 15



Interventions

• Special Services– Resource Room (common Sp. Ed.

Setting)– Strategies Training/Study Skills Class

• 2 Types of Classroom Adaptations– Remediation– Compensation (goto next slide for

more)

10.5



Approaches to Instruction

10.5B

Remediation

CompensationAdaptations may include allowing

laptop or calculator and/or a

modified text.

This might include basic

skills and content.



Evidence-Based Interventions

• When Teaching Basic Skills (p. 214)– Use Prompts

When a student does not demonstrate competence, the teacher considers that the knowledge or skill is not mastered and a prompt is needed to get the correct response.

Visual, auditory, and physical prompts – followed by reinforcement increases the likelihood that the knowledge/skill is mastered.

10.5 C



Evidence-Based Practices (EBP)School Psychology Review (2001), 30(1)

10.5 D



Typical Prompts for Basic Skill Instruction [Fig. 9-4]

10.5 E



EBPs for Promoting Reading - Basic Skills

• Phonological awareness– Words make sentences– Syllables make words– Phonemes make

syllables(see p. 215)

• Phonics(p. 214-218 has great suggestions; please

read)

10.6



Promoting Reading - Comprehension

and Fluency• Advanced organizers (see p.

218)

• Reciprocal teaching (see p. 221)

• Repeated readings (see p. 218)

• “Read Naturally” - builds fluency. Get ‘white paper’

at www.readnaturally.com• See also next page.

10.6 B



Promoting Reading - Comprehension

and Fluency

Repeated readings (see p. 218)

10.6 C

AUTHOR: Therrien, William J.TITLE: Fluency and Comprehension Gains as a Result of Repeated Reading:

A Meta-AnalysisSOURCE: Remedial and Special Education 25 no4 252-61 Jl/Ag 2004

WILLIAM J. THERRIEN

ABSTRACTRepeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. Essential instructional components of repeated reading varied as a function of the type of repeated reading (i.e., whether effectiveness was evaluated reading the same passage or different passages). Implications for future research are also presented.



Handwriting, Spelling, and Written Expression

• Dictionary skills and mini-dictionary• Test-study-test for spelling• Teach writing as a multi-stage process• Specific strategies• Word-processors• Mapping

– Educational software like

Kidspiration/Inspiration

10.7

Have student(s) readBrief descriptions Beginning on page

221.



Text Example of Organizational Map for Essay on Scorpions [Fig. 9-6]Check out ‘Graphic Organizers’ at ‘Alerts’ site

10. 8



Overview of the Effective Teaching Stages and Steps

• Acquisition - You teach.• Fluency - You guide based

as students learn.– Guided Practice– Independent Practice -

Students demonstrate that they’ve learned.

• You promote Generalization• Maintenance is the 4th stage

of learning.10. 9



Mnemonics for Promoting Writing Strategies (p. 225)

• CSPACE: Narratives• TREE: Opinion essay• COPS: Writing errors

Capitalization, Overall Appearance, Punctuation, Spelling

• CHECK: Spelling errors

10.10



Ways of Modifying Math Instruction (p. 225 ff)

• Interspersing additional brief problems (McCurdy, 2001)• Visual prompts• Graph paper• Fewer problems per page• Automaticity/fluency is the goal• Manipulatives• Mnemonics (e.g., FOIL)• Real situations for word problems• Key words • Class simulations• Problem solving strategy

10.11



Modifying Content-Area Instruction (p. 226 ff)

• Reading Assignments - Reduce & simplify

• Written Assignments - Reduce, WP, Word Lists

• Exams - WP, Selected Response, Speak/Transcribe

• Math Skills – Make available fact Tables, Calculators

10.12



ADHD Characteristics (APA,

2004) - DSM 4-R [Fig. 9-7]

• Before age 7• Persist 6 months• Present in more than one

environment• Inattention• HyperactivityNote p. 229/3 types• Impulsivity

10.13



Adapting Instruction for Students with ADHD

• Provide the least distracting location• Surround with good role models• Avoid unnecessary schedule changes• Maintain eye contact• Combine visual, tactile with verbal instructions• Make lists • Break assignments in smaller chucks• Record homework assignments• Alternate sitting with standing (allow movement)• Allow time to demonstrate strengths

10.14



OYO - More Adapting Instruction for Students with ADHD

• Get student started on seatwork• Make frequent contact with student• Suggest that classmates share notes• Use multiple choice or oral tests• Give regular feedback and praise• Pay attention to the physical environment of the

classroom• Seat students away from noise• Place desks away from each other• Provide 2 desks for students with ADHD

10.15



Addressing the Needs of Students with ADHD

• Time permitting, Show Max video.

10.16

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