Lesson 9

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A3.2 Lesson Plan Deconstruction prewriting

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Mitch Roth Concept Map

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The components of the Postmethod Pedagogy

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Students with Special Needs Other Than Disabilities

Connection: Without the assessments we discussed last week, we wouldn't be able to identify a lot of these students who need help from Section 504. Assessments are necessary to make sure all of our students are where they need to be in every aspect.

What are Characteristics and Instructional Needs of Students Protected by Section 504?

Interventions for Students at Risk

Set high but realistic expectations

establish peers as teaching partners

collaborate with other professionals

support family and community involvement

Characteristics and Needs of Students at Risk

Students who live in poverty

Students who are abused or neglected

Students who live with substance abuse or are substance abusers

Subtopic

What are the Characteristics and Instructional Needs of Students Who Are at Risk?

The strategies for accommodating the needs of students with disabilities are usually effective for students at risk. By using the INCLUDE strategy, you can identify ways to help these students reach their potential

Effective early school experiences for students who are at risk, increasingly based on RtI processes, can establish a pattern of success in school learning that carries through high school. Without such experiences, students at risk are more likely to be identified as having learning or emotional disabilities

Many students with disabilities also are students at risk. Many students with disabilities have bee abused, some live in poverty, and others use illegal drugs

What are the Characteristics and Instructional Needs of Students from Culturally Diverse Backgrounds?

We need to be making sure that our assessments are not discriminatory and that they are accurate

Diversity and Special Education

Cultural Awareness

Cultural Factors and Student Behavior

Informed Instructional Decision Making

Cross-Cultural Communication

Interventions for Students Who Are Gifted and Talented

Curriculum Compacting

Acceleration

Enrichment

Differentiation

Specialized Interventions

Characteristics and Needs of Students Who Are Gifted and Talented

Intellectual abilities and academic skills

Social and emotional needs

behavior patterns

What Are the Characteristics and Instructional Needs of Students Who Are Gifted and Talented?

These are students with extraordinary abilities and skills

Gardner's 8 intelligences:

existentialist

naturalist

interpersonal

intrapersonal (self-understanding)

Assess your student and see where out of these intelligences these students need a challenge

musical

bodily/kinesthetic

logical/mathematical

visual/spacial

verbal/linguistic

Families of Children with ADHD

Be careful not to blame parents for their children's ADHD

Parents and family members are faced with responding to these children's emotions and potentially harmful behaviors

Interventions for Students with ADHD

Environmental Supports

Academic Interventions

4. keep the pace lively during large- group instruction

3. in math, give students extended periods of time because they struggle with efficiency

Behavior Interventions

Parent Education

Medication

2. when reading for comprehension, use shorter passages

1. emphasize essential information

Characteristics and Needs of Students with ADHD

Working Memory- the ability to remember what tasks are supposed to be done and how much time there is to do them

Self-directed speech- the silent self-talk that most people use to manage complex tasks

Control of emotions and motivation- the ability to talk oneself into calming down when faced with a difficult or frustrating task

Reconstitution- the ability to combine skills learned across a variety of settings in order to carry out a new task, such as a student's knowledge that the rule for speaking in a low voice applies not only in the classroom, but everywhere else

How Can You Accommodate Students with ADHD?

ADHD-predominantly inattentive type: They appear to daydream but don't tend to wiggle any more than their peers.

ADHD-predominantly hyperactive-impulsive type: These students physically move far more than their peers.

ADHD- combined type: Students in this group display the characteristics of both of the other types of ADHD. They experience extraordinary difficulty both in focusing their attention and in restricting their movement.

Students Eligible for Services under Section 504

Students with chronic health or medical problems

Students with learning problems

Anyone who qualifies for a disability may receive services through Section 504

Understanding Section 504

Any condition that substantially limits a major life activity is defined as a disability

Section 504 does not provide funds to school districts to carry out its requirements

It expects schools to take whatever steps necessary, even if additional funds are required, to eliminate discrimination