Teaching Special Needs Students

1
Teaching Special Needs Students
2
Basic Organization and Classroom Routines
3
General Classroom Strategies

• The students should
• enter the classroom at the same time as the other
  students
• be seated so that he/she can see and participate
  in all activities and so that other students and
  the teacher can interact easily with her/him
• participate in classroom activities at the same
  time as the other students
• make transitions from one activity to another at
  the same time as the other students
• leave the classroom at the same time as the other
  pupils

4
General Classroom Strategies

• The students should
• have his/her academic and social progress a
  constant focus of the program
• be involved in class activities, e.g., asking and
  answering questions, group activities
• be encouraged to behave the same way as the other
  pupils, e.g., remaining seated during instruction
  
• be assisted only when necessary with that
  assistance fading as soon as possible.

5
Communication

• The students should
• socialize with the other pupils and have this
  socialization supported
• get feedback from teachers and paraprofessionals
  in the same manner as it is given to the other
  students, e.g., praise, discipline, attention.

6
Personal Appearance

• The students should
• attend to their appearance when the other
  students do, e.g., comb hair or put away extra
  clothes between classes
• dress in an age appropriate manner.

7
Curriculum Modification

• The students should have the curriculum modified
  in such a way that they
• can participate in learning activities in the
  same manner and at the same time as the other
  students
• can participate in assessment activities,
  including access through the use of different
  formats or times
• have access to additional material to reinforce
  learning, if necessary

8
Curriculum Modification

• The students should have the curriculum modified
  in such a way that they
• have access to additional material to extend
  learning, if possible
• have access to learning materials and equipment
  that are age appropriate
• have opportunities to work with other students.

9
Teaching Students How to Study and How to
Organize their Work
10
Study Skills

• Provide students with a sample chart for planning
  their study time at home.
• Encourage students to evaluate the effectiveness
  of their own study habits.
• Teach the RAP study method READ - ASK yourself
  what you read - PUT it in your own words.

11
Study Skills

• Teach how to create study notes. Pre-lesson
  outlines make excellent study guides, providing
  the stimuli for fact reviews. The use of recipe
  cards with topics, subtopics, important facts and
  questions is an efficient study method.
• Teach the use of mnemonic devices, e.g.,
  categorization, chunking, visual imagery,
  association, diagrams, verbal rehearsal,
  acronyms, funny sentences, enumerating, intensity
  of attention - highlights, rhythm.

12
Organization of Work

• Calendar/Timetable
• Post a weekly/ monthly timetable. Record dates
  for completion of assignments, tests, etc.
• Personal Assignment Record
• Each student can record each assignment as it is
  given.

13
Organization of Work

• Task Analysis
• Break major assignments into smaller sections so
  that students see a workable approach to the
  task.
• Teach visualization of the finished product
  before starting an assignment and model thinking
  out loud" about what is needed to accomplish the
  task.

14
Students With Learning Disabilities
15
Students With Learning Disabilities

• Learning disabilities are often an invisible
  handicap.
• Students with learning disabilities do not have a
  hearing or visual impairment, a physical
  disability, or below average intelligence.
• However, they demonstrate difficulties in the
  following areas with regularity over an extended
  period of time
• receptive language (listening, reading), language
  processing (thinking, conceptualizing,
  integrating), and expressive language (talking,
  spelling, writing)

16
Students With Learning Disabilities

• mathematical computations
• visual, auditory, motor, organizational and/or
  conceptual skills
• memory
• focusing attention, leading to uneven or
  inconsistent performance
• behavior (often immature, impulsive, and
  egocentric)
• self-esteem and social skills (including fear of
  school)

17
Students With Learning Disabilities

• an inability to produce answers (even when there
  is mastery of content)
• cognitive style (often careless, disorganized,
  impulsive, off-task)
• sequencing
• comprehension (may seem satisfied with peripheral
  understanding and may misinterpret what
  constitutes completeness)
• time management.

18
Motivational Strategies

• check papers by marking correct responses rather
  than those that are incorrect
• give immediate reinforcement of correct responses
  
• keep graphs and charts of student's progress.

