Section I – Disabilities and Other Special Needs
Select and answer two of the following questions from this section.
1) (Chapter 7 Students with High-Incidence Disabilities) Sam is a student who has a communication disorder in which he displays significant problems with receptive language. Describe at least three accommodations as suggested by your text to foster Sam’s learning.
Communication is the exchange of ideas, opinions, or facts between people.
Accommodations
Create an Atmosphere of Acceptance: Help the student believe he express himself without worrying about making mistakes. When the student makes an error, model the correct from instead of correcting the student’s mistakes directly. Another thing to do is allow students who stutter or have fluency problems more time to speak, and do not interrupt them or supply words that are difficult for them to pronounce. Make sure to offer praise to the student. Try to minimize peer pressure.
Example:
Teacher: Sam, what did Bob do with his bike?
Sam: Put house.
Teacher: Oh. He put it in his house?
Use Modeling to Expand Students’ Language: Expand the student’s language with expressive language problems by adding relevant information to student statements. Modeling to expand students’ language is most effective when it is done as an ongoing part of everyday communications. The student can also learn how to model behavior for themselves.
Example:
Student: Cindy is nice.
Teacher: Yes, she is very nice and respectful too.
Expand language by broadening a minimal statement:
Student: My car.
Teacher: Your car is nice.
Provide Many Meaningful Contexts of Practicing Speech and Language Skills: You can help the student with all types of speech and language problems meet his goal by providing him with many opportunities as possible to practice language skills within meaningful contexts. This practice will help the student refine his language skills and make them more natural and automatic. Also encourage the student to talk about events and experiences in his environment. Whenever possible, instruction should be embedded in the context of functional areas.
Example:
Teaching the student a word; then relating the word so the student can understand. Such teaching the student the word ironic and saying something in class that the student will remember.
As the teacher you can open up the class to allow students to talk during the day.
2) (Chapter 7 Students with High-Incidence Disabilities) Marcus is an extremely bright student with an emotional disorder. Over the years, Marcus has learned appropriate social skills, demonstrating that he can apply these skills in social interactions. Nonetheless, without much structure, Marcus consistently fails to apply these skills in many of his day-to-day interactions with his peers. Identify three reasons why Marcus may continue to exhibit social skill problems, and suggest strategies his teacher can use to encourage the use of the acquired social skills.
3) (Chapter 8 Other Students with Special Needs) Greg is a student in your class and has just been diagnosed with Attention Deficit Hyperactivity Disorder - Predominantly Hyperactive-Impulsive Type. What are some of the behaviors you might expect of Greg in the classroom? What are some academic and behavior interventions you could consider to help Greg succeed?
As a teacher I should expect the following behaviors from Greg.
Hyperactivity:
v Fidgeting
v Being unable to stay seated
v Moving excessively
v Difficulty making friends
v Temper tantrums
v Acting in a bossy way
v Being defiant
Impulsivity:
v Having difficulty awaiting a turn
v Blurting out answers before questions have been completely asked
v Interrupting conversations/intruding upon others
v Acting before thinking
v Failing to read directions
v Being viewed as immature by teenage peers
The following are Academic and Behavior interventions that will help Greg.
Academic Interventions
- Make sure to keep oral instructions as brief as possible
- Provide examples
- When reading, give short passages, not long ones
- In math, give the student extended periods of time to complete computational work
- In large group instruction, keep the pace rapid and provide many opportunities for students to move
- Use peer tutoring whenever possible
- Provide an outline to ADHD students with key concepts or vocabulary prior to lesson
- Use multisensory presentations, but be careful with audio-visual aids
Behavior Interventions
· Verbal praise
· Stickers
· Games
· Sit in the front of the class
· Work in area with few visual and auditory distractions (away from posters and bulletin boards, and computers)
· Allow the student to stand up when needed
· If the student needs to be corrected, provide a clear and direct but clam reprimand
· Give reward points for notebook checks and proper paper format
· Teach study skills specific to the subject area – organization
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