Claremont Graduate University
Teacher Education
Seminars on Special Education
18 February 2006
The quality and depth of their knowledge base, their own values, their attitude and their philosophy about teaching their students …
Dr. Phyllis B. Harris, Executive Director
Oakland Unified School District
Programs for Exceptional Children
One out of ten special education students in the United States lives in California.
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THIS MONTH'S BOOK CLUB SELECTION
IS CONTROVERSIAL AND QUITE
REVEALING. SOME OF YOU MIGHT EVEN
FIND IT SHOCKING.
CLUB MEMBERS PREPARE TO READ “EVERYTHING YOU
ALWAYS WANTED TO KNOW ABOUT SPECIAL
EDUCATION BUT WERE AFRAID TO ASK."
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LSD Language/Speech Disordered
Also referred to as “CH” Communicatively Handicapped
AU Autism
Has varying levels including Asperger or PDD-NOS
OHI Other Health Impaired
OI
Includes medical diagnosis such as Sickle Cell Anemia,
Cancer, and sometimes ADHD
Orthopedically Impaired
Typically refers to Cerebral Palsy or other medical condition which impacts motor movements
ED Emotionally Disturbed
HOH Hard of Hearing
Students may have only itinerant services to check on hearing aid care, etc.
D
DB
VI
Deaf
Deaf Blind
Visually Impaired
Does not typically include students whose vision is corrected with glasses.
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TBI
MR
MD
SLD
Traumatic Brain Injury
Mental Retardation
Multiple Disabilities
Specific Learning Disability
Includes a variety of processing disorders
Newest category under this condition is Non-Verbal
Learning Disabilities
The catch is that having one of the listed disabling conditions does not automatically qualify a student for special education.
The second element in determining eligibility is that it must adversely impact educational performance.
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Spectrum Disorder: diagnosis of Asperger, PDD-NOS,
Autism or autistic-like, depends on the number of features exhibited. The Diagnostic Manual lists 12 possible features.
Education Code uses the term ‘autistic-like’ and has 7 main areas of symptoms:
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Inability to use oral language for appropriate communication
History of extreme withdrawal or impaired social relationships
Obsession to maintain sameness (rule-bound)
Extreme preoccupation with objects or inappropriate use of objects
Extreme resistance to external controls
Peculiar motor mannerisms or motility patterns
Self-stimulating, ritualistic behavior
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definition includes one or more of the following:
Inability to learn that is not explained by intellectual, sensory, or health factors
Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behaviors and feelings under normal circumstances exhibited in several situations
General pervasive mood of unhappiness or depression
Tendency to develop physical symptoms or fears associated with personal or school problems
These features must be exhibited over a long period of time
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The Individuals with Disabilities Education Act, defines a specific learning disability as . . .
". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.“
Learning disabilities do not include, "…learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.“
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New regulations also include “not due to lack of or poor educational opportunities”
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Organizational Skills and Executive Function
How the brain organizes and stores information; primarily impacting the links between bits of information;
Executive Function which is the ability to disengage from current action, formulate plans, and take action on those plans or changes because this function utilizes the ability to integrate information.
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2. Visual-Spatial and Sensory Motor
Integration Deficit…has an effect on
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Body Posture
Processing Visual Information
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Tactile and Auditory Sensitivity
Dysgraphia (writing problems)
Directional Confusion
Staying Calm and Staying Involved
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(alert and engaged)
Physical Exploration of the World
3. Social Skills and Perspective Taking
The inability to adopt the perspective of another person
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Primary symptom is an inability to attend to, assess, or appropriately respond to nonverbal aspects of communication
(facial cues, tone and volume of voice, interpersonal space, body language, etc.)
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Often demonstrates trouble with visualspatial organization
(writing, difficulty keeping math columns straight, walking into people, etc.)
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Sees the details, but not the big picture
(processes information linearly and sequentially, not conceptually)
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Currently diagnosed as <1% of the Learning
Disabled population
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 Careless mistakes in schoolwork, work or other activities.
 Has a hard time sustaining attention in tasks or play
 Often does not seem to listen to what others are saying
 Often does not follow through on instructions and often fails to finish homework
 Has difficulty organizing tasks and activities
 Often avoids or dislikes tasks that require sustained mental effort
 Often loses things
 Is often distracted by other things that go on in a room
 Forgetfulness
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Fidgets and squirms with hands or feet in seat
Inability to stay seated
Climbing on things when inappropriate
Often acts as if "motor driven"- difficulty with leisure activities
Often talks excessively
Difficulty waiting in lines
Often interrupts others
Detail
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There must be a history of this disorder before age 7
Symptoms are present across settings.
Symptoms must significantly reduce an individual's ability to work or learn.
Not diagnosed when a person is depressed, anxious or when the person has another disorder that can explain the ADHD-like behaviors.
Symptoms must be present for at least 6 months before a diagnosis can be made.
