An Effective Teacher Considers Individual Differences Students with Special Needs

An Effective Teacher

Considers Individual

DifferencesStudents with Special

Needs

Rose Moonyeen C. CazeñasEDFD 211: Psychological Foundations of

EducationAugust 26, 2009

Students with Special NeedsSome Facts in Special Education: We do not label a child unless the child

has been properly diagnosed If the child has been diagnosed it is

appropriate to identify him as a person first before the diagnosis

When a child is suspected to be different and is recommended for diagnosis, the child does not undergo only one test, which is usually what others may suspect him to have, rather he is given all the tests to eliminate what he does not have and confirm what he has

Some Facts in Special Education: We do not label a child unless the child

has been properly diagnosed If the child has been diagnosed it is

appropriate to identify him as a person first before the diagnosis

When a child is suspected to be different and is recommended for diagnosis, the child does not undergo only one test, which is usually what others may suspect him to have, rather he is given all the tests to eliminate what he does not have and confirm what he has

DSM-IV The Diagnostic and Statistical Manual of

Mental Disorders (DSM), is the primary system used to classify and diagnose mental disorders.

The DSM-IV is the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association.

The Diagnostic and Statistical Manual of Mental Disorders (DSM), is the primary system used to classify and diagnose mental disorders.

The DSM-IV is the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association.

DSM-IV

Three Major components of the DSM

Diagnostic Classification – list of disorders

Diagnostic Criteria - indicate the symptoms to qualify for a diagnosis

Inclusion criteria- what symptoms must be present and for how long

Exclusion criteria- what symptoms that must not be present

Descriptive Text

Three Major components of the DSM

Diagnostic Classification – list of disorders

Diagnostic Criteria - indicate the symptoms to qualify for a diagnosis

Inclusion criteria- what symptoms must be present and for how long

Exclusion criteria- what symptoms that must not be present

Descriptive Text

IEP

This is a legally binding document tailored specifically to a child's special needs

spells out exactly what special education services a child will receive and why

includes the child's classification, placement, services and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists

IEP

This is a legally binding document tailored specifically to a child's special needs

spells out exactly what special education services a child will receive and why

includes the child's classification, placement, services and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists

Individualized Education Plan

Autism

AutismPERVASIVE DEVELOPMENTAL DISORDER

(PDD)

“autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.”

A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior

PERVASIVE DEVELOPMENTAL DISORDER (PDD)

“autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.”

A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior

AutismCHARACTERISTICS OF AUTISTIC DISORDER

(1) Qualitative impairments in social interaction

(2) Qualitative impairments in communication

(3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities

(4) Delays or abnormal functioning

(5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder

CHARACTERISTICS OF AUTISTIC DISORDER



(3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities



Autism

a. Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.

b. Failure to develop peer relationships appropriate to developmental level.

c. A lack of spontaneous seeking to share enjoyment, interests, or achievement with other people (e.g. by a lack of showing bringing, or pointing out objects of interest).

d. Lack of social or emotional reciprocity.





a. Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime).

b. In individuals with adequate speech, marked impairments in the ability to initiate or sustain a conversation with others.

c. Stereotyped and repetitive use of language or idiosyncratic language.

d. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.





AutismCHARACTERISTICS OF AUTISTIC DISORDER(3) Restricted repetitive and stereotyped

patterns of behavior, interests, and activities

CHARACTERISTICS OF AUTISTIC DISORDER(3) Restricted repetitive and stereotyped

patterns of behavior, interests, and activities

a. Encompassing preoccupation with one or more stereotypic and restricted patterns of interest that is abnormal either in intensity or focus.

b. Apparently inflexible adherence to specific, non-functional routines or rituals.

c. Stereotypic and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements).

d. Persistent preoccupation with parts of objects.





• social interaction,

• language as used in social

communication, or

• symbolic or imaginative play.





