EDUCATION 652- Dr. Pierangelo

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EDUCATION 652-Dr. Pierangelo

• Factors Affecting Curriculum Performance in
  Children with Special Needs

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Factors Affecting Curriculum Performance in
Children with Special Needs

• Children are faced with many pressures everyday
  and as a result these pressures may play a role
  in their ability to fully concentrate in school.

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Factors Affecting Curriculum Performance in
Children with Special Needs

• What you notice as a special education teacher
  may only be symptoms of these pressures i.e.
  procrastination, avoidance, resistance, lack of
  completion of a task, lack of attention etc

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Factors Affecting Curriculum Performance in
Children with Special Needs

• However, the real reasons behind these behaviors
  should be known by you so that you can, along
  with the special education teacher, make
  accommodations or adaptations to the curriculum
  to help these students succeed.

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Symptoms vs. Problems

• Children and adults are exposed to a variety of
  stressors on any given day. For children, these
  stressors may manifest themselves in school
  related symptoms which result in dysfunction.

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Symptoms vs. Problems

• All problems create tension.
• This tension must be relieved either verbally or
  behaviorally.
• If a child is unable to communicate his feelings,
  as is the case for most children, then that
  tension will exhibit itself in symptomatic
  behavior.

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Symptoms vs. Problems

• This symptomatic behavior is what teachers see
  every day in the classroom. While symptoms may
  not always indicate a serious problem, the
  frequency, intensity, and duration of the
  symptoms usually do.

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Symptoms vs. Problems

• If a teacher understands the nature of
  symptomatic behavior and makes the proper
  referral for guidance, then a more serious
  problem can be averted.

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Symptoms vs. Problems

• However, even if correctly identified, a childs
  symptomatic behavior may take a while to
  dissipate.
• It is during this time that teachers can use
  certain techniques which may calm the child,
  provide suitable boundaries, reduce classroom
  frustration, and so on, while the real problem is
  being resolved.
• These are called adaptations

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ACADEMIC FACTORS

• There will always be times when academic deficits
  will impair a childs ability to function in the
  classroom.
• These deficits will make it hard for the child to
  keep up with the other students and may require
  added time to complete tasks.

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ACADEMIC FACTORS

• Further, a lack of academic skills may also be
  the cause of resistance and opposition to
  learning.
• Knowing what is behind resistance may make it
  easier to overcome it.
• Factors that can contribute to academic
  dysfunction include but are not limited to

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ACADEMIC FACTORS

• developmental reading disorders
• developmental math disorders
• developmental writing disorders
• developmental spelling disorders

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ACADEMIC FACTORS

• poor prior teaching
• lack of basic skills
• inconsistency during critical periods of skill
  development
• problems in concept formation
• lack of reinforcement

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ENVIRONMENTAL FACTORS

• Students have lives outside of school and all to
  often, these lives are filled with turmoil, chaos
  and dysfunction.
• When a child is exposed to these factors it
  drains them of their energy which makes it harder
  to concentrate and attend while in school

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ENVIRONMENTAL FACTORS

• After all, children who may experience violence
  in the home are more worried about going home
  after school then concentrating on math problems.

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ENVIRONMENTAL FACTORS

• Environmental factors are defined as those
  factors which the child may be exposed to at home
  or in the community which may have a profound
  impact on the childs ability to function in
  school.
• These factors may include home issues such as

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ENVIRONMENTAL FACTORS

• parental abuse
• parenting fighting
• separation
• divorce
• family illness

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ENVIRONMENTAL FACTORS

• economic hardships
• loss of parents job
• moving into a new neighborhood
• serious sibling rivalry
• family mental illness

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ENVIRONMENTAL FACTORS

• relatives residing in the home
• alcoholism
• drug abuse

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ENVIRONMENTAL FACTORS

• Environmental factors may also originate from
  community issues such as
• problems with neighbors
• poor reputation in the neighborhood
• problems with the law

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INTELLECTUAL FACTORS

• While a childs ability may vary, it is
  imperative that as a teacher you have a good idea
  of each childs true ability level so that you do
  not frustrate him/her and adapt the curriculum to
  his/her needs

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INTELLECTUAL FACTORS

• When these factors are present, a childs stress
  may be manifested in a variety of symptoms. The
  factors which fall under this category include
• Undetected limited intellectual ability
• Undetected gifted intellectual capacity

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LANGUAGE FACTORS

• Language provides the foundation upon which
  communication, problem solving, integrating,
  analyzing, and synthesizing knowledge takes
  place.
• Therefore, deficits in language can have a
  profound impact on the ability of an individual
  to learn and function competently and confidently
  as he interacts in the world.