19
Presentation Strategies

• use many modalities
• e.g., oral presentation, board notes, overheads,
  diagrams, class discussion, activity-based
  learning
• give instructions after eye contact has been
  established.
• Instructions should be clear and concise
  sequenced logically verbally rehearsed by
  student ("what should I do?" reviewed after a
  time lapse written on board or in notebook
• organize assignments so they are broken down step
  by step outlined in writing, both in student's
  homework book and on chalkboard

20
Presentation Strategies

• use a direct teaching method and teach in small,
  incremental steps, from simple to more difficult
• encourage students to question for clarification
  and additional information
• avoid using figurative language unless it has
  been specifically pre-taught
• provide extra time to complete assignments that
  might otherwise be completed in class

21
Presentation Strategies

• give students several short assignments rather
  than one long one
• check with the student frequently to give help
  before frustration begins
• give the restless student opportunities to move.
  Some students need physical movement, e.g.,
  rocking or tapping, to concentrate
• use experiential, concrete activities to teach
  abstract concepts.

22
Reading

• use a direct teaching approach, e.g., phonics,
  trace and pronounce a word simultaneously
• use special materials, e.g., high interest low
  vocabulary reading material
• reduce the quantity of material.

23
Writing and Note Taking

• Students who have difficulty with written work
  may have problems transferring what they see into
  a written form because of motor, memory or
  processing difficulties, so teachers should
  consider
• negotiating written assignments.
• Allow students to write less and allow more time
  for the work to be completed
• teaching the elements of a proper/acceptable
  written assignment.
• Keep good models/samples visible for references

24
Writing and Note Taking

• providing alternatives
• such as, paper that has larger spaces and lines,
  the computer, diagrams, assignments on audiotape
• accepting different writing forms for different
  purposes
• e.g., point-form notes for summarizing or mapping
  
• encouraging students to listen first and then
  write their notes
• Doing both at the same time may be confusing
• when students need to transcribe notes from point
  form to draft copy, let them record or dictate to
  another person, or use a computer

25
Writing and Note Taking

• When students need to transcribe notes from draft
  copy to final copy, decide the requirement for
  correct spelling.
• If it is essential, use a word processor or peer
  editing, etc.
• in taking chalkboard notes use point form
• allowing plenty of time for copying using clear,
  well-spaced script providing a photocopy of
  teacher-made or pupil-made notes when necessary
  using summary sheets (have a group summarize the
  notes together)

26
Writing and Note Taking

• in working on research projects assist with the
  formulation of a framework
• allowing the use of live interviews or TV and
  radio programs
• providing photocopies (enlarged, if possible) and
  assisting the student with highlighting key
  terms/information
• assisting the student with categorizing and
  sequencing the material according to the
  framework.

27
Proofreading

• read to the student exactly what he/she has
  written. The student will often be able to
  self-correct in this way
• provide assistance with proofreading for
  spelling, punctuation, and syntax from a peer,
  peer-tutor, parent, teacher
• provide a checklist to help focus the student's
  attention.

28
Mathematics

• provide opportunities for extra drill
• support the use of manipulative and concrete
  materials,
• such as, computer programs for drill and
  practice, calculators, cuing strategies, e.g.,
  color coding, bold, underline, and models/charts
• problem solving pre-teach or review
  new/necessary vocabulary
• use diagrams/concrete materials have the problem
  read to the student have the student paraphrase
  and/or rehearse the information and necessary
  steps and operations.

29
Test Taking

• prepare student ahead of time by explaining the
  expectations for the test
• prepare review sheets encourage student to do
  them. Give immediate feedback regarding strengths
  and weaknesses
• make sure the student understands test
  instructions
• accept spelling as written unless it is a
  previously specified dictation
• allow adequate response time, oral or written

30
Test Taking

• allow short answer tests to be taken orally.
  Answers could be recorded and transcribed.
• for essay tests
• read questions to student
• have students formulate a framework for their
  response/answer
• have student dictate to peer-tutor

31
Test Taking

• for essay tests
• use verbatim scribing
• if scribing is not available, have student record
  answers for marking or later transcription
• focus on quality of content in the answer than
  with structure, unless, structure of response is
  also being evaluated
• consider testing longer exams in shorter time
  segments

