Workshop #2http://xlearners.wordpress.com

Rachel Karlsen

Learning goals and discussions:Define/know characteristics of Learning disabilities

Define/Identify characteristics of ADHDDefine Communication disorders

Understand IEPs

Overview of class• Greeting (What is something you did today that made you happy/proud/excited?)• Left over from last week…• Questions about syllabus?• Introduce posters in class• Assignments due tonight • Assignments due next week • Reaction to readings……papers (read highlight)• Presentations (IDEA and the Law, Learning Disabilities, Communication Disorders, IEPs)• Quickwrite…Shift in Understanding• Understanding Learning Disabilities (video)• Accommodation Activities (PowerPoints that work, other)• ADHD defined • ADHD characteristics, recognize and identify symptoms• ADHD, classroom accommodations• Activity (Basic Needs)• Inclusion video• Communication disorders• Distinguish between Speech and Language Disorders• Create accommodations for students with Speech and Language problems

What is something you did this week that made you happy/excited/proud?

Communication with parents/students, using technologyGo to • youtube• slc english extra credit

Notes from last week• A school is permitted to remove a child with a disability to an alternative educational

setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child’s disability, in cases where a child:

• • Carries or possesses a weapon to or at school, on school premises, or to or at a school

• function under jurisdiction of a state educational agency (SEA) or LEA;• • Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled• substance, while at school, on school premises, or at a school function under the• jurisdiction of an SEA or LEA; or• • Has inflicted serious bodily injury upon another person while at school, on school• premises, or at a school function under the jurisdiction of an SEA or LEA.• [615(k)(1)(G)] Adds a new definition.• Serious Bodily Injury: defined in USC 1365(g) to mean a bodily injury that involves a• substantial risk of death; extreme physical pain; protracted and obvious

disfigurement; or protracted loss or impairment of the function of a bodily member, organ or faculty.

Not related to disability..• If the IEP team concludes that the child's behavior was

not a manifestation of the child's disability, the child can be disciplined in the same manner as nondisabled children, except that appropriate educational services must be provided. Sec. 300.524(a). This means that if nondisabled children are long-term suspended or expelled for a particular violation of school rules, the child with disabilities may also be long-term suspended or expelled. Educational services must be provided to the extent the child's IEP team determines necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward the goals set out in the child's IEP. Sec. 300.121(d)(2).

Be clear when you communicate and listen actively….

• http://www.youtube.com/watch?v=VSdxqIBfEAw

Questions/Review

Syllabus?Expectations?Posters?

Assignments due tonight • 1. Read Chapters 3 and 4.• 2. Read Meadan, H., Monda-Amaya, L. (2008)• 3.  "Freaks" (or other) paper.  Write a three to six page (this is a

slight change) paper, about the movie "Freaks," "Music Within," (rated R) another movie regarding similar topic, or your personal experiences with people with disabilities.  Be sure to include how people with disabilities were treated before PL 94-142 and IDEA, comparing treatment of disabled individuals and their employment opportunities of the 1930s and the treatment and employment opportunities for disabled people today.  Include societal morals and values and application to teachers and life.  Also include at least three references (APA).

• 4. 15-20 minute group presentation on chosen topic (IDEA and the Law, Learning Disabilities, Communication Disorders, and IEPs).  Handouts could include references and an outline that covers the main points for the rest of the class.

Assignments due next week

• Mid-Term exam handed out (due in workshop four)• Reflection journal (about 3 pages, APA style)• Learning teams presentation: follow a lesson plan, list of

references for rest of class, topics: a. Emotional/behavioral disorders, b. Autistic Spectrum Disorder, c. Pervasive Development Disorder d. Perfectionism/Anxiety (this is an additional topic)

• Read chapters 5 and 6• Read More, C. (2008)• Prepare to discuss EBDs and Autism• As time allows, begin working on final presentation

New additions to presentations• Week two:

– IDEA, Learning Disabilities, Communication Disorders, IEPs• Week three:

– Emotional/behavioral Disorders, Autistic Spectrum Disorders, Pervasive Develomental Disorders, Anxiety/Perfectionism

• Week four:– Developmental Disorders, Physical Disabilities, Health

Impairments and TBI, Time/Space/Organizational Ideas• Week six:

– Reading Facilitation, Writing Facilitation, Math Facilitation, Art/Music/PE Adaptations

Reactions

• Readings• Journals

– Read highlights– Copies of papers?

