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Students with Special Needs in the Foreign
Language Classroom (Co-teaching and inclusion)
Students with Special Needs in the Foreign
Language Classroom (Co-teaching and inclusion)
Presented by:Dee Malmo, M.Ed.Erin Collins, M.Ed.
Sprayberry High SchoolCobb County, GA
Presented by:Dee Malmo, M.Ed.Erin Collins, M.Ed.
Sprayberry High SchoolCobb County, GA
A little bit about us…A little bit about us…
The inclusion classroom and co-teaching: The good and bad.
The inclusion classroom and co-teaching: The good and bad.
Why foreign language?Why foreign language?
-Your classroom is the perfect place to foster academic success…
-Success begets success
-Your classroom is the perfect place to foster academic success…
-Success begets success
What do all the letters mean?(and what are you responsible for?)What do all the letters mean?(and what are you responsible for?)
- IEP- ILP- MODs- Goals and Obj.- RTI
- IEP- ILP- MODs- Goals and Obj.- RTI
Strategies: What’s the big deal?
Strategies: What’s the big deal?
- Principle of equal access: borrowed from current philosophy in architecture- everyone benefits from improvements to accessibility
- Principle of equal access: borrowed from current philosophy in architecture- everyone benefits from improvements to accessibility
ADHD StrategiesADHD Strategies
- Brain Breaks- Frequent changes in instruction
(segments of 15 minutes)- Chunking of new concepts- Repetition!- Secure attention before giving instruction- Visual/audio cues- Multiple modalities (TPR, songs, acting,
technology)
- Brain Breaks- Frequent changes in instruction
(segments of 15 minutes)- Chunking of new concepts- Repetition!- Secure attention before giving instruction- Visual/audio cues- Multiple modalities (TPR, songs, acting,
technology)
Reading StrategiesReading Strategies
- PQ3R (preview, question, read, recite, review)- Pre-reading strategies: Book Walk, story
predictions, possible stories with target vocab- During Reading Strategies: Reading anticipation
guides, story order and sequencing- After Reading Strategies:Text to self, text to text,
text to world- Think part to whole for remediation, whole to
part for review
- PQ3R (preview, question, read, recite, review)- Pre-reading strategies: Book Walk, story
predictions, possible stories with target vocab- During Reading Strategies: Reading anticipation
guides, story order and sequencing- After Reading Strategies:Text to self, text to text,
text to world- Think part to whole for remediation, whole to
part for review
Language/vocab StrategiesLanguage/vocab Strategies
- 1-2-3 vocab cards- Concept sorts that focus on word
relationships- Student-made graphic organizers- Conjugation charts/manipulatives- Vocab charades- Songs/chants
- 1-2-3 vocab cards- Concept sorts that focus on word
relationships- Student-made graphic organizers- Conjugation charts/manipulatives- Vocab charades- Songs/chants
Visual Processing DeficitsVisual Processing Deficits
- Beware text-dense assessments and books
- Include pictures when possible- Read aloud as a class, provide access to
audio books, podcasts- Color contrast, bookmarks to focus on
one line at a time- Allow students to write directly on tests
- Beware text-dense assessments and books
- Include pictures when possible- Read aloud as a class, provide access to
audio books, podcasts- Color contrast, bookmarks to focus on
one line at a time- Allow students to write directly on tests
Audio processing deficitsAudio processing deficits
- Provide visual cues when possible- Repetition- TPR
- Provide visual cues when possible- Repetition- TPR
Language Production: oral and written
Language Production: oral and written
- Practice with oral retells of stories- Partner dialogues- Dictation practice- Written retell: write/right- Cloze activities- Writing checklists for in-class writing- Writing portfolios- Rubrics and self-analysis of writing
- Practice with oral retells of stories- Partner dialogues- Dictation practice- Written retell: write/right- Cloze activities- Writing checklists for in-class writing- Writing portfolios- Rubrics and self-analysis of writing
Questions to ask yourself:Questions to ask yourself:
- What is the end goal of students being in my class?
- What do my assessments really assess?
- What assumptions do I make when planning instruction?
- What is the end goal of students being in my class?
- What do my assessments really assess?
- What assumptions do I make when planning instruction?
Behavior StrategiesBehavior Strategies
- Structure, structure, structure!- Students need to be explicitly taught your
expectations and consequences- Give choices- Building relationships, classroom community- Give effective commands- “Hook” your problem students with success- Condition your attention seekers to seek
positive attention rather than negative attention
- Structure, structure, structure!- Students need to be explicitly taught your
expectations and consequences- Give choices- Building relationships, classroom community- Give effective commands- “Hook” your problem students with success- Condition your attention seekers to seek
positive attention rather than negative attention
Autism/Spectrum DisordersAutism/Spectrum Disorders
- Think Concrete- Watch your humor/sarcasm- Structure and routine is important- Sensitivity is key! Every child is
different and will respond to environmental stimuli differently
- Think Concrete- Watch your humor/sarcasm- Structure and routine is important- Sensitivity is key! Every child is
different and will respond to environmental stimuli differently
Give yourself and your students some grace…Give yourself and your students some grace…
- Success looks different for everyone
- Everyone has a story to tell
- Success looks different for everyone
- Everyone has a story to tell
Helpful Documents:Helpful Documents:
- Keep track of your strategies- Student interventions- Deficit specific chart
- Keep track of your strategies- Student interventions- Deficit specific chart