32
Test Taking

• consider alternative evaluation techniques
• oral test teacher/peer reads questions and/or
  writes the student's answers
• open book test student has the use of notes,
  good for evaluation of process/skill more than
  knowledge
• closed book test with different requirements for
  answers, e.g., short answer, true/false,
  matching, multiple choice (very difficult for
  learning disabled student with language deficits)
• taped tests student listens to tape and responds
  on tape

33
Test Taking

• consider alternative evaluation techniques
• take-home tests- extended time to complete the
  test
• resource room
• short quizzes instead of major tests
• partial marks for answers
• critique early drafts of papers and encourage
  rewrites

34
Students With Behavior Disorders
35
Behavior Disorders

• behavior disorders affect social relationships
  and academic progress.
• The behaviors persist in different settings and
  with different people.
• They are not due to intellectual or health
  factors.

36
Behavior Disorders

• behavior disorders include
• conduct disorders
• (physical or verbal aggression, intimidation,
  inattention)
• anxiety and withdrawal reactions
• (anxiety, fear, tension, shyness, depression,
  sadness)
• socialized aggression
• (vandalism, gang membership, running away from
  school and/or home)
• immaturity
• (a short attention span, poor concentration,
  clumsiness, poor coordination, messiness,
  drowsiness, boredom)

37
Behavior Disorders

• Try to find out the cause of the behavior
  disorder by talking to parents and professionals
  
• if educational,
• emphasize success, help student to achieve
  academic goals
• if biological,
• a change the student's physiology may be required
  through a change in diet or drug therapy
• if psychological,
• professional counselling may help the student
  deal with the underlying conflicts.
• At the same time, a focus on improving the
  behavior is necessary through reinforcers,
  consequences, etc.

38
Behavior Disorders

• if ecological,
• an alteration in the environment to accommodate
  allergies, etc., may be indicated.

39
Preventing Problems

• provide success oriented tasks
• try for a ratio of least 21 positive to negative
  teacher comments
• teach conflict resolution and life skills
• provide support and orientation during transition
  times
• arrange furniture and equipment so all parts of
  the room can be seen

40
Preventing Problems

• reduce the possibility of bumping and shoving by
  eliminating congestion
• establish clear consequences for inappropriate
  behavior, e.g., a short period of time-out in a
  designated time-out area
• keep students consistently on-task with learning
  activities
• use close supervision when necessary

41
Teaching Strategies

• use a highly structured program
• use direct instruction to present new skills
• give individual assignments instead of group work
  
• present assignments that are easily understood
• keep the work load short and the time limit
  short
• reinforce as quickly as possible
• alternate physical activity and paper-pencil
  tasks

42
Teaching Strategies

• avoid criticism and punishment
• try to establish a positive, enthusiastic, and
  respectful atmosphere
• mark correct answers rather than incorrect ones
• avoid red pencil

43
Expectations and Consequences

• keep rules to a minimum, no more than five
• state rules in positive terms
• involve students in developing the rules
• keep reprimands private to avoid confrontation
  and humiliation
• once a consequence is initiated, carry it through
  to a satisfactory conclusion

44
Expectations and Consequences

• avoid - requiring confessions, challenging a
  student to misbehave, arguments and
  confrontations, forcing apologies, mass
  punishment for the misbehavior of a single
  student
• involve the student, parents and school
  administrators in planning consequences
• establish clear consistent rules for routines and
  behavior
• maintain consistent consequences

45
Students Who Are Slower Learners
46
Students Who Are Slower Learners

• Students who are slower learners are as
  individual as any other group of students.
• It is important to conduct an assessment of
  ability before labelling any student as a slower
  learner.
• This assessment must be conducted by a qualified
  professional, such as a psychologist or
  psycho-educational consultant.
• Slower learners may be able to achieve success in
  a modified program in a regular classroom when
  they are given additional support.

