Kristin Lyng
ESE315
Instructor Hunt
11/18/2013
Mission Statement
Our mission is to provide a safe, caring, and nurturing
environment for every student to be able to succeed in. By
the use of developmentally appropriate practices, we ensure
that every lesson will be tailored to each individual student’s
strengths and needs. Our play-based curriculum focuses on
social, early academic, and early literacy skills. We treat
everyone in our program as family, in which all of the
teachers, students, and their families receive mutual respect,
support, and encouragement. The main goal of our program
is to ensure that each student becomes confident in their own
ability to learn, ask questions, and problem solve in order to
become life long learners.
The Laws Pertaining to
Exceptional Students
Individuals with Disabilities
Act/IDEA 2004
Section 504 of the Vocational
 Is a federal law that ensures any
child from 3-21 years of age (Part B)
with disabilities receives a free and
appropriate education.
 This is a discriminatory law that
prohibits any federally funded
program from discriminating
against students with disabilities.
 If a student does not qualify under
IDEA, but does have a “physical or
mental impairment that
substantially limits one or more
major life activities”, they can still
receive services (pbs.org, 2013).
 Section 504 is used as a guideline for
teachers to make the proper
accommodations and/or
modifications, if any, per student.
 The student’s disability must fall
into one of the 13 categories and it
must affect their academic
performance.
 If so, evaluations are done, IEP team
is formed to make an IEP for the
child to decide the LRE, and what
special services, accommodations,
and/or modifications are necessary
for that student’s success (Powell &
Driver, 2013).
Rehabilitation Act of 1973
The Whole Classroom Environment
Organization
Instruction
 Our room is neutral, calm, and
 We use DAP with evidence-based
clutter free with no bright colors,
loud noises, or unnecessary décor
that may distract.
 Children are seated accordingly
based on their needs; if a student
needs extra support they are
seated closest to teacher or
activity.
 Every area is properly divided to
keep attention on the task at hand
and everything has a place with
picture + word labels.
practices and explicit instruction
to ensure all the students are
following and gaining knowledge.
 We learn through play and hands
on activities as much as possible.
 We encourage participation from
every student, by doing
knowledge checks and probing for
the correct answer or directing to.
 We work diligently to teach the
student’s self-regulation and selfmonitoring skills
The Whole Classroom Environment
Daily Schedule
 Is kept as consistent as possible
and when there will be a change
we discuss it with the students.
 We keep are transitions fun, with
songs and/or allow different
movements (i.e. tiptoeing) to the
next activity.
 We have and large clock with
pictures to show the children
which activity we are in and what
is next, everyday it will be a
student’s job to move the hands.
 We allow for small breaks when
needed as shown by student with
fidgeting and/or disrupting.
A SUCCESSFUL CLASSROOM!
Communication with Families
Having a great relationship with our student’s families and
keeping them involved is a top priority of ours. On a daily
basis we use journals that go home with each child to note
what we covered, any achievements or concerns academically
or behaviorally, and any extras. This is a back and forth form
of communication as the parents are encouraged to write
their thoughts and views in it also, because the families of our
student’s are the ones who know them best. We also use
phone calls, texts, emails, and conferences to keep everyone
involved and in the loop to make sure that each child is
striving and any concerns are discussed and handled
appropriately. Families are also welcome to come into the
classroom to volunteer.
Instructional Approaches Utilized
Explicit Instruction As previously mentioned we use this approach to “explain and practice
concepts and procedures with students until students understand the
material” (Powell & Driver, 2013, sect 2.2).
 Can be used for any subject at any grade level and supports all students.
 Scaffolding is used to give differing amounts of support as needed per
student.
 There are 16 elements to this approach as stated by Archer and Hughes;
a few examples are; 1. teaching critical content, 2. sequentially, 3. in
small chunks; 7. use step-by-step demonstrations, 9. with examples
and non-examples; 10. allow plenty of guided and supported practice,
12. monitor student’s progress, and 13. give feedback (sect 2.2).
Instructional Approaches Utilized
Differentiation Meets the needs of each student, by providing altered “delivery and
content of instruction based on each student’s learning profile (learns
best), readiness level, and interests” (Powell & Driver, 2013, sect 2.2).
 Can be used for any subject at any grade level and supports all students.
