Date post: | 07-Nov-2014 |
Category: |
Education |
Upload: | guest29d867 |
View: | 2,891 times |
Download: | 0 times |
TEACHING SPECIAL STUDENTS:
Tips for Teaching Children with Emotional/Behavioral Disorders, Autism, and Attention Deficit Hyperactivity Disorder
Vanessa Mills – W200 –June 16, 2009Next Table of Conte
nts
Table of Contents
• Emotional/Behavioral Disorders-Behaviors-Instructional strategies-Behavioral strategies
• Autism-What is Autism?-Behaviors-Tips for Teachers
• Attention Deficit Hyperactivity Disorder-What is ADHD?-Behaviors-Teaching Strategies
• Reflection• Citations
Previous I Next
Emotional/Behavioral Disorders: Behaviors Attention-getting behavior Low self-esteem Limited problem solving
skills Poor impulse control Defiance of authority figures Low attention span Minimal social interaction
skills May be very disruptive to
others Personal struggle with
controlling self Fears resulting from school
problems Problems in getting along
with others Conduct disorders
Can be aggressive Hyperactive Can be withdrawn Insecure Easily confused Poor communication skills Problems working in
groups General mood of
unhappiness Poor conflict resolution Can be immature Covers up emotions Behavior affects learning
Previous I Next
Table of Contents
Emotional/Behavioral Disorders:Instructional Strategies Present materials at independent level, not frustration level Provide short, manageable tasks Set short-term expectations Repeat directions frequently Use special education staff for problem solving Follow through on everything Be willing to modify classroom expectations and homework
problems Request students to demonstrate verbally their understanding of
directions/expectations Materials should be presented for all learning styles; e.g.,
auditory, visual Use study skills support Provide mini-breaks between lessons Allow for peer tutoring Provide positive reinforcement Individualize work assignments Structure classroom environment
Previous I Next
Table of Contents
Emotional/Behavioral Disorders:Behavioral Strategies Use positive reinforces Use behavior contracts Model behavior Do not place hands on
students Keep a sense of humor and
use it Solve problems privately not
publicly When disciplining the student
address the specific behavior and avoid any indication you dislike the student personally
Label exact behavior desired; do not be subtle
Give two choices only, either/or
Be firm, fair, and flexible Avoid setting the student up
for failure
Do not put unrealistic expectations on the students
Define classroom expectations relating to behavior and establish rules with the students
Have rules posted around the room
Make expectations clear Avoid power struggles Individualize behavior plans Consistently interrelate with
students Establish contracts with
students Be consistent Encourage students to make
choices Provide time-out options Involve parents
Table of Contents
Previous I Next
Autism: What is Autism?
Autism/Pervasive Developmental Disorder (PDD) - a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics. While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.
Previous I Next
Table of Contents
Autism: Behaviors
Communication problems (e.g., using and understanding language)
Difficulty relating to people, objects, and events
Unusual play with toys and other objects Difficulty with changes in routine or
familiar surroundings and Repetitive body movements or behavior
patterns.
Previous I Next
Table of Contents
Autism: Tips for Teachers
Learn more about autism/PDD. Make sure directions are given step-by-step, verbally,
visually, and by providing physical supports or prompts, as needed by the student.
Find out what the student’s strengths and interests are and emphasize them.
If behavior is a significant issue for the student, seek help from expert professional resources (including parents) to understand the meanings of the behaviors and to develop a unified, positive approach to resolving them.
Have consistent routines and schedules. Work together with the student’s parents and other
school personnel to create and implement an educational plan tailored to meet the student’s needs.
Table of Contents
Previous I Next
ADHD: What is ADHD?
Attention Deficit Hyperactivity Disorder - Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). When a child exhibits behaviors associated with ADHD, consequences may include difficulties with academics and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.
Previous I Next
Table of Contents
ADHD: Behaviors
Fidgeting with hands or feet or squirming in their seat (adolescents with ADHD may appear restless)
Difficulty remaining seated when required to do so
Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations
Blurting out answers to questions before the questions have been completed
Difficulty following through on instructions and in organizing tasks
Shifting from one unfinished activity to another
Failing to give close attention to details and avoiding careless mistakes
Losing things necessary for tasks or activities
Difficulty in listening to others without being distracted or interrupting
Wide ranges in mood swings
Great difficulty in delaying gratification
Previous I Next
Table of Contents
ADHD: Teaching Strategies
Evaluate the child’s individual needs and strengths.
Select appropriate instructional practices.
For children receiving special education services, integrate appropriate practices within an IEP.
Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children.
Table of Contents
Previous I Next
Reflection
The solution to teaching students with these various disorders were quite similar, especially for students battling ADHD or emotional/behavioral disorders; they seem to be “fidgety” and have difficulty following directions. This was obvious to me, however, I never looked on the flip side. Some students with emotional and behavioral disorders actually have opposite symptoms, such as, falling asleep frequently and they may be socially awkward. This made me realize that kids who have problems socially, even if they are good students, may have disorders as well. The most valuable information I learned was repeated through all three articles. “Evaluate the child’s individual needs and strengths. Assess the unique educational needs and strengths of a child with ADHD (or any other disorder) in the class.”
Previous I Next
Table of Contents
Citations
AutismWeb. (2009). Educating Kids with Autism and Pervasive Developmental Disorder. Retrieved June 16, 2009, from http://www.autismweb.com/education.htm
U.S. Office of Special Programs. (2006). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Retrieved June 16, 2009, from http://www.ed.gov/rschstat/research/pubs/adhd/adhd-teaching- 2006.pdf
Whitt. (1999). Teaching Students with Emotional and Behavioral Disorders. Retrieved June 16, 2009, from http://www.geocities.com/whitt2_1999/sped6706ch4.html?20052
Previous Table of Contents