Download Understanding Dyscalculia and Learning Strategies for Students with Math Difficulties and more Study Guides, Projects, Research Teaching method in PDF only on Docsity!
Exceptional Learners: Chapter 1-5 Exam
Preparation 2024 Study Guide
CHARACTERISTICS:
Limited English Proficient Learners - -Come from families with a native language other than English -Have difficulty speaking, reading, writing, or understanding English ~Do not meet proficiency levels on assessments ~Do not understand class instruction ~Do not have the opportunity to fully participate in society -The majority of academic learning is language-based ~Students who struggle with language will face distinctive disadvantages in school -Code Switching Code Switching - Students use their home language and English within the same communication depending on who they are talking to. CHARACTERISTICS: Learning Disabilities - -Normal intelligence but does not achieve academically like his classmates without disabilities -Difficulties in writing, reading, math, organizing, social skills, etc. - Common, life long, and range from mild to severe -Brains Process information differently
Struggle with... -Paying attention to important parts of learning task -Unable to generalize or transfer learning to another situation -Insufficient problem-solving skills -Overall, earn lower grades and higher levels of course failure --> Develop learned helplessness -Listening skills, Speaking skills, and Understanding - Reading skills -Deficits in social skills (Lower tolerance of frustration, poor sense of humor, give up easily, poor response to pressure) -Social Perception and Interaction ~CAUSE IS MOSTLY UNKNOWN ~LARGEST SPECIAL EDU. CATEGORY CHARACTERISTICS: Dyslexia - DYS= difficulty LEXIA= language -Hard to diagnose --> Require many tests including PET, MRI, CT, IQ, and skills -Neurological disorder -Difficulty distinguishing between left and right -Difficulty understand what is said -Difficulty reciting the alphabet in order -Difficulty comprehending language --->~Difficulties with accurate word recognition, decoding, and spelling
-Organizing and managing time -Summarizing a story -Learning a foreign language -Memorizing CHARACTERISTICS: Dysgraphia - A learning disability that affects writing -Poor motor skills -Poor handwriting Difficulty putting the letters of a word in order -Poor spelling skills -Poor grammar skills Difficulty putting words and numbers down on paper in the right order -Poor math skills -Poor information processing skills ~Difficulty putting thoughts on paper -BRAIN ACTIVITY DIFFERS FROM NON-DYSGRAPHIA CHILDREN (Example: "I rilly love spugety and strabarys") CHARACTERISTICS: Dyscalculia - -Difficulties with numbers and solving math equations -Trouble remembering basic math facts -Trouble with advanced math applications such as logic, organizing, rearranging, and problem solving
-Visual-spatial difficulties, which result in a person having trouble processing what the eye sees ~Difficulty visualizing patterns or different parts of a math problem -Language processing difficulties, which result in a person having trouble processing and making sense of what the ear hears ~Difficulty with the vocabulary of math ~Trouble identifying critical information needed to solve equations and more complex problems -Difficulties reading maps, following directions, gauging the passage of time, keeping score cards in simple games that have points CAUTION: Difficulty in math does not always indicate a learning disability! COUNTING DOTS EXAMPLE --> 8 DOTS AND NUMBER 8 EXAMPLE --> SHAPE ADDITION AND SUBTRACTION EXAMPLES Dyscalculia in Young Children - -Difficulty learning to count -Trouble recognizing printed numbers -Difficulty tying together the idea of a number (4) and how it exists in the world (4 horses, 4 cars, 4 children) -Poor memory for numbers -Trouble organizing things in a logical way - putting round objects in one place and square ones in another Dyscalculia in School-Aged children - -Trouble learning math facts -Addition, subtraction, multiplication, division -Difficulty developing math problem-solving skills -Poor long term memory for math functions -Not familiar with math vocabulary -Difficulty measuring things
-Difficulty noticing, comparing and distinguishing separate sounds in words -Difficulty picking out sounds/words from a noisy background -Difficulty with long term memory -Difficulty sequencing objects CHARACTERISTICS: Executive Functioning Disorder - Are a set of mental processes that work like an air traffic control system to allow an individual to use knowledge in various situations: ~Working memory ~Inhibitory control of inappropriate behaviors ~Mental flexibility ~Self-regulation INDIVIDUAL IS UNABLE TO EASILY DO THESE THINGS --> There are not good connections between the parts of the brain and thus the individual can not perform these tasks without trouble AIR TRAFFIC CONTROL GAME Executive Functioning Disorder Difficulties in a Child - -Following directions and instructions -Difficulty remembering facts, numbers, and assignments -Keeping track of more than one thing at a time -Taking notes and outlining material -Meaningfully including past knowledge in discussions -Evaluating ideas and reflecting on work --->~Changing intentions and making mid-course corrections while thinking, reading, and writing -Asking for help or seeking more information when needed -Engaging in group dynamics -Turn taking
-Waiting to speak until called on Executive Functioning Disorder Difficulties in a Teen or Adult - Has problems with the getting projects done due to difficulties... -Analyzing a task -Planning how to address the task -Organizing the steps needed to carry out the task -Developing timelines for completing the task -Adjusting or shifting the steps, if needed, to complete the task -Completing the task in a timely way STRATEGIES TO TEACH: Speech Impairments - -Provide opportunities for language use and expanding comprehension of receptive language -Create a language-sensitive environment that encourages all students to develop language -Create supportive environments ~Use CSR Strategies Students with language and speech impairments struggle with reading and writing skills Create Supportive Environments for Speech Learning - -Match language with the comprehension abilities of students -Be responsive to students' language needs by modifying, adjusting, or supplementing instruction -Supply relevant examples for students -Provide multiple examples to explain concepts -Use specific referents --->(Example: Instead of "Open your book," say, "Open your Geography book to page 36") -Avoid indirect expressions --->(Example: Instead of "Do you get it?" ask, "Do you understand how to complete the worksheet?")