TYPES RETT’S CDD PDD-NOS ASPERGE

R SAVANT


R SAVANT

Autism

RETT’S DISORDER

Is a distinct neurological condition that begins between 5 and 30 months of age following an apparently normal early infancy Affecting only girls


R SAVANT


R SAVANT

Autism

CHILDHOOD DISINTEGRATIVE DISORDER

Characterized by normal development, followed by manifestation of PDD characteristics between the ages of 3 and 10.

Other symptoms: loss of bladder and bowel control, seizures and very low intelligence quotient.


R SAVANT


R SAVANT

Autism

PDD-NOS

When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).

Autism

ASPERGER SYNDROME Considered a high functioning

form of autism. More common in boys than in

girls Have difficulty socially Above-Intelligence No delay in cognitive

development, ability take care of themselves, or curiosity about their environment

TYPES RETT’S CDD PDD-NOS ASPERGER SAVANT


AutismCHARACTERISTICS OF ASPERGER

SYNDROME(1)Qualitative impairments in social interaction(2)Restricted repetitive and stereotyped patterns

of behavior, interests, and activities(3)The disturbance causes clinically significant

impairment on social, occupational, or other important areas of functioning

(4)There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years)

(5)There is no clinically significant general delay in cognitive development (other than social interaction), and curiosity about the environment in childhood

CHARACTERISTICS OF ASPERGER SYNDROME

(1)Qualitative impairments in social interaction(2)Restricted repetitive and stereotyped patterns

of behavior, interests, and activities(3)The disturbance causes clinically significant

impairment on social, occupational, or other important areas of functioning

(4)There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years)

(5)There is no clinically significant general delay in cognitive development (other than social interaction), and curiosity about the environment in childhood



Autism

SAVANT Despite serious mental or

physical disability have quite remarkable, and sometimes spectacular, talents

Occurs more frequently in males than in females

Skills appear suddenly, without explanation, and sometimes disappear just as suddenly

AutismCATEGORIES OF SAVANT SKILLCATEGORIES OF SAVANT SKILL

SPLINTER SKILLS – the individual possess specific skills that stand in contrast to their overall level of functioning

TALENTED SAVANT – the individual displays a high level of ability that is in contrast to their disability

PRODIGIOUS SAVANT – special skill or ability is so outstanding that it would be spectacular even if it were to occur in a non-handicapped person

SPLINTER SKILLS – the individual possess specific skills that stand in contrast to their overall level of functioning

TALENTED SAVANT – the individual displays a high level of ability that is in contrast to their disability

PRODIGIOUS SAVANT – special skill or ability is so outstanding that it would be spectacular even if it were to occur in a non-handicapped person

AutismTYPICAL SAVANT SKILLSTYPICAL SAVANT SKILLS

Music

Artistic

Calendar Calculating

Other Skills

Music

Artistic

Calendar Calculating

Other Skills

AutismBEST PRACTICES Task Analysis - breaking down of tasks into

smaller teachable units

BEST PRACTICES Task Analysis - breaking down of tasks into


Tying shoes • Grab one lace in each hand. • Pull the shoe laces tight with a vertical pull.• Cross the shoe laces. • Pull the front lace around the back of the

other. • Put that lace through the hole. • Tighten the laces with a horizontal pull.• Make a bow. • Tighten the bow.





Tying shoes • Pinch the laces. • Pull the laces. • Hang the ends of the laces from the corresponding sides

of the shoe. • Pick up the laces in the corresponding hands. • Lift the laces above the shoe. • Cross the right lace over the left one to form a tepee. • Bring the left lace toward the student. • Pull the left lace through the tepee. • Pull the laces away from one another. • Bend the left lace to form a loop. • Pinch the loop with the left hand. • Bring the right lace over the fingers and around the loop. • Push the right lace through the hole. • Pull the loops away from one another.


smaller teachable units Picture Schedules – increases one’s

independence by allowing transition between activities and classrooms without assistance







Picture Exchange Communication System (PECS)





AutismBEST PRACTICES

Task Analysis - breaking down of tasks into smaller teachable units

Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance


Structured Teaching (TEACCH)