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CHRONIC FOLLICALLY VERTICALLY COLOR
SHOPPING IMPAIRED CHALLENGED BLIND
SYNDROME
CONGRESS AUTHORIZES ADDITION OF FOUR NEW DISABILITY
CATEGORIES TO THE AMERICANS WITH DISABILITIES ACT.
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Change the size of the assignment— if a student fatigues or quits after completing a few math problems— reduce the number required.
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It is better that the student do 10 problems correctly than to complete
50 problems incorrectly.
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Question: If a student dictates his paragraph into a tape recorder, then listens to it and writes it from the tape….is that an accommodation or a modification?
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Skills Needed:
*Performs left to right eye movement.
*Associates sounds with symbols.
*Blends sounds into words.
*Reads words in isolation.
*Reads words in context.
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Break tasks into smaller steps, check progress at each step and then give the next direction
Provide directions both verbally and in writing; if possible, provide a sample or model problem
Let student with reading struggles have text read to him by a peer or other staff
Directly teach student how to take notes and organize information
Directly teach students about use of bold or
italicized print in texts and the relationship to key concepts
Directly teach students how to use chapter review questions to identify key concepts for chapter tests and how to scan for bold and italicized print to find answers.
Establish a positive working relationship with the student's parents, perhaps through email or communication notebooks or weekly homework schedules sent home in backpack.
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Allow student who cannot far point copy to copy from sheet at desk OR change assignment so it does not require copying. Keep in mind, some students need to verbalize when copying as a memory strategy.
Reduce the visual input by providing more space to work problems, reducing the number of items per page. It is often helpful to use graph paper for math problems as this assists students in keeping the work in the correct columns
Reduce the number of paper and pencil tasks during the day for students with motor and visual-spatial concerns. Provide breaks and other types of instructional tasks between laborious writing tasks.
Provide a student with copies of overheads or peer notes instead of having to listen and take notes (you could also provide a copy of the teacher’s overhead or notes with
______)
When appropriate, allow the student with writing difficulties to use a computer for written work, including spell checks and grammar checks.
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Provide and directly instruct students in the use of graphic organizers as part of the writing process
Partner with a skilled peer for any tasks requiring a combination of following verbal/written directions and fine motor coordination. Many LD students will require extensive assistance with either retaining the directions or completing the motoric tasks.
Allow the student to have extra time to finish schoolwork or take tests. Many LD students need longer time to process and synthesize information, and this need is increased under pressure (test, time factors, etc.)
When appropriate, utilize cooperative learning situations with "good role models“ grouped with struggling students. The child with the learning disability should not be expected to be the "scribe" or primary reader in a cooperative grouping; however, they can contribute verbally and may be able to “report” to the larger group.
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Check for understanding frequently before and during an assignment. Present information and directions in clear, simple terms (i.e., "spell out" everything).
All expectations need to be direct and explicit.
Don't require this child to "read between the lines" to glean your intentions. Avoid sarcasm, figurative speech, idioms, slang, etc., unless you plan to explain your usage.
Allow “thought time” between directions and response or between questions and response. For the LD child, even if you are repeating the same information, they have to begin the processing step all over again.
Keep schedules and routines as predictable as possible. Prepare students in advance for changes in routine, such as assemblies, field trips, minimum days, vacation days, finals, etc.
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Practice “being ready to learn” and what “listening looks like” with your students. Use the same terms and expectations throughout the day as you begin tasks or when students are distracted.
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Prepare students for transitions between activities with a warning that we will be moving to ______in 3 minutes, etc. Include in that transition warning, if you are not finished with this, then you should
__________(do what) with that work.
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Use transitions consistently. Some teachers prefer to use a transition routine that breaks from one task to another such as moving from table to carpet, or putting one set of books on the shelf and getting another, etc. These and similar transitions also allow students to add movement to their day, which helps with focus and attention.
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Explicitly teach strategies for what to do when students are unsure of what to do. "I shouldn't have to tell you" does not apply - assume you do have to tell this student. Prompt them to look at peers, ask them “what are your classmates doing?”, then “what should you be doing?”; If the child is still unsure, teach them to ask for help.
Verbally teach (don't expect the child to observe) cognitive strategies for the skills of conversational pragmatics (the ‘give and take’ and comfortable beginnings and endings of a conversation, how and when to change the subject, formal versus informal conversational idiosyncrasies, tone and expression of voice, etc.) and nonverbal body language (facial expressions, correct social distance, when the limit or cut-off point has been reached, etc.).
Many LD children will not perceive that they are trying someone's patience until that person verbally explodes!
Give him some explicit verbal cues before the boiling point because he does not sense tension or displeasure.
Label emotions.
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LD
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Every environment, including classrooms, are social environments.
LD students can compensate for the lack of reading or math skills (partner read, books on tape, calculator) but cannot compensate for a lack of social skills.