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LANGUAGE FACTORS

• Difficulties may arise in a childs language
  development resulting in classroom symptoms.
  These language issues may arise from difficulties
  in
• nonverbal language
• oral language (i.e., listening and speaking)
• written language (i.e., reading and writing),

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LANGUAGE FACTORS

• pragmatic language (e.g., using language for a
  specific purpose such as asking for help)
• word retrieval
• articulation
• receptive aphasia
• expressive aphasia
• bilingualism

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MEDICAL FACTORS

• . While teachers are not asked to be doctors,
  certain medical conditions may manifest certain
  symptoms in the classroom.
• For the most part, one would assume that any
  serious medical condition may have already been
  identified by the childs pediatrician or parent.

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MEDICAL FACTORS

• However, this may not always be the case,
  especially in the cases of very young children.
• However, certain more common medical problems
  that may impair a childs ability to function
  adequately in the classroom may include but are
  not limited to

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MEDICAL PROBLEMS

• attention deficit disorder
• vision problems
• hearing problems
• neurological problems
• muscular problems
• coordination problems

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PERCEPTUAL FACTORS

• The learning process is like an assembly line
  through which information received travels.
• Information is received in some manner, and is
  filtered through a series of psychological
  processes.

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PERCEPTUAL FACTORS

• As information progresses along this "assembly
  line", it is given meaning and organized in some
  fashion, and then expressed through a variety of
  responses.

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PERCEPTUAL FACTORS

• When we evaluate a child's perceptual abilities,
  we are looking to see if there is a deficit in
  some area of the learning process that may be
  slowing down the processing of information,
  thereby interfering in the child's ability to
  receive, organize, memorize or express
  information.
• Severe deficits in the learning process can have
  adverse affects upon a child's academic
  performance.

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PSYCHOLOGICAL FACTORS

• Tension is a factor that is present in many
  children and the greater the tension, the greater
  the impact on a childs ability to learn.
• As tension rises it affects a childs ability to
  concentrate, focus, remember and store
  information, participate, keep things in
  perspective and remain patient

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PSYCHOLOGICAL FACTORS

• Psychological factors which may be contributing
  to a childs dysfunction in school may include
  but are not limited to
• clinical depression
• mental illness
• anxiety

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PSYCHOLOGICAL FACTORS

• eating disorders
• personality disorders
• schizophrenia
• phobias

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PSYCHOLOGICAL FACTORS

• obsessive compulsive disorders
• psychosexual dysfunction
• substance abuse
• sleep disorders
• brief situational disturbances or adjustment
  reactions
• conduct disorders
• separation anxiety
• oppositional defiant disorders

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SOCIAL FACTORS

• . While social status is a crucial factor at many
  ages, it becomes more of a factor as one
  approaches the period of adolescence.

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SOCIAL FACTORS

• Social pressures and peer influence sometimes
  create an imbalance in a childs functioning.
• This imbalance may often result in lower
  available energy for school related issues
  because of the intense need for energy to cope
  with his social world or social conflicts.

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SOCIAL FACTORS

• Social factors which may lower available energy
  and result in academic dysfunction include
• peer rejection
• preoccupation with boyfriend or girlfriend
• low social status
• social victimization
• scapegoat

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SOCIAL FACTORS

• difficulty with social intimidation
• victim of bully behavior
• social control issues-the need to be in control
• peer competition
• social isolation
• social overindulgence

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FACTORS AFFECTING CURRICULUM

• Finally, it would be helpful at the beginning of
  the semester to try to determine which of these
  areas affect each of your students.
• Once you have determined this you may need
  assistance from other staff members to help the
  student.

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Adapting Curriculum-Part II-Learning Disabilities

• For Students with Special Needs
• Education 652
• Dr. Pierangelo

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Adapting Curriculum

• One of the most important things to keep in mind
  when working with students with special needs is
  that they can learn.
• In many cases, it is not the lack of
  understanding or knowledge that causes problems
  but rather the manner of presentation, response
  requirements, and level of presentation.

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Adapting Curriculum

• The need to learn how to adapt material is
  crucial when working with this population.
• These adaptations offer them a better chance of
  success and task completion.