BEST PRACTICES

Task Analysis - breaking down of tasks into smaller teachable units

Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance


Structured Teaching (TEACCH)

AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)

A system to promote independence by organizing - Space Change of activities with

schedules Work study systems to

facilitate learning process

Material organization

Component of Structured Component of Structured Teaching-Teaching-

PHYSICAL STRUCTUREPHYSICAL STRUCTURE


PHYSICAL STRUCTUREPHYSICAL STRUCTURE

Physical lay-out of room or space for teaching, working, leisure or living activities

Concept of where activities and functions take place



DAILY SCHEDULEDAILY SCHEDULE


DAILY SCHEDULEDAILY SCHEDULE

Tells student sequence of events during the day

Concept of when and what the activity will be

Teaches flexibility


Component of Structured Component of Structured Teaching –Teaching –

INDIVIDUAL WORK INDIVIDUAL WORK SYSTEMSSYSTEMS


INDIVIDUAL WORK INDIVIDUAL WORK SYSTEMSSYSTEMS

Systematic way to inform students of what they should do while in their independent work areas



TASK ORGANIZATIONTASK ORGANIZATION


TASK ORGANIZATIONTASK ORGANIZATION

Organization of materials that provides visually clear guidelines on positional relationship between parts and task completion


CAUSES OF AUTISMI. Physical Disorder Models

1.1 Brain size and wiring

People with autism have slightly enlarged brain size and different wiring.

1.2 Extreme male brain theory

This theory suggests that Aspergers Syndrome and Autism represent an extreme form of the way in which men’s brain differ from those of women. People with AS excel at systemizing and are less capable of empathizing. This theory explains why there are more incidence of AS/autism in males than in women.

1.3 Other Brain differences

b. Part of the frontal lobes, which enables decision-making and planning, are thicker than normal.

d. Neurons in the amygdala have been found to be abnormal. The amygdala plays the role in emotional arousal, assigning behavioral significance to environmental stimuli and attaching emotional valence to stimuli.

c. The cells in the cerebellum are reduced by 30% to 50%. The cerebellum assists in making predictions about what will happen next in terms of movements, thoughts, and emotions.

1.4 Pre-operational autism theory

It states that people with autism are those who become neurologically impeded at the pre-operational stage of cognitive development, where much of the information processing is a holistic-visual level and largely musical and non-verbal

a. The cells in the limbic system, which regulates emotion and helps with complex learning, are small and more densely packed than that of the normal brain.

CAUSES OF AUTISM

The frontal lobes, home to higher reasoning, are greatly enlarged, due mainly to excess white matter, the brain’s connector cables. The brains of kids who develop autism are growing at an unusual rate by age 2 and have puzzling signs of inflammation.

The amygdala is enlarged. This area plays a role in sizing up threats in the environment and in emotion and social behavior. Its size may be related to the high level of anxiety in autistic people. Research shows their amygdala is activated when looking at faces—as if confronting a threat.

The corpus callosum is undersize. The band of tissue links the left and right hemispheres of the brain. Activity across diverse regions of the brain is poorly coordinated in autistic people, more like a jam session than a symphony

The cerebellum like the frontal lobe is overloaded with white matter. This region plays a key role in physical coordination, motor planning and anticipating events – all can be weak areas for people with autism

Anatomy of an Autistic Brain

The hippocampus is about 10% larger than normal. This area is vital to memory. One possibility is that this structure becomes enlarged because autistic children rely on memory to interpret situations that most people process elsewhere

ADHD

ADHD

CHARACTERISTICS

Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in which a child displays an excessive degree of distractibility, hyperactivity and impulsiveness.

CHARACTERISTICS

Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in which a child displays an excessive degree of distractibility, hyperactivity and impulsiveness.

ADHDTYPES Predominantly Inattentive Type or

Attention Deficit Disorder (ADD) - Symptoms are primarily related to inattention. Individual does not display significant hyperactive/impulsive behaviors.

