Students with Special Needs in the Foreign Language Classroom (Co-teaching and inclusion)

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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 School
• Cobb County, GA

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A little bit about us

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

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Why foreign language?

• -Your classroom is the perfect place to foster
  academic success
• -Success begets success

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

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

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Strategies Whats the big deal?

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

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ADHD 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)

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Reading 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 StrategiesText to self, text to
  text, text to world
• - Think part to whole for remediation, whole to
  part for review

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Language/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

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Visual 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

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Audio processing deficits

• - Provide visual cues when possible
• - Repetition
• - TPR

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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

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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?

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Behavior 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

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Autism/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

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Give yourself and your students some grace

• - Success looks different for everyone
• - Everyone has a story to tell

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Helpful Documents

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