Supporting Diverse Learners in the Classroom Lecture Notes

Supporting Diverse Learners in the Classroom s 13 specific categories of disabilities IDEA identify              Autism spectrum disorder Intellectual disability Hearing impairment Deafness Speech or language impairment Visual impairment (including blindness) Emotional disturbance (including anxiety and depression) Orthopedic impairment Traumatic brain injury Other health impairment (including ADHD) Specific learning disability (dyslexia, dysgraphia, auditory processing) Deaf-blindness Multiple disabilities IEP OVERVIEW* (individualized education program) Document/plan that is developed for each student who has one of the 13 disabilities listed in IDEA The IEP has two general purposes: o o to set reasonable learning goals for a child, and to state the services that the school district will provide for the child. o o o o o o IEP TEAM: Childs Guardian General Education Teacher Special Education teacher School Psychologist District Representative Sometimes the student IEP is reviewed annually & a child must have at least 1 of the disabilities listed in IDEA Learning Disabilities & Student Impacts  Auditory Processing Disorder (APD) - difficulty processing auditory information due to connections in the central nervous system. *Students with APD may have difficulty comprehending lectures or understanding verbal directions. *  Dyslexia - difficulty reading and recalling or using words. *Students with dyslexia may not necessarily benefit from reading a traditional textbook. *  Dyscalculia - difficulty understanding or expressing number- and math-related ideas *Students with dyscalculia may find core/general education requirement classes like math. *  Dysgraphia- impaired writing or spelling; difficulty expressing ideas through writing. *A student with dysgraphia may have a full understanding of a topic but be unable to fully express their knowledge in written exams or essays. * Language Processing Disorder (LPD) - a difficulty comprehending and processing language, including written and spoken language * A student with LPD may struggle to participate in classroom discussion * Nonverbal Learning Disorder (NLD/NVLD) - impaired physical or spatial learning or comprehension, including physical social cues. *A student with NVLD may have difficulty following a professor’s demonstration in a chemistry lab *   GIFTED and TALENTED Traits of Giftedness - Types of assessments used to determine giftedness: o o o Subjective Assessments- Classroom observations or rating scales, such as behavior checklists, completed by parents and teachers. Achievements Test- General academic testing or specific to academic areas (e.g., math and reading). Gifted and talented students often score one or more grade levels above their current grade. Cognitive Ability Test- Frequently known as IQ tests, there are several kinds. Some of these tests are nonverbal in nature. (Normal IQ 90-110% - Gifted 140%) Mixed-Ability Grouping to Support Exceptional Students Differentiated Instruction Strategy Styles o o o Interest-based Selection- Students choose a writing assignment option from a range of topics. Mixed-ability grouping- For a writing assignment, the teacher assigns students to a group. The group includes students whose writing is strong and students whose writing needs improving, including a student with a text-related learning disability. Tiered Lesson- The teacher assigns each student to complete one of four writing assignments of different complexity levels, depending on the student’s readiness. Multi-tiered system of supports (MTSS) helps teachers identify students who require extra support. Key Elements: Universal screening, progress monitoring, data-based decision-making, school-wide support, and family involvement. Tiers from the MTSS framework: o o o Tier 1: Whole class instruction using evidence-based, general education strategies. Tier 2: Small group intervention provided to students in addition to tier 1 support, targeting areas of need. Tier 3: The most intensive level of support provided (in addition to tier 1 instruction). This intervention is geared toward skill growth and acquisition much more narrowly focused. Positive behavioral interventions and supports (PBIS) is an approach schools use to promote school safety and good behavior. Co-Teaching in the Classroom o o o o o One Teach, One Observe- co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data One Teach, One Assist- one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. Parallel Teaching- the teachers are both covering the same information, but they divide the class into two groups Station Teaching- teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. Alternative Teaching- one teacher takes responsibility for the large group while the other works with a smaller group. o Team Teaching- In team teaching, both teachers are delivering the same instruction at the same time. English Language Learners o o o o ELLs are the fastest-growing student population in the country, growing 60% in the last decade. Most ELLs – more than 70% – speak Spanish. However, as a group, ELLs speak nearly 150 languages Most ELLs are NOT immigrants ELLs are still more likely to attend urban schools Stages of second Language Acquisition 1. 2. 3. 4. 5. preproduction - Has minimal comprehension (0-6months) early production- Has limited comprehension (6months-1yr) speech emergence- Has good comprehension (1-3yrs) intermediate fluency- Has excellent comprehension (3-5yrs) advanced fluency- near-native level of speech (5-7yrs) Zone of Proximal Development: ZPD is defined by Vygotsky (1978) the distance between the actual developmental level as determined by independent problem solving and the level of potential development. Unit 3 test*** Students with medical diagnoses automatically qualify for special education services under one of the 13 categories of disability listed in IDEA. FALSE PBIS is an example of which type of school-wide support framework? Multitiered systems of supports What is the most common educational disability under IDEA and is characterized by difficulty reading, writing, listening, speaking, and reasoning? Specific learning disability Flexible instruction and mixed-ability grouping are foundations of which type of instruction? Collaborative Which type of co-teaching model divides a classroom into two groups to provide instructional content simultaneously? Parallel teaching A general education teacher and an EL teacher are co-teaching an English language arts class in a diverse urban classroom. This particular class is taught in English. During this lesson on note taking, the general educator provides the lecture while the EL teacher walks the room answering questions and modeling when needed. Which model of co-teaching are these two teachers using? One teach, one assist Two general educators teach an interdisciplinary class combining history and art. The art teacher is teaching the general lecture on this particular day while the history teacher collects data on her counterpart's lecture clarity and student behavior. Which model of co-teaching are these two teachers using? One teach, one observe A general educator and special educator are co-teaching in a first-grade classroom. Each morning, they begin the day by breaking the students into small groups of mixed ability. The teachers each sit at different tables, while other spaces are created for independent work. Students rotate around the room to each location with their small group. Each teacher focuses on a review concept from the previous day. Which model of co-teaching are these two teachers using? Station teaching The majority of English learners in the United States are immigrants. False