SPED 586 Planning and Teaching for Understanding

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SPED 586Planning and Teaching for Understanding

• Chapter 1

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Overview

• Common Issues and Cues
• RtI basics
• IEPs
• Self-determinism
• Evaluation measures
• ELL success
• Scaffolding
• Tiered instruction

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Common Issues

• Academics! If it doesnt affect performance, then
  why are we addressing it.
• Attention Problems and hyperactivity
• Memory the affect of short term memory on
  school performance
• Language
• Aberrant behavior, such as aggression or
  depression or unusual patterns

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Determine these factors

• Is it a concern or a disability? Question
• How persistent is the problem?
• How severe is the problem?
• Is the child making stead progress?
• Is the child interested in improvement?
• How active is the family?
• Do other people see this as a problem?
• Is this a problem between a teacher and a
  student?
• What accommodations and modifications have been
  attempted?
• Has the instruction thus far been adequate for
  the students needs?
• How well does the child fit in with peers?
• What else could explain this academic or social
  behavior?

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Behavior Area Emotional Disturbance Socially Maladjusted
School Behavior Unable to comply with teacher requests needy or has difficulty asking for help Unwilling to comply with teacher requests truancy rejects help
Attitude Toward School School is a source of confusion or angst does much better with structure Dislikes school, except as a social outlet rebels against rules and structure
School Attendance Misses school due to emotional or psychosomatic issues Misses school due to choice
Educational Performance Uneven achievement impaired by anxiety, depression, or emotions Achievement influenced by truancy, negative attitude toward school, avoidance
Peer Relations and Friendships Difficulty making friends ignored or rejected Accepted by a same delinquent or socio-cultural subgroup
Perceptions of Peers Perceived as bizarre or odd often ridiculed Perceived as cool, tough, charismatic
Social Skills Poorly developed immature difficulty reading social cues difficulty entering groups Well developed well attuned to social cues
Interpersonal Relations Inability to establish or maintain relationships withdrawn social anxiety Many relations within select peer group manipulative lack of honesty in relationships
Interpersonal Dynamics Poor self-concept overly dependant anxious fearful mood swings distorts reality Inflated self concept independent underdeveloped conscience blames others excessive bravado
Locus of Disorder Affective disorder internalizing Conduct disorder, externalizing
Aggression Hurts self and others as an end Hurts others as a means to an end
Anxiety Tense fearful Appears relaxed cool
Affective Reactions Disproportionate reactions, but not under students control Intentional with features of anger and rage explosive
Conscience Remorseful self critical overly serious Little remorse blaming non-empathetic
Sense of Reality Fantasy naïve gullible thought disorders Street-wise manipulates facts and rules for own benefit
Developmental Appropriateness Immature regressive Age appropriate or above
Risk Taking Avoids risks resists making choices Risk taker daredevil
Substance Abuse Less likely may use individually More likely peer involvement
Adapted from Social Maladjustment A Guide to Differential Diagnosis and Educational Options (Wayne County Regional Educational Service Agency - Michigan , 2004) Adapted from Social Maladjustment A Guide to Differential Diagnosis and Educational Options (Wayne County Regional Educational Service Agency - Michigan , 2004) Adapted from Social Maladjustment A Guide to Differential Diagnosis and Educational Options (Wayne County Regional Educational Service Agency - Michigan , 2004)
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IEPs

• Name the parts of an IEP.
• Name the multidisciplinary members (do not forget
  you know who)
• Goals academic, social-emotional, functional
• Focus on what is working more so than what isnt.
• Set goals on what the student should maintain as
  well as build.
• Samples and help
• Sample 1
• Sample 2
• IEP best practices (USDOE)

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Self-determinism

• Teach students to become self-determined in
  that their own well being and range of success is
  a result of their efforts and achievement.
• When students work hard, they tend to improve
  their success.
• Engagement and achievement are correlated
• Prepare students to participate and lead their
  own IEPs
• UNCCs review of self-determinism curricula
• One sample curricula (NICHCY)
• Name three reasons we need to emphasize
  self-determinism?

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Evaluation Measures

• Progress Monitoring
• National Center on Progress Monitoring
• Basics to CBM (National Center on RtI)
• Multiple types of progress charts
• How would you quantify calling out?
• How would you quantify multiplication knowledge?
• Informed instruction through data collection and
  evaluation

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ELL

• For students with LD who are ELL, instruction
  must be
• Explicit
• Monitored
• Include plenty of practice
• Include language acquisition strategies
• How is this different from others who struggle?

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Scaffolding

• Two types of scaffolding
• Within lessons I might scaffold addition of
  fractions with like denominators by showing why
  and how the numerators will be added but the
  denominator remains constant. I will not only
  show why but I will also show how. To help this
  process, I can prepare strategies to help the
  student recognize the type of problem and the
  appropriate steps to take to solve that problem.
• Between lessons - You might see guided practice
  and scaffolding when completing simple equations.
  Teach to divide or compute by the inverse of the
  coefficient early to prepare for the lessons to
  come.
• http//dww.ed.gov

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Multi-tiered system of support (MTSS)

• MTSS and Response to Instruction and Intervention
  (RtII) involve tiered instruction.
• Each successive tier increases intensity of
  instruction through more explicitness in
  teaching, smaller class sizes, more time of
  instruction, and more homogenous to
  individualized help.

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How does a tiered system work for Reading?

• Effective Instruction is a necessity at all
  levels, not just for those with reading trouble
• Assessment must be consistent and accurate across
  all levels
• Interventions must be effective (research and
  evidence-supported)

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How does a tiered system work for Writing?

• Effective Instruction is a necessity at all
  levels, not just for those who struggle with
  writing or written expression
• Assessment must be consistent and accurate
• Interventions must be effective (research and
  evidence supported)

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How does a tiered system work for Mathematics Ed?

• Effective Instruction is a necessity at all
  levels, not just for those with poor calculations
  skills
• Assessment must be consistent and accurate
• Interventions must be effective (research and
  evidence supported)

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How does a tiered system work for Behavior?

• Effective Instruction is a necessity at all
  levels, not just for those with inappropriate
  behavior
• Assessment must be consistent and accurate
• Interventions must be effective (research and
  evidence supported)

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Summation

• What does this mean to your planning?
• In your current placement?
• In your future class?
• How can you implement tiered and differentiated
  help in your classroom?