Planning for Students with Learning Needs …Universal Design

Special Education DepartmentEllen J. Stoltz, Ph.D.

Coordinator

Three P’s Purpose: To provide Grade 2 teachers with

background knowledge to promote effective instruction by presenting observable traits of students with learning needs…AND WHAT WE CAN DO ABOUT IT!

Presentation: Power Point, large- and small-groupwork, lesson-building with Universal Design;

Pay-off: Increase skill in turning challenge into possibility by planning with Universal Design;

Ice-Breaker Activity

Identify one instructional accommodation and one classroom management strategy you already use in your classroom.

Select someone from your table/group to share with large group.

Ice-Breaker Activity

Instructional Accommodations:

Classroom Management Strategies:

Disability Categories

ID= Intellectual Disability

HI= Hearing Impairment

LSH=Speech and Language

VI=Visual Impairment

ED=Emotional Disturbance

OHI=Other Health Impaired

SLD=Specific Learning Disability

OI=Orthopedic Impairment

Deaf-Blind

MD= Multiple Disabilities

AUT=Autism

TBI=Traumatic Brain Injury

DD=Develop-mental Delay

Incidence in Hartford

0

10

20

30

40

50

60

LD ID ED SLI AUT

Percent

Total Students with Disabilities=3658

•Setting the Scene and Activating Prior Knowledge

1. Conceptual Framework of Universal Design2. Disrupt the Deficit Paradigm…3. Person First….4. Instructional Connectivity5. Minimize Impact/Maximize Opportunity

Neurodevelopmental Constructs Across the Grades

Temporal-Sequential Ordering: time, seriation, problem-solving

Spatial Ordering: patterns,geometric imaging, whole-to-part, spatial concepts, nonverbal thinking

Memory: Abstract, symbolic information, procedural recall, rapid recall of facts,

Neurodevelopmental Constructs Across the Grades

Executive Functions

1. Activation…prioritizing, organizing

2. Focus…sustain and shift attention

3. Effort…regulate alertness

4. Emotion…manage and modulate

5. Memory…working, recall, LTM, STM

6. Action…monitor and self-regulate

Characteristics of Students with Learning Disabilities Achievement below

ability; 60-80% of students with

LD are males; Comprise 4-10% of

population, Familial pattern; Inconsistent

performance;

Short- and long-term memory deficits;

Disorganized in thought, action, and materials;

Poor spatial awareness and sequencing in time and space;

Socially immature; misinterpret social cues;

What will students with LD struggle with?

Numerical Proportional Reasoning

Geometry and Measurement

Algebraic reasoning: Patterns and Functions

Probability

What will students with LD struggle with? (or how does the student’s disability interfere with benefiting

from the general education curriculum?)

Relational and positional concepts

Fractions, decimals

One more

Skip counting

Place value

Patterns

Equations

Multi-step word problems

Money

Subtraction and division

Calendar and time

Estimation

Operational signs

Strategies for Students with LD

Increase Memory: Make it Multisensory…seeing (V),hearing (A), saying (A), doing (K), writing (V,K,T), acting (VAKT);

Increase Organization: Provide routines, graphic organizers for math concepts, visual symbols for math-problem-solving,

Utilize Downward Extensions and Task Analysis: i.e. number sentences and equations…@@@=@@_; recognize vs. identification

Team Work

Use the VAKT tool on the next page to design instructional accommodations to a Fact Family lesson.

Teaching FACT FAMILIES in Multisensory Ways…

Visual:

Auditory:

Kinesthetic:

Tactile:

Characteristics of Students with Other Health Impairments limited strength,

vitality or alertness, including a heightened alertness with respect to the educational environment,

attention deficit with/without hyperactivity disorder;

tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes,

adversely affects a learner’s performance

Characteristics of Students with OHI-ADHD ADD/ADHD:

Distracted by sound and movement, impulsive, inconsistent across settings, task-dependent; hyper-alert;

Moves from one activity to the next; incomplete work;

Winded, easily fatigued, little interest in activities, low motivation;

Lethargic, low energy, disorganized thinking;

Did you know that…

ADHD can occur in different lobes of the brain?