Predominantly Hyperactive-Impulsive Type - Symptoms are primarily related to hyperactivity and impulsivity. Individual does not display significant attention problems.

Combined Type - Individual displays both inattentive and hyperactive/impulsive symptoms.

TYPES Predominantly Inattentive Type or

Attention Deficit Disorder (ADD) - Symptoms are primarily related to inattention. Individual does not display significant hyperactive/impulsive behaviors.

Predominantly Hyperactive-Impulsive Type - Symptoms are primarily related to hyperactivity and impulsivity. Individual does not display significant attention problems.

Combined Type - Individual displays both inattentive and hyperactive/impulsive symptoms.

ADHD

BEST PRACTICES

Modify Teaching Methods

Modify Assignments

Modify Testing and Grading

Modify Level of Support and Supervision

Use Technology

BEST PRACTICES

Modify Teaching Methods

Modify Assignments

Modify Testing and Grading

Modify Level of Support and Supervision

Use Technology

ADHD

BEST PRACTICES

Strategies for the Classroom

BEST PRACTICES

Strategies for the Classroom

ADHDPractical Tips for Teachers

Accept That ADHD Is a Genuine Disorder Focus on Positive Channeling Adjust Your Expectations

Practical Tips for Teachers Accept That ADHD Is a Genuine Disorder Focus on Positive Channeling Adjust Your Expectations

ADHDPractical Tips for Teachers

Give One-Step Directions Ask About the Parents' Method of Discipline Help the ADHD Child "Switch Gears" Slowly React Calmly

Practical Tips for Teachers Give One-Step Directions Ask About the Parents' Method of Discipline Help the ADHD Child "Switch Gears" Slowly React Calmly

Learning Disabilities

DEFINITION Learning disabilities are disorders that

affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.

DEFINITION Learning disabilities are disorders that

affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.


TYPES DYSGRAPHI

A DYSCALCUL

A DYSLEXIA

TYPES DYSGRAPHI

A DYSCALCUL

A DYSLEXIA


DYSGRAPHIA

Is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing

TEACHING INSTRUCTIONS Outline their thoughts Draw a picture Dictate ideas into a tape recorder Practice keyboard skills / use a

computer Practice writing Talk aloud as they write Adjust grading criteria

TEACHING INSTRUCTIONS Outline their thoughts Draw a picture Dictate ideas into a tape recorder Practice keyboard skills / use a

computer Practice writing Talk aloud as they write Adjust grading criteria


the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere tsampleo mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.

the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere tsampleo mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.



"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."

"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."

TYPES DYSGRAPHI

A DYSCALCULI

A DYSLEXIA

TYPES DYSGRAPHI

A DYSCALCULI

A DYSLEXIA


DYSCALCULIA Is a learning disability in

Math Involves inability to

understand the meaning of numbers their quantities

Cannot understand basic operations of addition and subtraction

May not understand complex problems such as multiplication, division, and more abstract problems

TEACHING INSTRUCTIONS

students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction i.e. IEP

TEACHING INSTRUCTIONS

students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction i.e. IEP


TYPES DYSGRAPHI

A DYSCALCULI

A DYSLEXIA

TYPES DYSGRAPHI

A DYSCALCULI

A DYSLEXIA


DYSLEXIA

Is a learning disability characterized by problems in expressive or receptive, oral or written language

Problems may emerge in reading, spelling, writing, speaking, or listening

CHARACTERISTICS OF DYSLEXIA

late to start speaking

Individuals with auditory memory difficulties find it difficult to learn nursery rhymes

can have a language delay and evidence of memory difficulties for following instructions

perceiving the sounds that make up words is a struggle

CHARACTERISTICS OF DYSLEXIA

late to start speaking

Individuals with auditory memory difficulties find it difficult to learn nursery rhymes

can have a language delay and evidence of memory difficulties for following instructions

perceiving the sounds that make up words is a struggle


TYPES OF DYSLEXIA

PHONOLOGICAL ORTHOGRAPHIC MIXED OR

COMBINATION

TYPES OF DYSLEXIA


COMBINATION


PHONOLOGICAL DYSLEXIA Related to speech

perception of sound Difficult to manipulate and

integrate the sounds of a language effectively

Unable to segment, analyze speech sounds

Identifiable by phonetically inaccurate misspellings

TYPES OF DYSLEXIA


COMBINATION

TYPES OF DYSLEXIA


COMBINATION


ORTHOGRAPHIC DYSLEXIA

Also called the surface dyslexia

Related directly to memory and coding skills that allow representation of printed letters and words and not to poor phonological processing

