Reminder!!!!

Observations tomorrow!!!!

Meet here as soon as you can to go to Victor Falls

Please, confirm your transportation and others of us will

Be briskly walking…. Bring walking shoes!!!

Prepare for a test! • You will be getting a test, face down on

your desk. Do not turn it over until told to do so. You will be separated by at least one chair for the test.

• This is a timed test, so work as quickly as possible, and complete as much as possible.

• It is very important to keep your answers to yourself, and as soon as you are done turn your paper over and raise your hand.

• Absolutely no talking!

A & B

• How would you feel if you thought you could never be successful at school? Would you keep trying? It is a teacher’s job and desire that all students have the benefits of education, therefore it is essential that instruction is appropriate for all students.

Pick up from one of each reading from the front table

• Read “Animal School”, ”Where do the Mermaids stand”, and “Because the student”. Be ready to discuss as a class.

• What do these 3 things have in common?• What is the main point to each one

seperately?• Why is it important for teachers to

consider the concepts in these readings?

Diversity

• Because our students are diverse, so much our ways of teaching them!

• Schools have many approaches, strategies and programs to try and ensure an equal opportunity for learning.

• Many approaches are determined by the classroom teacher, staff or district/state level.

• Some national approaches are promoted by federal legislation and funding

Categories and Examples of Diversity

• Learning Styles- MI, Learning Styles, Personality Type, Brain Dominance

• Culture- Ethnicity, Traditions, Beliefs, Religion, Language, Dialect

• Societal Issues- Poverty, Family Structure, Teen Pregnancy, Diseases, Child Abuse, Drug Use

• Special Needs- Learning disability, Gifted, Mentally Retarded, Emotional and behavior disorders

• Gender

Who Receives Special Education?

• There are many different estimates regarding the number of school-age children who have learning disabilities.

– A reasonable estimate is between 5% and 10%, with 90% of those identified considered mildly disabled.

– Reading disability accounts for about 80% of all learning disabilities.

– Children from age 3 to 21 years old may qualify for special educational services because of an intellectual, emotional, or physical condition.

Intellectual: Both ends, high and low IQ:

• Low IQ students are classified as severely, moderately, or mildly mentally retarded. They usually learn basic academic subjects (mainly reading) and survival skills in resource rooms and, to a limited extent, in regular classrooms.

• Students with normal intelligence can experience academic difficulties due to a specific learning disability (LD), caused by some disorder within the central nervous system (brain).

• Some disorders occur while the brain is forming during the early stages of pregnancy, at which time any disruption can cause cell damage. Therefore, young women should be acutely aware of the impact using alcohol, tobacco, and other drugs during their childbearing years.

• A Learning Disability is hidden. It can’t be seen like blindness or paralysis. It is observed in behavior, such as difficulties with speech and language, coordination, or self-control/attention.

• A well-known learning disability example is Attention Deficit Disorder (ADD). Students with ADD have trouble focusing attention, listening, completing work, waiting turns, etc.

• Gifted and talented students (high IQ) possess a high degree of ability, creativity, and motivation. They may ask difficult questions, complete work fast, get bored, and act up. The word “gifted” refers to their intellectual ability; “talented” is more diverse, including musical, artistic, or other talents.

Physical: There are a wide variety of physical disabilities in regular classrooms.

• Some students with normal intelligence, and good health, need physical adjustments or considerations in the learning environment, such as sign language translators, large print books, and ramps or special equipment.

• Other students are “medically fragile.” They have health issues, such as diabetes, epilepsy, anemia, and asthma that may require regular medication, limited activities, or cause high absenteeism.

Emotional: This disorder is the most challenging for most teachers and other students.

Behavior disorders (BD) adversely affect a student’s social and emotional functioning. They are manifested by:

• Conduct disorders: overt aggression, verbal and physical, disruptive, negative, irresponsible, defiant.

• Anxiety-withdrawal: overanxious, socially withdrawn, reclusive, shy, sensitive.

• Immaturity: short attention span, passive, daydreaming, sluggish.

BD students disrupt the basic stability and order of the classroom. This interferes with not only their own learning but also that of other students.

One or two BD students can take up a very large percentage of a teacher’s time, attention and

energy.

Special Education Notes

• Title I is the federal law that allocates major funding to assist academically disadvantage students.

• Pullout Programs: Students leave their regular classroom for special instruction in small groups or one-on-one.

• At the elementary level, Title I schools have a Resource Room where students do remedial work.

• At the secondary level, students are grouped or “tracked” into special classes, in which subject matter is presented at an appropriate pace and level.

• Public Law (P.L.) 94-142, The Education for All Handicapped Children Act of 1975. – 1990, law was amended and renamed the

Individuals with Disabilities Education Act (IDEA), now P.L. 101-476. The term “disabilities” replaced “handicapped,” and the scope of the act was expanded to include disabled learners between the ages of three and 21.

• Public Law 94-142 requires schools to provide every student a free and appropriate education.– One requirement is that students with special

needs are educated in the least restrictive environment, which means a regular classroom as much as possible.

– Mainstreaming- Classrooms must be adapted to accommodate the special needs of the student, such as specific curriculum materials, equipment, and/or specialists.

• Gender Equity: Title IX, - prohibits discrimination on basis of sex in schools. This includes admission, counseling, athletics, and availability of programs.

• Bilingual Education: Federal laws require schools to provide comprehensible instruction to all students, whatever language they speak (Title VI, Civil Rights Act, 1964). Students may be taught in pullout classes or mainstreamed.

• Language diversity is commonly referred to by the following acronyms: ESL (English as a Second Language), and LEP (Limited English Proficiency). At the National Board level, it is called English as a New Language.

• Multicultural Education: This is an umbrella term covering a multitude of programs supporting minority students and understanding of cultural diversity. Ask students to identify some examples in your school.

Individualized Education Program (IEP)

• A written plan and record for every child who receives Special Education services. IEPs must include long- and short-term goals, services, and evaluation.

• Sample IEP

Video

Last One Picked, First One Picked On

See Assessment