FAT City Anchor Video
Introductions
0 Gayle Rock
0 Child
advocate
for special
education
students in
the Kern
High
School
District.
0 Lori Campbell
0 English teacher
for 25 years in
all areas from
ELD to senior
college prep.
Turn and Talk
Teaching:
A child miseducated is a child lost.
John F. Kennedy
Lori
0 Define our job to the person next
to you.
If your answer was
close to this, you are
correct!
Lori
After 25 years of
teaching experience,
This is what I have learned.
0 Rebellion does not mean
unwillingness learn; it’s more of
an inability to participate in the
normal design of the classroom.
0 The 1997 reauthorization of the
Equal Access:
Joanne Karger and Charles
Hitchcock
Handout Page 3
Gayle
Individuals with Disabilities
Education Act (IDEA) introduced
important changes in the provision
of special education services for
students with disabilities. One of
the most significant changes
concerns the requirement that
students with disabilities
receive access to the general
curriculum. Specifically, the new
Amendments require that students
with disabilities: (1) have access
to the general curriculum; (2) be
involved in the general
curriculum; and (3) progress
in the general curriculum.
When do we involve Special
Education?
Lori
The Learning Gap
0 “The primary characteristic of a learning
disability is a significant difference
between a child’s achievement in some
areas and his or her overall intelligence.”
0 Richard D. Lavoie How Difficult Can This Be? The F.A.T. Workshop
Lori
LD will typically affect five
general areas:
1. Spoken language
2. Written language
3. Arithmetic
4. Reasoning
5. Memory
Gayle
0 And symptoms may
include
0 Poor test performance
0 Reversals in writing and
reading
0 Difficulty copying from
a model
0 Easily confused by
instructions
0 Low tolerance for
frustration
Definitions
Accommodations:
Modifications
0 Help students meet
0 Change the
the same standard
through a variety of
strategies.
All General Education
Teachers
standard or how it
is measured.
Gayle
Under IEP and Special
Education
Accommodations:
In the Classroom:
0 Reduce or increase
sensory input.
0 Always consider
multiple learning
styles.
0 Modify seating
arrangements.
0 Make the classroom
an inviting place.
Relating to the
Student
0 Constant positive
reinforcement.
0 Make the student a
stakeholder.
0 Non-verbal signals
to redirect
behavior.
Imagine this:
Lori
Interventions to Counter
Overstimulation
0 Modify seating arrangements
0 Positive use of time out (errand runs)or supervised
isolation.
0 Use study carrels or screens
0 Use noise reducing headphones
0 Use music
0 Provide white noise
Address Multiple Learning
Styles Simultaneously:
0 Visual
0 Post classroom rules
0 Use visual aides such as videos, realia, manipulatives.
0 Write assignments on the board.
0 Audio
0 Use audiobooks when possible.
0 Verbally explain expectations.
0 Kinesthetic
0 Provide physical activity
0 Provide free time
0 Tactile objects
Lori
Kinesthetic toy box
Lori
Directions may need to be
0 Given one at a time.
0 Repeated.
0 One word directions.
0 Signals.
0 With visual cues.
0 Using multiple modalities.
Gayle
NOW!
The real work begins!
Lori
Visual Processing
0 Can SEE the picture but can’t PERCEIVE it (bring
meaning to it)
0 Need direct instruction- tell them, show them, repeat
and give them time
Gayle
Reading Comprehension
Comprehension is taught through vocabulary
are
between
consists
draws
graphs
if
isolated
know
making
often
continuously
corresponding
curves
with
points
relation
set
table
value
variables
Gayle
Read this passage:
If the known relation between the variables
consists of a table of corresponding variables,
the graph consists only of the corresponding set
of isolated points. If the variables are known to
vary continuously, one often draws a curve to
show the variation.
Gayle
Now read this silently while it is being
read aloud:
Last Serney, Flingledope and Pribin were in the
Nerd-link treppering gloopy caples and
cleaming burly greps. Suddenly a ditty strezzle
boofed into Flingledopes tresk. Pribin glaped
and glaped. “Oh, Flingledope.” he chifed. “that
ditty strezzle is tuning in your grep!”
Gayle
Auditory and Visual Capabilities
It’s all about modalities:
0 Some students can’t bring meaning to
passages until they hear it.
0 Some students cannot bring meaning to
auditory input unless they see it.
Gayle
Back to FAT City
Gayle
Reading and Decoding
0 Spatial Orientation- this did not dictate object
orientation from birth to 5 years old
0 In Kindergarten, spatial orientation changes
what this object actually is
0Perception
Gayle
Pre-teach vocabulary
0 Wordles
Lori
Page 8
Marzano 6-Step
Lori
Marzano 6-Step
1. Explain, but don’t define the word.
2. Ask the student do write his/her own definition.
3. Draw a picture that represents the term and rate the
understanding.
4. Provide opportunities for students to engage in
activities involving the terms.
5. Provide opportunities for students to discuss the
terms with each other.
6. Provide fun games that involve students’ knowledge
of the words.
Oral Expression
0 Dysnomia: tip of tongue phenomenon
Storage and Retrieval System
0 We have millions of pieces of information in our
brains. We keep them in a storage area, use a
piece of it and then file it in the correct place.
0 Students with Oral Expression Deficits have the
information, but put it back in the wrong place.
Gayle
Dysnomia (Not the band)
Gayle
In the classroom
0 Provide text to be spoken or read in multiple
modalities.
0 COLOR
0 Shapes Shapes
0 Structured text.
Lori
Lori
Graphic Organizers
Lori
Foldables
Autism
Spectrum
Disorder
Asperger’s
Syndrome
0 One of the five pervasive developmental disorders
which is characterized by social and emotional
deficiencies, but accompanied by normal or aboveaverage verbal skills and cognitive ability.
0 ASD appears to be more prevalent among males than
females, with males making up approximately 7580% of diagnoses.
0 1 in every 116 people have a form of autism, and that
Asperger’s is 7/8ths of the spectrum.
0 68.3 million people have ASD world-wide.
Gayle
Characteristics
0 The most common and important characteristics of
someone with ASD can be divided into several broad
categories:
0 Social Impairments
0 Narrow but intense interests
0 Speech and language peculiarities
0 Sensory, developmental, and
physiological irregularities
Gayle
Implications for the
Classroom:
0 Organization and planning are
crucial
0 Assignment books available in class
0 Schedules of events and
assignments posted
0 Use day planners
0 They thrive on routine
0 Structured time works best
0 Give advanced notice when changes
are going to occur
Lori
Thank you!
Thank you for attending
this session!
Please take a moment to evaluate
this workshop using:
1. The QR Code to the right
or
2. The online evaluation on
SCHED.org or
3. A session evaluation form
available from your presenter.