Presentations

• Yellow sticky notes: feedback for each presenter; place on their mini-poster

• Presentation Evaluation: comments and score returned next week (15-20 minutes; “10 minutes” “5 minutes left”)

• IDEA and the Law• Learning Disabilities • Communication Disorders• IEPs

Quickwrite: Shift in understanding (journal)FROM SEEING A CHILD AS: TO UNDERSTANDING A CHILD AS:

Won’t Can’t

Bad, frustrated Defeated, challenged

Lazy Tries hard

Lies Fills in

Doesn’t try Exhausted or can’t start

Mean, defensive Hurt, abused

Doesn’t care Cannot show feelings

Refuses to sit still Overstimulated

Fussy, demanding Oversensitive

Resisting Doesn’t get it

Trying to make me mad Can’t remember

Trying to get attention Needing contact, support

Acting younger Being younger

Thief Doesn’t understand ownership

Doesn’t try Tired of failing

Doesn’t get the obvious Needs many reteaching

Video

• Understanding Learning Disabilities– Also called “Learning Differences”

Accommodation ActivitiesAccommodation ActivitiesPower Points in the classroom Power Points in the classroom

(check file for ppt for second class night)(check file for ppt for second class night)

~copy file to your flashdrive?~copy file to your flashdrive?http://office.microsoft.com/en-us/templates/results.aspx?qu=school&av=TPL000

Power Point Premade Learning Power Point Premade Learning ActivitiesActivities

ExamplesExamples– Abe LincolnAbe Lincoln– Back to SchoolBack to School– BillionaireBillionaire– CharacterizationsCharacterizations– Comparative endingsComparative endings– Complete and incomplete sentencesComplete and incomplete sentences– Comp/incomp reteachComp/incomp reteach– Drawing conclusionsDrawing conclusions– Hundreds tens onesHundreds tens ones– Jeopardy SF unit 5Jeopardy SF unit 5– LiteratureLiterature– Number wordsNumber words– Question/statementQuestion/statement– RacewayRaceway– TimerTimer– Wheel of FortuneWheel of Fortune– Word FamiliesWord Families

Accommodations in the classroomAccommodations in the classroom

Manipulatives….hands onManipulatives….hands on Story map, guidelines, graphic organizersStory map, guidelines, graphic organizers Checklist (math, science, writing)Checklist (math, science, writing) Handouts (review)Handouts (review) Reciprocal Reading (see handouts, Reciprocal Reading (see handouts,

changes/next slide)changes/next slide)

Four Areas of DisabilitiesFour Areas of Disabilities

1. Language learning 1. Language learning – Processing takes a long time Processing takes a long time – can’t follow simple directions can’t follow simple directions

repeat directions repeat directions single step instructionssingle step instructions

Areas of DisabilitesAreas of Disabilites

2. Academics2. Academics– May be good in math, but not in readingMay be good in math, but not in reading– OrganizingOrganizing– Writing difficultiesWriting difficulties

Story map Story map Math manipulativesMath manipulatives

Areas in DisabilitiesAreas in Disabilities

3. Motor skills3. Motor skills– Can’t write very wellCan’t write very well

Help kids “feel” the subject matterHelp kids “feel” the subject matter Use sand, salt, jelloUse sand, salt, jello

Areas of DisabilitiesAreas of Disabilities

4. Social skills4. Social skills– BehaviorBehavior– Skills need to be directly taughtSkills need to be directly taught– May also have ADHD (in addition to other May also have ADHD (in addition to other

disability) and be easily distracteddisability) and be easily distracted

Basic Needs ActivityBasic Needs Activity

Suitable for MS and HSSuitable for MS and HS Work in groupsWork in groups Use to identify needs and reasons for Use to identify needs and reasons for

actions with students with behavior and/or actions with students with behavior and/or social skill issuessocial skill issues

ADHD (end of 1980s)ADHD (end of 1980s) Impairments in major life activitiesImpairments in major life activities

– SchoolSchool– FamilyFamily– PeerPeer– Daily livingDaily living

Begins in childhoodBegins in childhood Has three major elementsHas three major elements

– ImpulsivityImpulsivity– InattentionInattention– HyperactivityHyperactivity

Three types of attention during Three types of attention during learninglearning

Selective (can ignore others)Selective (can ignore others) Sustained (more than 15 minutes)Sustained (more than 15 minutes) Divided attention (example: listening and Divided attention (example: listening and

note taking)note taking)

