Instructions in Special Education:

Classroom Strategies for the Muslim School

Omaira Alam

Saturday, April 19th, 2014

9:00 to 10:30 am

OBJECTIVES

Why is special education so critical for Islamic

schools?

Overview of strategies to meet the needs of all

students in our classrooms

WHY ARE WE HERE?

Special Education

THE PROPHET MUHAMMAD

SAID: "ATTAINMENT OF

KNOWLEDGE IS A MUST

FOR EVERY MUSLIM."

Accessibility for ALL students…

THE CRUX OF THE ISSUE

“Perhaps, even more importantly, this investigative

effort can help Catholic educators formulate a vision

for educating students with disabilities and in turn,

support the broader mission of ensuring that their

schools become available for all Catholic parents who

wish to send their children to them.”

PARADIGM SHIFT

“Although many educators, parents, and other

stakeholders assert that school programs need to be

more inclusionary, the real message is that such an

effort is not just about a place, a structure, or a

method of instruction, but rather a philosophy about

the very culture of schools. The unique ecology and

culture of Catholic [READ: Muslim] schools makes

this effort all the more complex.”

Bello, Denise A. "The status of special education services in catholic high schools:

attributes, challenges, and needs". Exceptional Children. FindArticles.com. 30 Jan,

2009. http://findarticles.com/p/articles/mi_hb3130/is_4_72/ai_n29277758

“SPEAK TO PEOPLE ACCORDING TO THEIR

INTELLECTUAL CAPACITIES.

DO YOU DESIRE THAT THEY REJECT GOD AND HIS

MESSENGER?”

ALI IBN ABI TALIB

Needs Inventory

NEEDS INVENTORY - ENGAGEMENT

Highlight the strengths in your students based on their

learning intelligence or motivation

What are his or her weaknesses? When does the

student show the most interest during a lesson? Does

the student a need a break from learning? What are

his or her triggers of interest and excitement?

Assesses each students abilities, but not for grading

purposes

Do this through observation of student behaviour,

engagement, motivation, etc

Make a chart or a list

FOR EXAMPLE

Fatima:

Prefers visual aids along with verbal cues

She cannot sit still for too long

She enjoys participating in discussions, particularly

debates

Ahmed:

Enjoys being the center of attention

Has a keen understanding of nature and biology

He is an audio learner.

MULTIPLE INTELLIGENCES

Linguistic

Logical-Mathematical

Bodily-Kinesthetic

Spatial

Musical

Interpersonal

Intrapersonal

Naturalist

Existentialist

MI THEORY IMPLICATION FOR

DIFFERENTIATION

Individuation or personalization

Pluralization

“NO TWO CHILDREN ARE ALIKE.

NO TWO CHILDREN LEARN IN THE IDENTICAL WAY. AN

ENRICHED ENVIRONMENT FOR ONE STUDENT IS NOT

NECESSARILY ENRICHED FOR ANOTHER.

IN THE CLASSROOM WE SHOULD TEACH CHILDREN

TO THINK FOR THEMSELVES.”

MARIAN DIAMOND

Differentiation

DIFFERENTIATION

The content of the material presented.

The process through which a student completes

an assignment.

The actual product or completed assignment.

The environment in the classroom.

DIFFERENTIATION:

INSTRUCTIONAL STRATEGIES

preferential seating

small group instruction

extended time on

assignments

frequent and immediate

feedback

positive reinforcement

graphic organizers

reading supports

reduced reading/language

level,

opportunities to

discuss/verbalize subject

matter

peer tutoring/paired working

arrangement

shortened assignments

highlighted text/materials

assignment/homework

notebook

the use of manipulatives

“I HAVE COME TO A FRIGHTENING CONCLUSION

THAT I AM THE DECISIVE ELEMENT IN THE

CLASSROOM. IT’S MY PERSONAL APPROACH

THAT CREATES THE CLIMATE. IT’S MY DAILY

MOOD THAT DETERMINES THE WEATHER. AS A

TEACHER, I POSSESS A TREMENDOUS POWER

TO MAKE A CHILD’S LIFE MISERABLE OR

JOYOUS. I CAN BE A TOOL OF TORTURE OR AN

INSTRUMENT OF INSPIRATION. I CAN HUMILIATE

OR HUMOR, HURT OR HEAL. IN ALL SITUATIONS,

IT IS MY RESPONSE THAT DECIDES WHETHER A

CRISIS WILL BE ESCALATED OR DE-ESCALATED

AND A CHILD HUMANIZED OR DE-HUMANIZED.”