 There are six principles to this approach; 1. high-quality curriculum
based on what students are expected to know, 2. continuous
assessments of students formally and informally, 3. respectful tasks
that interest students to be engaged and “students may work on
different types of assignments or activities, based on their readiness
and interests”, 4. build communication where all students feel
comfortable and supported, 5. flexible grouping (i.e., small groups with
similar or different readiness, interests, and learning profiles), 6. teach
up where “teachers have high expectations for all students each
working at a challenging level for themselves” (sect 2.2).
Instructional Approaches Utilized
Universal Design for Learning (UDL) This approach “emphasizes the needs of individual students and
adjusts instruction accordingly” (Powell & Driver, 2013, sect 2.2).
 Can be used for any subject at any grade level and supports all students.
 The three principles come from how the brains three networks that
deal with information work; 1. use multiple means of representation,
for the differences in the recognition network, teacher must know how
each student comprehends information (i.e., visual or auditory)in
order to delivery content efficiently. 2. use multiple means of activity
and expression, for strategic network differences, teacher must allow
different ways for demonstrating knowledge learned (i.e., writing a
paper or giving a speech). 3. use multiple means of engagement, for
differences in the affective network, teacher must allow for different
ways in which students can engage in a lesson (i.e., some students need
encouragement and others are self motivated) (sect 2.2).
Instructional Techniques for Typically
Developing Students
As with all of our students;
 We use explicit instruction with maybe very little to no
scaffolding or support.
 We hold high expectations for each student’s own
capabilities.
 We use DAP, which tailor the activities to the children’s
capabilities.
 We spend a lot of time learning through play, which goes in
the direction that child takes it.
 We like to have our typically developing students be peer
tutors for our students that need extra support.
Instructional Plan for the Student with
Autism Spectrum Disorder
A student that has Autism Spectrum Disorder will benefit from
everything that has been mentioned thus far in this presentation,
plus other strategies, supports, and accommodations and/or
modifications that we can offer. These include;
 Keeping to the schedule and providing warnings prior to
transitions
 Breaking large concepts into smaller, easier to manage chunks.
 Using music to help teach different concepts.
 Using the students interests to teach different concepts.
 Using multiple mediums for the student to work with.
 Positive reinforcement and teaching problem-solving skills.
 Using peer tutors to help with activities or lessons.
 Using assistive technologies.
 Having specialized services given during the day.
 Offering support to the students family
(Powell & Driver, 2013).
Instructional Plan for the Student with
No Diagnosis
A student that has limited language, jumps
from activity to activity, only engages in
parallel play, and has not been diagnosed
with a delay or disability will be offered
support through our program by;
 Daily work on language skills.
 Slowly trying to lengthen attention span
with activities by engaging the student.
 Modeling expected behaviors and
scaffolding interaction with peers.
 Using technology and music to gain
student’s interest.
 Positive reinforcement.
 Using a picture schedule of the day for
the student to follow.
 Continually assessing the student.
 Communication with the family (Powell
& Driver, 2013) .
Here the teacher is
scaffolding the activity for
the student.
Instructional Plan for the Student with
Sensory Processing Disorder
There are differences in how to handle children with SPD,
depending on the type overreactive, underreactive, or sensorycraving.
The child with overreactive SPD needs a calm and quiet
environment that slowly brings in stimulation., because they are
very sensitive to loud noises, strong smells, touch, and bright
lights.
The child with underreactive SPD needs to be drawn in to
activities and energized interactions, because they are
undersensitive to noises, touch, smells, and lights.
The child with sensory-craving SPD needs structure and
regulation, assistance with using their words and building strong
friendships, because they need to feel sensory related things,
may band into walls, be overly loud and into everything.
All three of these types of SPD require patience from the teachers
and the teachers full attention and planning around the students
needs. The environment will contain “nurturing interactions
that facilitate basic capacities for attending, engaging,
communicating, and thinking” (Greenspan, 2013).
Instructional Plan for the Linguistically
and Cognitively Advanced Student
 The student that is advanced needs to be
continually challenged so they do not
become bored.
 The student’s interests and/or talents
need to be encouraged.
 The DAP and differentiated instruction
that have been discussed will be utilized
challenge the student to learn based
upon his or her needs.
 We would give the student extra
enrichment activities to further what we
are doing.
 We would encourage peer interaction
and social skills (Powell & Driver, 2013).
Lesson Plan: Who’s Your Snowman?