47
Classroom Strategies

• support verbal communication with body language,
  such as using gestures (pointing, air drawing
  size or shape), and changing voice quality
• use verbal labels for objects and actions in the
  classroom, hall, and yard
• use short, clear phrases
• motivate learning with the use of praise and time
  with favorite activities

48
Classroom Strategies

• help the student interact with other students in
  the class
• introduce new concepts slowly use many examples
  allow lots of practice time
• teach concepts in context to make ideas 'real'
• teach the same concepts and skills in many
  situations so skills are generalized

49
Expressive Language

• make sure the students have chances to use
  language with their peers
• teach the student appropriate ways to express
  needs and frustrations
• allow extra time for the student to respond to a
  question or situation, as information retrieval
  and processing may be slower than usual
• encourage appropriate responses and learning with
  motivators, such as praise and time with favorite
  activities

50
Academic Skills

• use learning aids, e.g., number lines,
  calculators, counters, and tape recorders
• involve the student in tasks which have a good
  probability of success, e.g., in cooperative
  learning
• reduce the amount of written work by providing
  assignments, such as fill in the blanks
• use one-step instructions and check frequently
  for understanding

51
Academic Skills

• prepare alternative activities focusing on basic
  skills, e.g., list making
• use concrete materials whenever possible, but
  keep materials age appropriate
• focus on making small achievable gains

52
Social Skills

• establish well defined classroom routines
• plan cues and reinforcers so the student
  progresses constantly towards independence
• assign a buddy to assist the student in learning
  class and yard routines
• provide consistent and firm expectations with
  natural consequences
• make sure students can imitate and practice
  socially appropriate skills
• teach appropriate ways of getting help and/or
  getting attention

53
Students With Language Problems
54
Students With Language Problems

• A student with language problems does not have
  the same difficulties as the student who does not
  speak English as their first language.
• A student with language problems has receptive
  and expressive problems in one or more of the
  areas, regardless of what language they are
  using.
• These problems are also not due to a temporary
  physical disability, environmental or economic
  factors.

55
Classroom Strategies

• Model correct language by identifying a specific
  target, e.g., irregular past tense, and
  reflecting it back to the student after every
  incorrect use.
• ExampleStudent "I writed my assignment" or "I
  drawed the diagram."Teacher "Oh, you wrote the
  assignment" or "I see, you drew the diagram."
• Expand on the student's utterance by adding form,
  content and attributes.
• ExampleStudent " I saw the fight" or "They're
  fighting."Teacher "Where did you see the
  fight?" or "It's not a serious, violent fight."

56
Classroom Strategies

• Discuss the listeners' need for clarity, so the
  student may become more aware of the skills
  involved in providing complete information.
• Barrier activities are useful exercises for
  students of any age. One barrier activity is to
  have the student describe an item to someone who
  doesn't know what it is, e.g., an umbrella, a
  calendar, a map, a baseball glove, a toaster.
• Discuss word associations, categories,
  similarities and differences, synonyms and
  antonyms, attributes and multiple meanings.
• Use joke books and dictionaries. Make word lists.
  Examine homonyms.
• Discuss abstract vocabulary, e.g., feelings,
  values, time.

57
Classroom Strategies

• Focus on listening skills.
• The students should listen carefully to a comment
  or story and associate what is said with their
  own experiences.
• They can listen for implied meaning and
  significant clues.
• They can mentally summarize what the speaker is
  saying and listen for direction-changing words,
  such as 'but'.

58
Classroom Strategies

• Consider these ideas when you are teaching
• add visual clues to verbal instructions
  (gestures, pictures)
• highlight key words on a page with written
  instructions
• keep your language familiar and predictable
• make sure the students are paying attention. Are
  they looking at you?
• ask students to repeat your instructions in their
  own words
• give instructions in the right sequence.
• For example, don't say "Take the attendance
  before you start your group work, but be sure to
  get the books you need first."
• Instead say "Get the books you need, then take
  attendance, and then you can start your group
  work."

59
Students With Physical Exceptionalities
60
Students With Physical Exceptionalities

• Students with physical problems are as individual
  as any other group of students.
• Most students with physical disabilities or
  chronic health concerns have had extensive
  involvement with other professionals, such as
  doctors and nurses, physiotherapists and
  occupational therapists.
• Professionals in the medical and rehabilitation
  fields can suggest appropriate accommodation for
  students with artificial limbs, spina bifida,
  cerebral palsy, spinal cord injuries, etc.
• All plans for these students should involve
  parents and these professionals, whenever
  possible.

