Special Learners in Today’s Classroom

Professional Development Workshop

May 28,2009

Identifying A Special Learner

Gifted and Talented Students Handicapped Students Learning Disorder Students Second Language Learners

Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.

Gifted children's behavior differs from that of their age-mates in the following ways : 

Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school. 

Gifted children often read widely, quickly, and intensely and have large vocabularies.  Gifted children commonly learn basic skills better, more quickly, and with less practice.  They are better able to construct and handle abstractions.  They often pick up and interpret nonverbal cues and can draw inferences that other children need to have

spelled out for them.  They take less for granted, seeking the "hows" and "whys."  They can work independently at an earlier age and can concentrate for longer periods.  Their interests are both wildly eclectic and intensely focused.  They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of hyperactivity.  They usually respond and relate well to parents, teachers, and other adults. They may prefer the company

of older children and adults to that of their peers.  They like to learn new things, are willing to examine the unusual, and are highly inquisitive.  They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.  They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent. "I'd rather do

it myself" is a common attitude. 

Gifted And Talented Learners

Handicapped Students

A physical or mental impairment that substantially limits one or more major life activities. An individual may also qualify as disabled if he/she has had an impairment in the past or is seen as disabled based on a personal or group standard or norm. Such impairments may include physical, sensory, and cognitive or intellectual impairments. Mental disorders (also known as psychiatric or psychosocial disability) and various types of chronic disease may also be considered qualifying disabilities. A disability may occur during a person's lifetime or may be present from birth.

Students With Learning Disabilities

Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are:

reading, writing, listening, speaking, reasoning, and doing math.

Second Language Learners

The is the process by which people learn a second language in addition to their native language.

Classroom Strategies For The Gifted And Talented How do you motivate these children? How do you get them to complete

assignments when they are bored by assignments that they already have the knowledge and skills for?

Project based learning is key to individualizing education. PBL is activity based and students take responsibility for their own

learning. Vertical Enrichment Design assignments or projects that go above

and beyond what is covered in the regular classroom.

Bloom’s Taxonomy

Leveling Assignments

Academic Competition: These highly motivating events can be held right at your school and have relatively inexpensive registration fees.

Classroom Strategies For Handicapped Students How can I change this activity to suit the student? How can I adapt this activity? How can I modify this activity? Think in terms of action, time, assistance, equipment,

boundaries, distance etc. Assistive and adaptive technology to support special

education in the regular classroom and the special education classroom.

Augmentative Communication Text to Speech Technology Using a Pen Scanner Effective Uses of Switches

Classroom Strategies For Students With Learning Disabilities Special needs students are within close proximity to the teacher or the teacher's assistant. Private location for test-taking and or seatwork for those requiring 'free of distractions' to enable success. Eliminate as much clutter as you can and keep distractions to a minimum. Never present instructions/directions orally alone. Always provide graphic organizers, written or graphical

instructions also.

Clarifications and reminders are given regularly as needed.

Extra assistance is provided when needed through a peer or teacher Allow additional 'wait' time for special needs students. Differentiating Instruction :A simplified definition for differentiating instruction is: the process of teachers

proactively planning to teach students at their current levels of ability, rather than taking a standardized approach to teaching, which has the underlying presumption that all students in the classroom are at the same level.

Graphic Organizers Multisensory Techniques Assistive Technology: Assistive technology is technology used by individuals with disabilities in order to perform functions

that might otherwise be difficult or impossible.

Classroom Strategies For Second Language Learners General Teaching Strategies for ELL (English language Learners)

Students Use visual aids often. Incorporate hands-on activities to demonstrate concepts. Allow sufficient wait time. Model spoken language, but refrain from embarrassing ELL students

with verbal correction in front of others. Prepare outlines for lectures and distribute to ELL learners. Encourage skim and scan reading strategies for textbook assignments. Avoid forcing language learners to speak. Encourage them to

contribute when they are ready. Academic Language Scaffolding Shared reading, Guided Reading Interactive Writing Bilingual Books and Labels

For More Information

www.rehabtool.com www.About.com: Offers some excellent

'ready to go' project based lessons sure to motivate all learners and learning styles.

www.palwv.org/kat/tools/speciallearners.com www.disabilityresources.org/AT.html www.educationworld.com www. centerforlearningdifferences.org

Teacher SurveyTeacher Workshop Evaluation

The following questions are part of an evaluation of the workshop in which you have participated. The information we obtain will help us to evaluate and continually improve the workshops we offer. Thank you for

taking the time to complete this questionnaire. THE OVERALL WORKSHOP 1. What part of the workshop was most helpful to you? 2. What did you like the most about the workshop? 3. What did you like the least about the workshop? 4. How could the workshop be improved?

TEACHING/LEADER EVALUATION 1. The leader’s teaching and leadership skill was:

Very poor Below average Average Above average

2. The leader’s knowledge was: Very poor Below average Average Above average

3. The group discussion and interaction was: Very poor Below average Average Above average

4. Use of videotape examples was:

Unhelpful Somewhat helpful Helpful Very helpful

5. The use of role-plays was: Unhelpful Somewhat helpful Helpful Very helpful

6. The use of written handouts was: Unhelpful Somewhat helpful Helpful Very helpful