Difficulty in storing mental representations of words

REMEDIAL INSTRUCTIONS

Combination of both Whole Language and Phonic Approaches

Lots of training to help them perceive sounds

Putting words in context

Individualized Approach

Multi-Sensory Approach

REMEDIAL INSTRUCTIONS

Combination of both Whole Language and Phonic Approaches

Lots of training to help them perceive sounds

Putting words in context

Individualized Approach

Multi-Sensory Approach


IMPORTANT TO KNOW

Having a learning disability does not mean that that individual’s ability to learn is below average.

Conventional teaching methods may not be as effective but appropriate interventions may lessen its effects

IMPORTANT TO KNOW

Having a learning disability does not mean that that individual’s ability to learn is below average.

Conventional teaching methods may not be as effective but appropriate interventions may lessen its effects


THIS ENDS MY REPORT

THANK YOU FOR LISTENING!

Rose Moonyeen Cazeñas

CASE STUDY

See report

Mental RetardationDEFINITION

"significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance"

a developmental disability marked by limited intellectual and social functioning.

IQ below 70 and lack of age-appropriate daily living skills

DEFINITION

"significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance"

a developmental disability marked by limited intellectual and social functioning.

IQ below 70 and lack of age-appropriate daily living skills

Mental Retardation

CHARACTERISTICS severe delays in development of cognitive,

communication, social, adaptive, physical, fine and gross motor development, and behavioral skills typically beginning in infancy and early childhood;

significantly below average score on academic, communication, and intelligence assessments;

and significant limitations in two or more adaptive skill areas.

CHARACTERISTICS severe delays in development of cognitive,

communication, social, adaptive, physical, fine and gross motor development, and behavioral skills typically beginning in infancy and early childhood;

significantly below average score on academic, communication, and intelligence assessments;

and significant limitations in two or more adaptive skill areas.

Mental Retardation

ACADEMIC IMPLICATIONS May demonstrate some, all or a

combination of the following characteristics:

2-4 years behind in cognitive development Social Relationships are often impacted Adaptive Skill Implications Weak Confidence Concrete to Abstract thought is often

missing or significantly delayed

ACADEMIC IMPLICATIONS May demonstrate some, all or a

combination of the following characteristics:

2-4 years behind in cognitive development Social Relationships are often impacted Adaptive Skill Implications Weak Confidence Concrete to Abstract thought is often

missing or significantly delayed

Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a

minimum Teach specific skills Use appropriate program interventions

BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a


Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a


BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a


Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task

analysis) and alternative assessment methods.

BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task

analysis) and alternative assessment methods.

Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task

analysis) and alternative assessment methods. Use behavior contracts*

BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task

analysis) and alternative assessment methods. Use behavior contracts*

Mental RetardationBEHAVIOR CONTRACT

The goal

How will the student receive the reward?

What is the consequence?

Time should be clearly stated in the contract

Define who and how the behavior will be monitored

Set a date for reviewing the contract

BEHAVIOR CONTRACT

The goal

How will the student receive the reward?

What is the consequence?

Time should be clearly stated in the contract

Define who and how the behavior will be monitored

Set a date for reviewing the contract

Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies and

alternative assessment methods. Teach organizational skills. Use behavior contracts* Be consistent. Be patient!

BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies and

alternative assessment methods. Teach organizational skills. Use behavior contracts* Be consistent. Be patient!

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An Effective Teacher Considers Individual Differences Students with Special Needs

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