61
Classroom strategies

• become familiar with student's strengths and
  needs
• assign tasks that can be completed
• encourage peer interaction
• allow more time for task completion when
  necessary
• maintain contact if the student is absent for a
  prolonged time

62
Classroom strategies

• foster participation and independence
• avoid frustrating the student with unrealistic
  expectations
• prepare student for medical procedures by
  discussing details, fears, etc.

63
Students Who are Blind or Who Have Limited Vision
64
Students Who are Blind or Who Have Limited Vision

• Students who have a visual impairment are as
  different as any other group of students.
• A student with a visual impairment could be low
  vision or blind, depending on the degree of
  impairment.
• It's important that teachers understand the
  nature and degree of the disability.
• Most students with visual impairments are capable
  of attending their local school and can
  participate in the majority of school activities.

65
Classroom Strategies For Students with Limited
Vision

• use familiar concrete materials as much as
  possible until the student is ready for a change
• use concrete materials that are being used by
  other students in the class (good for
  socializing, sharing experiences, comparing
  achievement, maintaining integrity of curriculum)
  
• use modelling of correct responses to visual
  environment so student can compare his/her
  responses to an accurate model

66
Classroom Strategies For Students with Limited
Vision

• encourage student to measure his/her own progress
  through the use of charts, graphs, checklists and
  timed activities
• change the environment (incrementally) so the
  student can practice transferring and
  generalizing skills in a safe situation, such as
  the classroom, hall or school yard
• use a variety of age appropriate materials,
  including games

67
Classroom Strategies For Students with Limited
Vision

• accompany all visual presentations with verbal
  narration
• increase and vary the distances the student is
  expected to explore

68
Students Who are Deaf and Hard of Hearing
69
Students Who are Deaf and Hard of Hearing

• Students with hearing loss are as individual as
  members of any other group.
• They may tune out or attend.
• They may wish to communicate by signing or using
  oral approaches.
• A student's individual education plan will
  include specific recommendations, such as oral
  approaches (speechreading, auditory training,
  amplification) and manual approaches (American
  Sign Language - ASL, cued speech and finger
  spelling).

70
Classroom strategies

• Seating
• Seat the student toward the front of the room and
  to one side with the better ear toward the
  teacher and class.
• The best set-up is the semicircle
• allows the student to see the faces of the
  teacher and the other students.
• Permit the student to move his/her seat if
  instruction is being given in another part of
  room.
• Don't seat this student too close to audio-visual
  equipment, such as film projectors.
• The noise of the motor will drown out the sound
  of voices in the film, class, etc.

71
Classroom strategies

• Focus
• Ensure that the student is paying attention
  before giving instructions.
• Make sure that the student has an uninterrupted
  view of the teacher's face.
• During discussions, ask questions to make sure
  the student with the hearing loss understands.

72
Classroom strategies

• Support
• Set up a buddy system. The buddy can repeat your
  directions, give the hearing impaired student a
  photocopy of notes taken during films, repeat
  information coming over the PA system, making
  sure the hearing impaired student knows about
  important dates and cancellations.
• Belonging
• Encourage participation in extracurricular
  activities.

73
Visual Aids

• Speak first and then show visual clues, such as
  maps and charts.
• List page numbers, questions numbers,
  assignments, key points, and new vocabulary on
  the chalkboard.
• Use an overhead projector. This will allow you to
  face the class and give students a chance to
  speech read during the lesson.

74
Speech Reading

• Don't stand too close to the student because this
  distorts his/her view of your face.
• Keep your hands, papers, and books away from your
  face when you are speaking.
• Don't stand in front of a window or light source,
  as it will cast a shadow on your face.
• Don't turn your back while talking.
• It's difficult to speech read a moving target, so
  keep teacher movement to a minimum. Avoid
  speaking with your side or back to the class.

75
Speech Reading

• Don't write on the chalkboard while you're
  talking.
• Speak naturally. Don't use a loud voice or
  exaggerated mouth movements.
• In a darkened room, a student can't speech read,
  so keep comments - or lights off - to a minimum.
• Remember that discussion type lessons are very
  difficult for students with hearing impairments.
• pre-teach new vocabulary to the hearing impaired
  students
• question the students at regular intervals to
  ensure comprehension
• write an outline of the key points on the
  chalkboard before the lesson.