INCLUSION IN SECONDARY SOCIAL STUDIES FOR STUDENTS WITH LEARNING DISABILITIES

Presented by: Nicole BlancoAugust 2009 EDSP 6644

Learning Disability: Two Definitions Today, there are two important definitions for

learning disabilities: the federal definition and the definition of the National Joint Committee on Learning Disabilities (NJCLD).

The NJCLD insisted on coming up with their own definition due to their dissatisfaction with the federal definition in 7 areas including its omission of social interacting problems, omission of adults, and inclusion of spelling.

LD Quick Facts

According to the National Institute of Health, 1 in 7 Americas has some form of LD.

Learning disabilities is the largest special education category. It is estimated that between 5-6% of all 6-17 year olds have a learning disability.

Males are diagnosed more often than females as having a learning disability.

No one cause has been determined to cause learning disabilities, but learning disabilities often run in families.

Common Characteristics

Students with an LD may show one or more of the following symptoms:

Disorganized thinking Difficulty with decoding, fluency, and comprehension in

reading Difficulty copying accurately from a model Difficulty with abstract reasoning and/or problem solving Difficulty with computation of math facts Difficulty with mechanical and social uses of language Easily confused instructions Poor short-term or long-term memory Hyperactivity and/or impulsive behavior

Common Learning Disabilities that will affect a Social Studies classroom

In a social studies classroom, the LDs that will be most prevalent include: Reading – dyslexia Writing – dysgraphia (trouble with forming

letters or writing in defined areas). Listening Reasoning – organizing and using certain

thought patterns. Memory – remembering dates, names, events,

and instructions. ADD/ADHD

Research Findings

With its focus on reading, writing, and reasoning, social studies (along with all content area subjects) has been difficult for students with learning disabilities. Techniques like direct teaching, cooperative learning,

use of advance/graphic organizers and LPP/peer reading have been proven to help students with LDs (Steele, 2008).

According to Field et al., 2001 as cited in Steele, 2008), social studies is more motivating if it relates to real life. Examples include journal entries relating the past to the

present (Taylor & Larson, 1999 as cited in Steele, 2008).

Research Findings

Assessment plays a key role while planning instruction for students with learning disabilities (Brighton, 2002 as cited in Steele, 2008). Grading for with learning disabilities is

often misrepresented. 60%-70% of students with LDs received passed

their mainstreaming classes, but received below a C- (Donahoe & Zigmond, 1990 as cited in Munk et al., 2004).

Pros of Inclusion in Social Studies

Inclusion classrooms help the teacher reach all students more effectively!

Social studies classrooms provide needed social interactions with non-disabled peers.

Exposes all students to diversity – many historical figures had difficulties with certain learning aspects (Gen. George Patton was dyslexic).

Bolsters academic progress because students in general education classrooms are held to higher expectations and exposed to more challenging content.

Builds tolerance and an appreciation for differences in all students, a major goal of the social sciences.

Cons of Inclusion in Social Studies

General education teachers often lack the training or knowledge to effectively teach students with learning disabilities.

Student equity – reading and writing are prevalent in social studies classrooms. Students lacking in these areas may fall behind without the proper help.

Inclusion requires time and resources from teachers, parents, and the student.

Social studies requires organized thinking (cause and effect, chronology, etc.) which can be a challenge for students who have trouble organizing their thoughts.

Typically, social studies classrooms have typically involved lectures and seat-work. Teachers will need spice up their instructional strategies in order to help students with learn disabilities learn.

Recommendations for Teaching Methods

Use mnemonic devices to help students memorize new information like the Bill of Rights or world capitals.

Use advanced organizers and graphic organizers when introducing new concepts or themes.

Present students with graphical information such as maps and timelines that accompany the lesson.

Organize units around themes such as movement, environment, and culture. Vary instructional strategies. Direct instruction and reciprocal teaching are

helpful for student’s with LD, but no one stagey is best or is appropriate for use all the time.

Reward effort. Use collaborative methods such as group work/discussions, peer tutoring, peer

meditation and LPP, and partner reading. Make sure students are using all of their senses to learn.

Use technology such as PowerPoint and SMART boards during your lesson. Bring in artifacts and tactile pieces whenever possible.

Relate lessons to real-life situations. “Social studies instruction in the middle grades is more motivating,

especially to students at risk, if the lessons relate to their own lives. For example, comparisons relating historical events to present-day situations are helpful.” (Field et al., 2001 as cited in Steele, 2008).