HAIM GINOTT

Classroom Management

PREVENTION: ASSUME NOTHING Classroom Management

CLASSROOM MANAGEMENT:

PREVENTION

Be proactive

Repeat and remind

Positive learning

environment –

internalization of rules

Greet students at the door

Positive reinforcement –

verbal praise: specific and

behaviour-oriented

Clear consistent class

routines

Transitions that are quick

and quiet

Monitor student learning

Accommodate and

anticipate student needs

Room arrangement

CLASSROOM MANAGEMENT:

ROOM ARRANGEMENT

How are student desks set up?

Where is the teacher’s desk located?

Do you have an open space area?

CLASSROOM MANAGEMENT:

TEAM TEACHING

Team teaching

Teacher collaborations

Staffings

DOES YOUR SCHOOL…

Have a playground?

A green space?

A school or community garden?

Space for children to run and play safely

outside?

Plants in the classrooms?

Classroom pets?

Get involved with planting and greening

projects?

NATURE WAS MY RITALIN:

“Possible environmental reasons for

the rise of attention difficulties

include toxins in food, air, and

water; the proliferation of distracting

digital communications; and a

sedentary lifestyle enforced by fear,

bad urban design and an

educational ethic that appears to

value sitting for tests more than

running at recess.”

Richard Louv

NATURE FOR NURTURING

Student Profiles

Hyperactive

Minimal attention spans

Inability to concentrate

Inability to remember

classroom routines

Research Sept, 2004 – American Journal of

Public Health: students exposed to

natural settings helped reduce

symptoms of ADHD

Same results, by University of

Illinois, 2004

2005 – California Dept of Education:

27% increase in student science

scores due to classes in outdoor

education settings

University of Michigan, several

studies: significant increase in

concentration for students close to

nature

NATURE FOR NURTURING:

INSTRUCTIONAL STRATEGIES

Bring green into your classroom

Use the playground

Encourage recess

Take students outside for the lesson

Teach students to appreciate nature

Have a classroom pet

Grow a garden in pots or in the soil

FLIPPING THE CLASSROOM:

INSTRUCTIONAL STRATEGY

Can be used with almost any subject

Pre-loaded video – eg. Khan Academy

Pause, rewind, re-watch

Post questions

Self-paced: remediation or moving ahead

Focus in class is application (90%), not

instruction (10%)

360 DEGREE MATH

Based on social, neurological and educational

research

Made up of five steps:

The exchange

The rewind

The micro-lecture

The practice

The proof

PATHWAYS IN SPECIAL EDUCATION FOR

MUSLIM SCHOOLS

Some avenues to consider

RESOURCES

Discipline with Dignity video series through

Islamic Teacher Education Program

Blog talks about Special Education in the

Islamic school classroom

Last Child in the Woods by Richard Louv

Discipline with Dignity by Mendler & Curwin

Webinar:

Creativity in the Islamic School Classroom

REGISTER AT

ISLAMICTEACHEREDUCATIONPROGRAM.COM

Claire Alkouatli will be doing a webinar on May

4th highlighting her research on play-based

learning, creativity and the whole child.

‘Islamic Studies as a Tool

for Whole Child Development’

ISLAMICTEACHEREDUCATIONPROGRAM.COM

Be sure to sign up to receive free dua posters

available at the booth

ONLINE CERTIFICATE PROGRAM

Teacher education for Islamic schooling

3 Courses – Online & Interactive

School Group Package

Cohorts begins: May 8, 2014

Pre-register here at ISNA Ed Forum to receive 15% OFF!

REFLECTION AND QUESTIONS

Final Thoughts...

Thank You

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