End of 1980s (consensus)End of 1980s (consensus)

Central problem with attentionCentral problem with attention– Attention deficitAttention deficit

InattentionInattention ImpulsivityImpulsivity HyperactivityHyperactivity

ADHD and other disorders (1980s)ADHD and other disorders (1980s)

40 - 65% have oppositional defiant disorder40 - 65% have oppositional defiant disorder 25 - 45% have conduct disorder25 - 45% have conduct disorder 30 – 35% have LD30 – 35% have LD 15 – 27% may have major depression15 – 27% may have major depression

Cross cultural studies: all countries and Cross cultural studies: all countries and ethnic groupsethnic groups

New findings about ADHDNew findings about ADHD(1990s to present)(1990s to present)

Attention is not the main disorderAttention is not the main disorder Delayed internalization of speechDelayed internalization of speech Difficulty estimating timeDifficulty estimating time Difficulty with problem solving (flexibility, Difficulty with problem solving (flexibility,

organizing thoughts)organizing thoughts) Deficit in inhibition, rather than attentionDeficit in inhibition, rather than attention

– Less able to delay respondingLess able to delay responding– Less able to develop certain mental abilities to be able Less able to develop certain mental abilities to be able

to look toward the futureto look toward the future

New findings with ADHDNew findings with ADHD

InhibitionInhibition– Resist urge to actResist urge to act– Stop responding if behavior is not workingStop responding if behavior is not working– Withstand distractions while involved in Withstand distractions while involved in

something elsesomething else

InhibitionInhibition Working memory: holding info, retrospection, Working memory: holding info, retrospection,

foresightforesight Internalized speech: self directed, private speechInternalized speech: self directed, private speech

– Internal dialogue (question and guide ourselves)Internal dialogue (question and guide ourselves) Emotional control: intrinsic motivation (will power, Emotional control: intrinsic motivation (will power,

dedication, etc.)dedication, etc.) Creative problem solving: analysis and synthesis Creative problem solving: analysis and synthesis

(take apart and recombine previously used (take apart and recombine previously used methods)methods)– All of these lead to increasingly difficult patterns of All of these lead to increasingly difficult patterns of

behaviorbehavior

In ADHDIn ADHD

Each of the four functions that lead to Each of the four functions that lead to patterns of behavior are impairedpatterns of behavior are impaired– Working memoryWorking memory– Internalized speechInternalized speech– Emotional controlEmotional control– Creative problem solvingCreative problem solving

Treatment of ADHDTreatment of ADHD

Careful diagnosisCareful diagnosis EducationEducation Effectiveness of medication: improved Effectiveness of medication: improved

inhibitioninhibition Accommodations: modifying environments Accommodations: modifying environments

where symptoms are problematicwhere symptoms are problematic

Ideas for Supporting students with Ideas for Supporting students with ADHD in classroomsADHD in classrooms

Display rulesDisplay rules External motivation at the point of External motivation at the point of

performance (tokens, celebrations, etc.)performance (tokens, celebrations, etc.) Minimize distractionsMinimize distractions Prompts or cues in the environment (timers)Prompts or cues in the environment (timers) Break problems into components that can Break problems into components that can

be moved around (manipulated)be moved around (manipulated)

VideoVideo

InclusionInclusion– Arguments for and againstArguments for and against

In journal: Mystery picture activity-In journal: Mystery picture activity-Barrier Game p. 112, modified Barrier Game p. 112, modified

(learning goal: practice transition words, following (learning goal: practice transition words, following directions, communicate clearly)directions, communicate clearly)

First, about 1/3 way down your paper, draw two dots. They should be in line with First, about 1/3 way down your paper, draw two dots. They should be in line with each other and about 4 inches apart, centered on paper.each other and about 4 inches apart, centered on paper.

Next, starting at the left dot, draw a very large ‘u’, ending at the right dot. The ‘u’ Next, starting at the left dot, draw a very large ‘u’, ending at the right dot. The ‘u’ should be centered on your paper with equal space above and below it.should be centered on your paper with equal space above and below it.

Then, at the upper left point of the ‘u’, draw a small ‘c’. At the upper right point of Then, at the upper left point of the ‘u’, draw a small ‘c’. At the upper right point of the ‘u’, draw a backwards ‘c’ of the same size.the ‘u’, draw a backwards ‘c’ of the same size.