-Curricular-based Measurement --->~Frequent progress monitoring of students allows teachers to see which tactics are working and where they need to make adjustments Improving Social Skills for Children with Learning Disabilities - -Pair students with mutual interests -Integrate students with and without disabilities -Teach students with disabilities the importance of self-control -Model, coach, and provide specific feedback -Have student practice a social skill -Peer tutoring Learning Disabilities and Post-Secondary Education - -Students with learning disabilities can succeed in post-secondary education --->~Need carefully written and implemented transition plans --->-Students will require accommodations to succeed Strategy Instruction Model (SIM) - ~A supplemental high school curriculum curriculum designed for students with learning disabilities ~Gives students a plan and methods for success in school ~Often assists students in learning and remembering information ~Includes advanced organizers and mnemonics Effects of Speech Impairments: SOCIAL DEV. - -Aggressive behavior -Withdrawal socially -Avoidance of situations where they have to speak -Struggle with social competency (i.e. bad with conversation, interpreting body language, responding appropriately) -Struggle with independence and self-concept Effects of Speech Impairments: EDUCATIONAL DEV. - -Usually do not include academic problems, but may cause child to struggle with reading and writing skills Semantics - Content
Pragmatics - Use Linguistic Diversity - Def: Students whose native language at home is not English. Cultural Diversity - Def: Students whose backgrounds differ from mainstream American Society. MANY CULTURALLY DIVERSE STUDENTS ARE ALSO LINGUISTICALLY DIVERSE -Cultural Dissonance Cultural Dissonance - Def:A mismatch of home and school cultures that can explain difficulties in academic learning and behavior. -Native, Latino, and Asian children are often taught cooperation and not competition -Native children may be thought of as disengaged because they may have been taught not to talk too much and not to make direct eye contact Culturally and Linguistically Diverse Students Both... - Struggle Due to... -Language differences -Cultural differences --->~Home and school cultures -Behavior differences (These differences may be interpreted by some as a disability or a problem) Teachers must be "culturally competent" to prevent cross-cultural dissonance... - -Learn the backgrounds, heritages, and traditions of their students --->~School and home cultures are different
-Clearly define classroom expectations --->~Culturally diverse students need to know exactly what the school expects from them --->~Rewards Prevalence of Diverse students - -The percentage of ethnic groups in special and gifted education should equal the percentage of groups in the general population. Overrepresentation of culturally diverse students in Special Ed. --> Students are assumed to require special education when the only thing holding them back is the need to be acclimated to their school, having full acceptance by classmates and faculty, and full understanding of what is expected of them. -Students from diverse backgrounds have a greater probability of being placed in a more restrictive or segregated educational setting -Students who do not have a disability should not be placed in special education ~These students do not have the same access to the general curriculum ~They are stigmatized by society -Language impairment should generally appear in BOTH English and the child's dominant language Teaching Diverse Students: ROLE OF TEACHERS - -Become culturally sensitive and knowledgeable about second language acquisition -Provide culturally responsive instruction -Provide content that reflects the central aspects of a culture -Use highly-motivating instructional materials Multicultural Education - -Instruction that is connected to students' background and cultures -Clear understanding of differences between home and school cultures --->~Respect and value the home culture
--->~Avoid clashes that can occur from differences between home and school culture Bilingual Education - -Goal is for students to master their home and school languages -Can take years to master both languages Dialects - (Sometimes teachers interpret English dialects to be speech or language impairments) -Dialects are a variant of a language spoken in a certain geographical areas. -Have different vocabularies, grammar, and pronunciation (African American Vernacular English or Ebonics, southern drawl, New York accent) -Some students with dialects are perceived negatively while others are not. Accents - -Differences in sound patterns of a specific dialect -Not all languages have the same speech sounds as English. -What accents are perceived positively and negatively? -Does this change over time? (Sometimes teachers interpret accents to be speech or language impairments) Early Intervention - Important for the development of readiness for school Work on how to interact with others, follow directions, and early English