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Wh0 gets Curriculum Adaptations?

• The chances are that if you are working in a
  regular school district you will come into
  contact with high incidence disabilities. These
  may include
• Learning Disabilities
• Mental Retardation
• Emotional Disabilities
• Other Health Impaired Attention
  Deficit/Hyperactive Disorder

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Adapting Curriculum for Children with Learning
Disabilities

• The teacher should be aware that not all
  techniques will work with all students, but try
  as many of them as possible. These techniques
  should create a better learning environment for
  children with learning disabilities.

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Adapting Curriculum for Children with Learning
Disabilities

• A-Make adjustments in the type, difficulty,
  amount and sequence of materials
• 1. Give shorter but more frequent assignments.

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Adapting Curriculum for Children with Learning
Disabilities

• 2. Shorten the length of the assignments to
  insure a sense of success.
• 3. Copy chapters of textbooks so that the child
  can use a highlighter pen to underline important
  facts.

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Adapting Curriculum for Children with Learning
Disabilities

• 4. Make sure that the child's desk is free from
  all unnecessary materials.
• 5. Correct the student's work as soon as possible
  to allow for immediate gratification and feedback.

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Adapting Curriculum for Children with Learning
Disabilities

• 6. Allow the student several alternatives in both
  obtaining and reporting information--tapes,
  interviews and so on.

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Adapting Curriculum for Children with Learning
Disabilities

• 7. Hold frequent, even if short conferences with
  the child to allow for questions, sources of
  confusion, sense of connection and avoidance of
  isolation which often occurs if the work is too
  difficult.

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Adapting Curriculum for Children with Learning
Disabilities

• Adjust space, work time and grouping
• 1. Permit the child to work in a quiet corner, a
  study carrel when requested or necessary. This
  should not be all the time since isolation may
  have negative consequences. This technique
  depends on the specific learning style of the
  child who may be less distracted by working under
  these conditions.

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Adapting Curriculum for Children with Learning
Disabilities

• 2. At first the teacher may want to place the
  child closer to her/him for more immediate
  feedback.
• 3. Try to separate him/her from students who may
  be distracting.

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Adapting Curriculum for Children with Learning
Disabilities

• 4. Alternate quiet and active time to maintain
  levels of interest and motivation.
• 5. Make up a work contract with specific times
  and assignments so that the child has a
  structured idea of his/her responsibilities

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Adapting Curriculum for Children with Learning
Disabilities
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Adapting Curriculum for Children with Learning
Disabilities

• 6. Keep work periods short and gradually lengthen
  them as the student begins to cope.
• 7. Try to match the student with a peer helper to
  help with understanding assignments, reading
  important directions, drilling him/her orally ,
  summarizing important textbook passages and
  working on long range assignments.

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Adapting Curriculum for Children with Learning
Disabilities

• Consider adjusting presentation and evaluation
  modes
• Some students learn better by seeing (visual
  learners), some by listening (auditory learners),
  some by feeling (tactile learners) and some by a
  combination of approaches.

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Adapting Curriculum for Children with Learning
Disabilities

• Adjustments should be made by the teacher to
  determine the best functional system of learning
  for the children with learning disabilities.
  This will vary from child to child and is usually
  included in the child's evaluation.

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Adapting Curriculum for Children with Learning
Disabilities

• If the child is primarily an auditory learner,
  offer adjustments in the mode of presentation by
  use of the following techniques
• 1. Give verbal as well as written directions to
  assignments.

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Adapting Curriculum for Children with Learning
Disabilities

• 2. Place assignment directions on tape so that
  students can replay them when they need.
• 3. Give students oral rather than written tests.
• 4. Have students drill on important information
  using tape recorder, reciting information into
  the recorder and playing it back.

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Adapting Curriculum for Children with Learning
Disabilities

• 5. Have students drill aloud to themselves or to
  other students.
• 6- Have children close their eyes to try and hear
  words or information.

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Adapting Curriculum for Children with Learning
Disabilities

• If the child is primarily a visual learner, offer
  adjustment in the mode of presentation by
• 1. Have students use flash cards printed in bold
  bright colors.
• 2. Let students close their eyes and try to
  visualize words or information in their heads,
  see things in their minds.

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Adapting Curriculum for Children with Learning
Disabilities

• 3. Provide visual clues on chalkboard for all
  verbal directions.
• 4. Encourage students to write down notes and
  memos to themselves concerning important words,
  concepts, and ideas.

