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Understanding Our Students: Presented for West Chester University Pre-service Teachers Elena Tobin, MS Kathy Wilkins, Ph.D October 21, 2008.

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Presentation on theme: "Understanding Our Students: Presented for West Chester University Pre-service Teachers Elena Tobin, MS Kathy Wilkins, Ph.D October 21, 2008."— Presentation transcript:

1 Understanding Our Students: Presented for West Chester University Pre-service Teachers Elena Tobin, MS Kathy Wilkins, Ph.D October 21, 2008

2 Our Afternoon - Agenda  Introduction - KWL “Icebreaker”  Disorders Defined  Music Class Observation  In the Eyes of Our students  Classroom Application

3 KWL – Icebreaker  Generate together ideas to add to our “KWL Chart”  Discuss and report out together

4 The Exceptionalities Served at Vanguard  Autism Spectrum Disorders  Autism  Asperger’s  Pervasive Developmental Disorder NOS  Neurological Impairment (OHI)  Emotionally Disturbed

5 Disorders under ASD  Autism  Aspergers Disorder  Pervasive Developmental (NOS)

6 STOP & Think! Based on the opening KWL activity and Autism/Asperger’s information, talk about something new you learned.

7 Other Health Impaired (OHI)  Broad spectrum of neurological disorders or impairments represented – mild to moderate CP, active seizure disorder, brain injury from illness, inoculations, or surgical difficulty, mild TBI.  Neurological impairments create a broad spectrum of learning disabilities

8 Emotionally Disturbed  For the students this classification refers to more “internalizing emotional disorders” such as depression, anxiety, mood disorders – not disruptive behavior disorder or conduct disorder  These students tend to be higher functioning cognitively and academically  The focal teaching strategies and instructional modifications used for ASD students work well for ED students

9 Types of Learning Differences  Communications and Speech/language disorders –These students have difficulty with the pragmatics of speech  Reading disorders – decoding may be good but unable to comprehend or make inferences  Math disorders – significant difficulty with word problems  Writing Disorders – inability to transform thought to written word

10 Neurosocial Disorders  Inability to read non-verbal communications such as facial expressions, tone of voice, body language  Seen traditionally in students diagnosed with Non-verbal Learning Disorder and Asperger’s  Inability to self-monitor or recognize how one’s behavior affects the behavior of others  Lack of empathy or understanding of what others may experience – mind-blindness

11 Typical Supports in a School District  Speech/Language Therapy  Occupational Therapy – fine motor and sensory processing  School Counseling and School Psychologists  Reading Specialists  Behavior Support/TSS Let’s view a simulation…

12 STOP & Think! Reflect: What were your thoughts about the anxiety simulation of the learning disabled child?

13  Writing Development 101  Writing through the eyes of a child with learning disabilities  Strategies for your classroom Let’s Talk About Writing…

14 What is Writing? Most teachers expect students to:  Express thoughts on paper: wMust have Ideas wOrganize wAnd Sequence with wProper Conventions …to develop a coherent and logical sample All at the same time!

15 Curriculum Demands Requiring Writing Skills  Formats wEssays wParagraph writing wBook reports wJournals wTests, quizzes wWorksheets wNote Taking wHomework wResearch

16 STOP & Think! How often could your students be reading and writing during Music class? What do you envison?

17 What Skills Should Students Have? It is a gradual process that occurs over time and builds on previous learning.  Writing requires: wPlanning and organization wRetrieval of words and sentences wSpelling, sentence construction, transitions, pace, and flow of ideas wAbility to perceive reader’s needs and interests

18 What Do We Know? Our students have difficulty due to common factors: Cognitive and language development Auditory processing issues Physical/fine motor control Frustration, “I hate writing, I can’t do this” Overall reluctance due to one or more of above factors What this may look like:look

19 Writing is a Mechanical Process  Graphomotor wHolding the tool wMoving the tool – motor patterns wPerceptual skills Left to right Top to bottom Spacing Visual What this may feel like:feel

20 STOP & Think! How can you accommodate students with disabilities in your classroom?

21 Modified Music Activity  “Let’s talk about the composer Handel.”  Independent work OR in pairs  Sample 1 & Sample 2  Adapt sheet music?

22 Differentiating Music Instruction  Gardener’s seven intelligences  Multiple modalities  Visual and auditory input

23 Slide taken from: intelligences-intelligence-psychology-intell-type-education-ppt-powerpoint/

24 Differentiating Music Instruction  DI in a box  What’s around your school?  Model classroom environment: Make a word wall, centers, utilize technology

25 Additional Tips  Knowledge is Power: Ask reading specialists for student reading levels to assist with your activities.  Add reading level information to your substitute folder, and adapted work as necessary  Students with IEPs: ask special education teacher for a copy of “SDI” section (Specially Designed Instruction) with list of accommodations - keep as a reference  Resources to take with you: 1. All Presentation materials: 2. Green packet – 10 tips for school staff


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