Grade: Pre-Kindergarten
Topic: Listening to story being read and then creating a snowman
Duration: 20-25 minutes
Goals/Objectives:
NY State Common
Core Standards
Covered:
At the end of this lesson the students will use what they have just
heard in the book Snowmen at Christmas by Caralyn Buehner to
get their imaginations working to create their own snowman
doing whatever the student’s think that snowmen may do.
-Participates in small or large group activities for story telling, singing or
finger plays.
-Listens attentively for a variety of purposes (e.g., for enjoyment; to gain
information; to perform a task; to learn what happened; to follow
directions).
-Demonstrates he/she is building background knowledge.
-Demonstrates that he/she understand what they observe.
-With prompting and support, describe the relationship between
illustrations and the text in which they appear (e.g., what person, place,
thing or idea in the text an illustration depicts).
-Approaches tasks, activities and problems with creativity, imagination
and/or willingness to try new experiences or activities.
-Demonstrates persistence.
-With prompting and support, use a combination of drawing, dictating,
or writing to express an opinion about a book or topic (e.g., I like….
because…).
-Responds and react to visual arts created by themselves and others.
Practice/ Checking for
Understanding:
The students are given the opportunity to take what they have
listened to in the story and use their imaginations and fine
motor skills to create their very own special snowman that can
be or do anything. They are then asked to share about their
snowman with the class.
Closing:
The students will be asked to take their snowmen home and see if
they can make him out of snow and take a picture to bring in and
share or the class can work on making them during recess.
Personal Reflection:
The lesson went well, the children listened attentively to the story and
were extremely excited to create their snowmen/women. Instead of
having them create all of the little pieces that are added to the
snowmen, next time there will be precut gloves, hats, stick arms, and
other decorations like cowboy hats, football helmets, guitars, ballet
tutus, princess tiaras, etc. This way there will not be so much time
wasted and frustration occurring at making these small items, they
can just be attached. The snowman outside was a wonderful
experience and every day we changed who the snowman was, one day
he was a construction worker, and the next day he was a doctor.
Materials:
the book Snowmen at Christmas by Caralyn Buehner
either white clay or white construction paper
scissors
crayons or other materials to design their snowmen
Introduction:
Discuss with the students about past winters and see if any of them
have ever made a snowman before. Ask them if they think snowmen
can do different things that they like to do, just like each student has
stuff that they enjoy doing.
Lesson Development:
After discussion, read story aloud to the whole class. Throughout the
book take time to really discuss the pictures and ask the students
questions. After the story, discuss with the children what would they
think that their snowman would do? Would the snowman be a rock
star, a football player, a dancer, an artist? Then send them to their
tables, where they will get either clay to mold or construction paper to
cut to make snowmen. This is going to take either three round balls of
clay that are big, medium, and small or three round circles of white
paper that are big, medium, and small. This will be demonstrated for
the students. After they make their snowmen, they are given extra
paper or materials to use to decorate them to be whatever they would
like them to be. There will be plenty of assistance and probing for the
children to use their imaginations to create a snowman or
snowwoman. When everyone is done it would be great to have each
student share what their snowman is doing.
Final Personal Beliefs…
The Sunny Day Preschool ensures that each
child that joins our program will be
supported in order to succeed to their
fullest potential. We go beyond just
teaching concepts and teach the concepts to
each and every child’s individual needs. By
the use of developmentally appropriate
practices and explicit instruction, with
modeling and scaffolding, and the
compassion and will to understand where
each child is at, where we want them to be,
and how we will get them there. We pride
ourselves in being part of a team, with the
students, families, and any other specialist
that may be needed.
Reference
Federal Laws Pertaining to ADHD Diagnosed Children. (2013). Frontline. PBS, New York.
Retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/medicating/schools/feds.html
Greenspan, S. (2013). Working With the Child Who Has Sensory Integration Disorder.
Scholastic Early Childhood Today. Retrieved from
http://www.scholastic.com/teachers/article/working-child-who-has-sensory-integrationdisorder
Powell & Driver. (2013). Working With Exceptional Students: An Introduction to Special
Education. Retrieved from content.ashford.edu
The New York State Education Department. (nd). New York State Prekindergarten
Foundation for the Common Core. Retrieved
fromhttp://www.engageny.org/sites/default/files/resource/attachments/nyslsprek.pdf