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Adapting Curriculum for Children with Learning
Disabilities

• For students with organizational problems try
  adapting the materials in the following manner
• Use large print activity sheets.
• Use overlays on text pages to reduce the quantity
  of print that is visible.
• Highlight key points on the activity sheet.
• Line indicators

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Adapting Curriculum for Children with Learning
Disabilities

• Sections on paper (draw lines, fold)
• Different types of paper (e.g., graph, paper with
  mid-lines, raised line paper)
• Provide more white space to put answers
• Highlight or color code (directions, key words,
  topic sentences)

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Adapting Curriculum for Children with Learning
Disabilities

• Put less information on a page
• Use high contrast colors
• Adapt Assistance
• Use peers or volunteers to assist students with
  special needs.
• Use students with special needs to assist younger
  students in learning science.

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Adapting Curriculum for Children with Learning
Disabilities

• Preparing for Tests and Quizzes
• Teach students strategies to prepare for a test
  or quiz
• Teach students what to look for in test
  questions how to read a test
• Use a variety of formats to thoroughly review for
  several days before tests or quizzes including
  quiz bowls, small group review, question and
  answer periods and study buddies.

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Adapting Curriculum for Children with Learning
Disabilities

• Provide students with examples of test content
  and format.
• Provide study guides in advance of the test.
• Provide review time during or outside of the
  class, emphasizing key points to study.

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Adapting Curriculum for Children with Learning
Disabilities

• Writing Tests or Quizzes
• Write clear, concise directions.
• Vary the test format (e.g., written, oral, short
  answer, essay, multiple choice, matching, yes/no,
  demonstration testing, open book/notes, take
  home, cooperative group testing).
• Underline or highlight important words in the
  test directions or on test items.

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Adapting Curriculum for Children with Learning
Disabilities

• Give more objective than subjective items.
• Increase allowable time for test completion.

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Adapting Curriculum for Children with Learning
Disabilities

• Review orally to ensure comprehension of essay
  questions.
• Give shorter tests, covering less information,
  more frequently.
• Avoid penalizing for grammar, handwriting, or
  spelling.

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Adapting Curriculum for Children with Learning
Disabilities

• Reduce the test items by starring those that are
  the most important concepts.
• Give the same test to all students, but score
  some students on the priority items only, giving
  extra credit for any additional questions
  answered correctly.

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Adapting Curriculum for Children with Learning
Disabilities

• Administering and Scoring Tests and Quizzes
• Provide students with the opportunity to have
  tests read orally.
• Read test instructions aloud to any student who
  would prefer them read aloud.

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Adapting Curriculum for Children with Learning
Disabilities

• Allow students to take the test in the classroom
  during the scheduled time, then give
  opportunities to have it read to them orally and
  average the two scores.
• Tape record tests, using assistants, tutors,
  parent volunteers and others.
• Allow students to tape record answers.

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Adapting Curriculum for Children with Learning
Disabilities

• Allow students to use charts, calculators, or
  manipulatives that they have used on assignments
  for the exam.
• Create a modified grading scale or consider a
  pass/fail, satisfactory/ unsatisfactory grade on
  the test.
• Grade student effort and individual ability in
  addition to test scores.

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Adapting Curriculum for Children with Learning
Disabilities

• Allow students to retake the test and give credit
  for improvement.
• Provide feedback to students via teacher/student
  conferences.
• Encourage students to chart their progress.

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Adapting Curriculum for Children with Learning
Disabilities

• Take time to review corrected tests and allow
  students to make corrections on their test or a
  clean copy of the test.
• Provide partial credit for various correct steps
  in a problem-solving process.
• Correct tests immediately and re-teach in skill
  groups.

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Adapting Curriculum for Children with Learning
Disabilities

• Give students opportunity to critique their own
  work based on your criteria before they hand it
  in.
• Allow students to grade their own tests
  immediately upon completion in a designated area
  the teacher does the final scoring.
• Allow students to take the test in small groups
  students may use a group answer or their own.

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Adapting Curriculum for Children with Learning
Disabilities

• _ Each student has her own test so that if there
  is disagreement each can write her own answer
• _ Both partners must be present on the day of the
  test or the test is taken alone

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• Allow test partners
• _ Offer it as a student option
• _ Each student has his own set of notes and his
  own copy of the test
• _ Student partners are allowed to read and
  discuss questions, then each student writes her
  own answer