Social Skills are very challenging for teachers to teach because it is intrinsic to us—we understand social cues and unspoken social
rules; LD kids make mistakes we would never conceive of.
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80% of your first encounter with a new person consists of questions.
This is how you gather information about similar interests, abilities, etc.
They are the basis for all social interaction, even for children:
“Do you want to play basketball?”
“Did you watch X-Men?”
“Can I see your Yugio card?”
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If mom says, “ask your dad if he wants ice cream”, the
LD child will likely go to dad and say, “Mom wants to
know if you want ice cream”. Not a question form…
If the LD child wants to play basketball, he will just join in without asking or grab the ball, etc. This interaction style creates many social problems.
Eventually, when turned away often enough or when student becomes an adolescent and “embarrassment = death”, they stop trying to participate socially.
If the General Education child gets stuck on a math problem , he asks for help “Can you help me?” LD kid says “I can’t do this” or “I hate reading”. The students have the same struggle but often get different responses from the teacher because the LD child is not asking for help in a question form.
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The ability to focus and attend to the instructional material (ADHD).
There are 2 primary types of attention problems:
 the child with little or no attention span— this child can’t attend to anything; typically seen with lower cognitive functioning kids
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The child who attends to everything with equal attention
Example: in trouble for pulling the fire alarm story
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We all have thoughts that we do not say. For many
LD kids, this is reflected with the phrase
“On the mind and out the mouth.”
Imagine the social faux pas that occur with other kids!
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Many LD kids live by the motto, “If I can’t do it
right, I’ll do it fast!!” They need help to figure out where it went wrong and to work through it step by step (especially with class work).
For social skills, students need help to do a social autopsy —what did I do wrong and what should I have done? For example:
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Robert borrows John’s ball for recess and does not bring it back; John is angry and
Robert doesn’t understand what the true problem is. If you ask him what he did wrong, he is likely to say “I shouldn’t have taken
John’s ball”, not that he loaned the ball to someone else and did not keep an eye on it at recess.
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Inability to understand the ‘hidden curriculum’ of
the school: this is the unwritten, unspoken rules that vary from school to school and situation to situation
At John Smith Elementary, students don’t enter the cafeteria for breakfast through the side door because the tough kids hang out at that door or the cafeteria staff don’t like it.
OR
At John Smith Elementary School, students never go into the office before 10 because the secretary is busy with attendance, lunch count, etc.
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At John Smith Elementary School, the first grade teacher bases grades primarily on homework but the second grade teacher bases grades primarily on chapter tests. LD students can’t figure that out just by observing what teachers’ value. They must be told.
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Does student understand the physical plan
of the school? Does he know the shortcuts or can only find the office from the classroom? Does he know how to use the cafeteria, library, etc?
Does the student understand the social environment of the school? Who works for who? Who does which jobs? (Custodian,
Office Manager, etc.) Who is the Office
Manager? Who is the Principal?
Remember: the overriding factor is not to be embarrassed —if the student missed the day the cafeteria process was explained, he will likely never eat a hot meal, etc.
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Listening
Following directions
Staying on task
Knowing how to get help
Ability to get started on a task
Ability to finish a task on time
Word attack/reading skills
The first 6 are the hidden curriculum of general education.
We have to help our students with these tasks… so…
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Give directions in a variety of ways—speak it,
write it, do it
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Structure work to build in supports—
peer tutors, group work, send directions
home, check and help often
Make sure the directions are given with
vocabulary the child understands
Gain student attention first—call their name, touch their shoulder, point to first problem or direction on the page and only then speak.
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con’t…
Following directions
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Have student practice on non-academic tasks
(games, clean up, readiness and transitions, etc.)
Have student repeat directions
Provide directions one step at a time
Provide student with a model—part of the work is already completed
Staying on Task
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Reinforce for attempting and completing work based on what the child can complete; gradually increase work expectations.
Shorten the assignment – break 20 problems
 into sets of 5 with a break between
Reduce distractions—study carrels, seat near the front/away from windows, etc.
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Practice raising hands and remind students of this expectation
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Provide an alternate way to ask for help (card on desk, etc.)
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Acknowledge student request for help and let them know when you will be there “Thank you for waiting quietly. I’ll help you after I help Sarah”
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When student says “I can’t do this” ask if they need help and model how they can ask for your help.
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 Provide student with a signal for when to begin a task
 Start the task with student then fade support
 Give praise to students who start without reminders
 Monitor student to keep on task
 Work a few problems with the student
 Remind them of what work should be complete and by when
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 ldonline.com
Complete Guide to ADHD: Help for Your
Family at Home, School and Work (2000)
Thom Hartmann
Frustration, Anxiety and Tension (video),
Richard Lavoie
Last Picked, First One Picked On, (video)
Richard Lavoie
The Pre-Referral Intervention Manual,
Stephen McCarney, Hawthorne Educational
Services, Inc.
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