Recommendations for Curricular Modifications/Accommodations

Break down larger ideas and/or tasks into smaller, more manageable pieces. Notify students (and parents) in advance of assignments so they can work ahead. Give

due date reminders as well. Provide students with reading difficulties tape-recorded or podcast versions of readings

and lectures. Create study guides or guided notes for students to clarify difficult text. Have students

use these while reading text material. Practice reading instruction methods such as note-taking, highlighting, and

summarizing. Create assignments that involve active student participation.

“Social studies instruction is easier for students with learning problems to grasp when the activities involve active student participation, such as role-play, skits, debates, and field trips.” (Taylor and Larson, 1999, as cited in Steele, 2008).

Allow for alternate assignments and choice. Poster board presentation versus research paper, visual depictions of ideas, etc.

Modify learning targets when necessary. A student may be responsible for information about Washington state while other

students are responsible for information about the Pacific Northwest.

Recommendations for Assessment and Grading Methods

Be open to giving students extra time and extra supplies. Location and time of day may need to be altered as well.

Utilize oral and performance assessment methods along with written ones (easy to do in a social studies class).

Provide detailed feedback frequently. Let students know where they are, where they’re going, and how to close the gap.

Educate students and parents on grading criteria. Be explicit with your expectations and help them achieve all expectations.

Ask students about assessment methods that have worked for them in the past and consult an IEP (if available).

Try grading adaptations where applicable: In addition to formal test results, use informal techniques such as

observations, portfolios, and cooperative learning activities. Consider weighing assignments (presentations versus exam grades),

using a pass/fail system for appropriate assignments, and grading based on improvement.

Additional Information & Advice Create a space that is safe and inviting for all students. Make sure students with attention difficulties are placed

in low-traffic, distraction-free areas. Focus less on those things students can’t do and more

on those things that they can do. Resist enabling learned helplessness! Think about providing an outlet for student energy that

isn’t disruptive to the class. Example: Keep a jar of stress balls on your desk that

students can get during class to squeeze when they are feeling high-energy.

Remember, teaching is a team effort. Don’t be afraid to ask for help!

References

1. Brigham, F. (1995). Elaborative maps for enhanced learning or historical information: uniting spatial, verbal, and imaginal information. Journal of Special Education, 28(4), 440-60. (ERIC Document Reproduction Service No. EJ499314) Retrieved August 4, 2009 from ERIC database.

2. Hallahan, D., Kauffman, J., & Pullen, P. (2009). Exceptional learners: An introduction to special education (11th ed.). Boston: Pearson.

3. Hudson, P. (1997). Using teacher-guided practice to help students with learning disabilities acquire and retain social studies content. Learning Disability Quarterly, 20(1), 23-32.

4. *McClanahan, B. (2008). Help! I have kids who can’t read in my world history class. Preventing School Failure, 53(2), 105-112. (ERIC Document Reproduction Service No. EJ822032) Retrieved July 31, 2009 from ERIC database.

5. McFarland, J. (1998). Instructional ideals for social studies teachers of inclusion students. Social Studies, 89(4), 150-153. (ERIC Reproduction Service No. EJ572619) Retrieved July 31, 2009, from ERIC database.

6. Munk, D., & Bursuck, W. (2004). Personalized grading plans: A systematic approach to making the grades of included students more accurate and meaningful. Focus on Exceptional Children, 36(9), 1-9. (ERIC Document Reproduction Service No. EJ726364) Retrieved July 31, 2009, from ERIC database.

7. Porter, P. (1995). Social studies for all students. Social Studies & the young learner, 7(4), 26-27.

8. *Savich, C. (2008). Inclusion: the pros and cons—a critical review. (ERIC Document Reproduction Service No. ED501775) Retrieved August 4, 2009, from ERIC database.

9. *Steele, M. (2008). Teaching social studies to middle school students with learning problems. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 197-200. (ERIC Document Reproduction Service No. EJ 796071) Retrieved July 31, 2009 from ERIC database.

10. *Steele, M. (2007). Teaching social studies to high school students with learning problems. Social Studies, 98(2), 59-63. (ERIC Document Reproduction Service No. EJ 767653) Retrieved July 31, 2009 from ERIC database.

11. Thurlow, M. (2002). Accommodations for students with disabilities in high school. Issue Brief, 1(1), 1-5. Retrieved from http://learn.spu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_37899_1%26url%3d.