~Student of Itard Montesorri - Used concrete experiences and manipulative materials with children with cognitive disabilities People First Language - -Appropriate way to refer to most groups of people with disabilities ~Put people first ~Do not make the person equal the disability -For example ~Do say: The man in the wheelchair... ~Don't say: The wheelchair man... -Exceptions ~A Deaf man... ~A blind man... Civil Rights Act of 1964 - -Outlawed discrimination based on race, color, religion, sex, or national origin -Ended racial segregation in schools -Paved the way for children with special needs to get an education in the public schools Focus Of Special Education Laws (AAQ) - Accessibility -This was the original focus of special education laws Accountability -Then lawmakers focused on making sure that compliance was happening Quality
-Now focus is on quality of the education received Section 504 of the Rehabilitation Act - Protects qualified individuals with disabilities from discrimination -Must provide equal access to program benefits and services -Employer or organization must make reasonable accommodations that do not cause undo hardship for a person who has the ability to perform the essential functions of the job -Only for organizations and employers who receive federal funds Requires the provision of accommodations -Section 504 ensures children with disabilities have equal access to an education -Interpreters, ramps..... (Set the stage for IDEA and ADA) Education for All Handicapped Children Act (PL 94-142) - Guarantees access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) for children 5- years of age -Children with disabilities were still often separated into special classrooms -Requires each student eligible for special education and related services to have an IEP ~Parents now had the power to be part of the decision-making process for their child instead of leaving all decisions to principals and teachers ~Due Process hearings provided for parents IDEA - -Amendments were added to the Education for All Handicapped Children Act of 1975 and renamed it to IDEA -Provided access to education for children with disabilities -Used people first terminology
Individuals with Disabilities Act (IDA) - -Federal funds were given to states to develop training programs for assistive technology devices and services to provide access to individuals with disabilities -First act to define assistive technology devices and services for all disabled individuals, including children -Law was passed but people did not know what to do with it Americans with Disabilities Act (ADA) - -Bars discrimination in employment, transportation, public accommodations, and telecommunications -Strives to "normalize" life for individuals with disabilities -Ensures access for students to ALL schools, not just ones that receive federal funding -Reinforces concept of Universal Design that removes physical barriers in the environment Universal Design - Barrier-free architectural and building designs that meet the needs of everyone, including people with physical challenges. Universal Design for Learning (UDL) - Universal Design provides greater access to the physical environment by reducing barriers (ADA) Increases the access to the curriculum and instruction for all students ~Provides multiple pathways to access information Creates alternatives open to all students Is part of the standard delivery of instruction Includes multiple and flexible options
~Visual cues, clarifications, supply background knowledge, show relationships between concepts.... Technology is often at the heart of UDL ~Examples: electronic books, enlarged print, multi-media presentations No Child Left Behind Act (ESEA) - -Also known as the Reauthorization of the Elementary and Secondary Education Act Focused on improving the quality of academic achievement of not only children with a disability but also the disadvantaged -Required data to be used to drive instruction -Required highly qualified teachers Implemented high-stakes accountability system based on student achievement -Expectation that children should achieve proficiency on challenging state academic assessments -100% of students on grade level by 2014 -Established statewide testing, school report cards, adequate yearly progress WAIVERS REQUESTED AFTER REAUTHORIZATION OF THIS LAW, ALLOWING FLEXIBILITY OF TIME, IMPROVEMENT AND ACCOUNTABILITY REQUIREMENTS, AND USE OF EDUCATION FUNDS Free and Appropriate Public Education (FAPE) - Ensure that students with disabilities receive necessary education and services without cost to the family Least Restrictive Environment (LRE) - Educational placement with the most inclusion and integration with typical learners as possible and appropriate -Justification for not being in regular programming with non-disabled peers for any part of the day -Tells how the instruction is delivered and where the instruction happens