In addition, beginning at the top of the left ‘c’ and ending just above the In addition, beginning at the top of the left ‘c’ and ending just above the backwards ‘c’, draw a constantly zig-zagging line in a slight upwards arch. The backwards ‘c’, draw a constantly zig-zagging line in a slight upwards arch. The zig zags should be closely spaced, running up and down within a span of about zig zags should be closely spaced, running up and down within a span of about 1 ½ inches.1 ½ inches.

Also, think about your starting dots. Imagine a straight line running across the Also, think about your starting dots. Imagine a straight line running across the paper and connecting them. Just below the imaginary line, draw two small ovals paper and connecting them. Just below the imaginary line, draw two small ovals (slightly smaller than a dime), centered on paper and almost touching each (slightly smaller than a dime), centered on paper and almost touching each other.other.

In the middle of these ovals, draw a blackened dot. In the middle of these ovals, draw a blackened dot. Below the center of the ovals, draw another ‘c’.Below the center of the ovals, draw another ‘c’. Finally, about an inch below this, draw a wide, sweeping arc that appears to be a Finally, about an inch below this, draw a wide, sweeping arc that appears to be a

smile.smile.

If time, quickwrite in journalIf time, quickwrite in journal

““Students don’t care how much you know Students don’t care how much you know until they know how much you care.”until they know how much you care.”

Communication DisordersCommunication Disorders(Speech, Language, Hearing)(Speech, Language, Hearing)

Speech disorders: difficulty with the verbal Speech disorders: difficulty with the verbal means of communicationmeans of communication– Articulation: production of speech soundsArticulation: production of speech sounds

May be influenced by local dialectsMay be influenced by local dialects– Fluency: flow and rhythm of languageFluency: flow and rhythm of language

Possibly stutteringPossibly stuttering– Voice: quality of speech (resonance, pitch, Voice: quality of speech (resonance, pitch,

intensity)intensity) Possibly problems due to misusing the voice-yelling, Possibly problems due to misusing the voice-yelling,

etcetc

Communication DisordersCommunication Disorders

Language: allows us to represent ideas using a Language: allows us to represent ideas using a conventional codeconventional code– Comprehension/receptive: ability to understand what is Comprehension/receptive: ability to understand what is

being communicatedbeing communicated Students may have difficulties following directions, Students may have difficulties following directions,

understanding concepts and multiple meaningsunderstanding concepts and multiple meanings

– Production/expressive: ability to convey the intended Production/expressive: ability to convey the intended messagemessage Students may have difficulty using correct grammar, thinking of Students may have difficulty using correct grammar, thinking of

the right word and repairing communication when the listener the right word and repairing communication when the listener doesn’t understanddoesn’t understand

MetalinguisticsMetalinguistics

The ability to judge the correctness of The ability to judge the correctness of language and to correct/improve itlanguage and to correct/improve it

To promote language and metalinguistic To promote language and metalinguistic skills play word games (rhyming, clapping skills play word games (rhyming, clapping for syllables, antonym/synonym/homonym for syllables, antonym/synonym/homonym listing)listing)

Speech/Language Accommodation Speech/Language Accommodation ideasideas

Create an accepting classroom communityCreate an accepting classroom community Avoid competitionAvoid competition Multiple readings of content area to promote Multiple readings of content area to promote

fluencyfluency Demonstrate connections between conceptsDemonstrate connections between concepts Promote language through conversationPromote language through conversation Other?Other?

Great MindsGreat Minds Fi yuo cna raed tihs, yuo hvae a sgtrane mnid tooFi yuo cna raed tihs, yuo hvae a sgtrane mnid too

Cna yuo raed tihs? Olny 55 plepoe out of 100 can.Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! was ipmorantt!

If time, Grading and LearningIf time, Grading and Learning(put with info for third night)(put with info for third night)

A~Seven Practices for Effective LearningA~Seven Practices for Effective Learning B~Farce Called GradingB~Farce Called Grading C~How to Grade for LearningC~How to Grade for Learning

– Divide into three groupsDivide into three groups– Skim/scan reading packetSkim/scan reading packet– Prepare a large “poster” to show the whole Prepare a large “poster” to show the whole

group.group.

Wrap up and Group Work timeWrap up and Group Work time(9:40ish)(9:40ish)

Review goalsReview goals

PresentationsPresentations

Group timeGroup time

9:40ish9:40ish