Characteristics of Students with OHI-ADHD attention deficit

with/without hyperactivity disorder;

difficulty with ALL six executive functions;

impairs the neural circuits that function as conductor of the symphony of the brain

Strategy: teacher needs to serve as conductor by organizing, initiating, reduce sound and movement, sustain motivation;

Chadd.org

Classroom Management for Students with ADHD

Scheduled breaks Hi-protein or complex carb snacks Visual schedule 3:1 praise ratio Elapsed timer Fidget toy Differential Reinforcement of Other

Behavior (DRO)

Characteristics of Students with Intellectual Disabilities Below average intellect

AND adaptive skills, IQ=70ish or below;

Adaptive functioning=

communication, social, self-help skills;

No specific personality and behavioral features: may be placid, dependent, aggressive, impulsive;

Strategy: 80-100 repetitions with drill, concrete examples, personalized experience,realia, manipulatives, VAKT

Team Work: Application

Math Objective Universal Design Procedures

Classroom Management

Student Products

Characteristics of Students with Speech and Language Impairment Impaired articulation,

expressive language, receptive language;

May occur with spoken or sign language;

Limited vocabulary, simple grammar and sentences, unusual word order; slow speech; circumlocutions;

Poor language comprehension; misarticulations;

Overlap with students with ED;

Utilize Power Words from Word Wall;

Ask students to retell directions to team;

Utilize peers as language models;

Characteristics of Students with Emotional Disturbance Inability to learn due

to poor peer and adult relationships;

Abnormal feelings and behaviors under normal circumstances;

Physical symptoms or fears associated with school;

Emotional/Social behaviors that are of a marked degree and have lasted for longer than six months AND affect learning;

2-16% of population; Bright, easily bored,

distracted;

Characteristics of Students with Emotional Disturbance Argumentative,

defiant, blames others, loses temper easily; mood swings;

Verbal and/or physical aggression; agitated;

Passive, socially reclusive;

Receptive and expressive language concerns;

Low self-esteem; poor memory and decision-making;

Acting out; poor social relationships;

Strategy: anticipate behaviors, be proactive, use preferred activity for leverage, stay calm; puzzle reinforcer, VAKT

Characteristics of Students with Autism Impaired development

in social interaction and communication;

Restricted repertoire of activity and interests;

Lack of social/emotional reciprocity;

Lacks awareness of others, prefers solitary interests;

Delayed language comprehension;

Triggers: gym floor, florescent lights, noise, movement, inconsistency

Strategies for Students with Autism

Visual Supports, such as icons, pictures, photo album of school locations, staff

Elapsed timer Numbered turn takers Transition warnings, such as bells, claps,

lights Routines Preferred activity alternated with work

Concept Map

Content Process Product

Readiness Profile Interests

Bloom’s Taxonomy

Grouping

Presentation and Response Style

Document

Project

Demonstration

Drawing

What Can You Do To Improve Teaching and Learning? Understand your own Knowing-Doing gap when you teach. Build your presentations with the product in mind. Know there are better ways of doing things…tap your internal

experts! PLAN grouping, traffic flow, multi-sensory tasks, environmental

triggers, choices Don’t Assume! Apply Bloom’s Taxonomy to guide lesson-

planning, i.e. knowledge vs. application Embed accommodations and modifications into the lesson for

all students to access; Think VAKT and Task Analysis Repetition: similar (drill) and diverse (multiple ways) to learn the

same material

Putting It All Together to Plan for All Students…

Universal Design Lesson PlanObjective Universal

Design Procedures

Classroom Management

Student Products

Share Plans…Additional Ideas… Measure and Display Successes for Learning and Behavior;

Link to BIP; Increase Student’s Awareness of How Disability Affects

Learning and Behavior; Link to IEP; Utilize an Array of Consistently Applied Strategies to Ensure

Success, i.e. highlighting verbs, restating directions in student language;

Focus on Student Strengths and Interests for Preferred Activities (leverage);

Utilize Visual Supports for Learning and Behavior, such as authentic pictures of student working, daily schedule; point system (individual and group) with puzzle reinforcer and preferred activity; elapsed timer

Questions?

stole001@hartfordschools.org;Kindergartensigns.comEnvironments.comwww.4teachers.orgwww.help4teachers.comwww.tandl.leon.k12.fl.us/lang/Ellessonspage.htmlwww.borenson.comhttp://.timetimer.com