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1 Proctor/ Bonsteel- MFLA Fall 2010 Special Education Strategies for World Language Classrooms: What Works Presented by: Tammy Proctor Adriana Bonsteel.

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Presentation on theme: "1 Proctor/ Bonsteel- MFLA Fall 2010 Special Education Strategies for World Language Classrooms: What Works Presented by: Tammy Proctor Adriana Bonsteel."— Presentation transcript:

1 1 Proctor/ Bonsteel- MFLA Fall 2010 Special Education Strategies for World Language Classrooms: What Works Presented by: Tammy Proctor Adriana Bonsteel Worcester Technical High School Worcester County Public Schools

2 2 Proctor/ Bonsteel- MFLA Fall 2010

3 How well do you know your special needs students? 3 Proctor/ Bonsteel- MFLA Fall 2010

4 Are they returning students? 4 Proctor/ Bonsteel- MFLA Fall 2010

5 What is a Learning Disability? A learning disability is a neurological disorder.A learning disability is a neurological disorder. Testing shows a gap between achievement and abilitiesTesting shows a gap between achievement and abilities 90% of Special Education in the classroom is classified as Learning Disabilities. *** 5 Proctor/ Bonsteel- MFLA Fall 2010

6 Common Learning Disabilities Dyslexia Dyscalculia Dysgraphia Auditory and Visual Processing Disorders Non-verbal Learning Disabilities (problems with visual-spacial, intuitive, organizational, evaluative and holistic processing) *** 6 Proctor/ Bonsteel- MFLA Fall 2010

7 Learning disabilities are permanent information processing problems Learning disabled pupils must collect, integrate, and express content in learned, adaptive methods Most common learning disabilities Students experience difficulty with basic reading and language Students experience difficulty with basic reading and language skills skills ADHD and LD often occur together but these disorders are not ADHD and LD often occur together but these disorders are not the same the same 7 Proctor/ Bonsteel- MFLA Fall 2010

8 What does it mean? IEP 504 LD Preferential seating Extended time Accommodations 8 Proctor/ Bonsteel- MFLA Fall 2010

9 What are your students’ reading levels in first language? IEPs contain reading levels under “present levels of performance”IEPs contain reading levels under “present levels of performance” But because testing done every 3 years, this performance level info could be outdatedBut because testing done every 3 years, this performance level info could be outdated For IEP students in High School the main focus of instruction is deciphering content not learning how to readFor IEP students in High School the main focus of instruction is deciphering content not learning how to read 9 Proctor/ Bonsteel- MFLA Fall 2010

10 As many as 80% of students with LD have reading problems 1.The ability to transfer sound to symbol (decoding) is a learned process 2.Students should learn the sounds of the foreign language and practice them often 3.Use before reading, during reading and after reading strategies just like you would in an English class 10 Proctor/ Bonsteel- MFLA Fall 2010

11 Find out your students’ learning styles using a learning style inventory. Find out your students’ strengths using a multiple intelligences inventory. 11 Proctor/ Bonsteel- MFLA Fall 2010

12 How well do you know your students’ Special Education teachers? 1.Communicate frequently 2.Ask for help, suggestions, students’ background information 3.Plan together when possible TEAM 12 Proctor/ Bonsteel- MFLA Fall 2010

13 High School Students and Adults with learning disabilities: 1. Continue to spell incorrectly 2. Frequently spell the same word differently in a single piece of writing single piece of writing 3. Avoid reading and writing tasks 4. Weak memory skills 5. Work slowly *** *** 13 Proctor/ Bonsteel- MFLA Fall 2010

14 Poor grasp of abstract concepts Poor grasp of abstract concepts Either pays too little attention to details or focuses on them too much. Either pays too little attention to details or focuses on them too much. Misreads information Misreads information They have trouble summarizing They have trouble summarizing They have trouble with open-ended questions on tests They have trouble with open-ended questions on tests Difficulty adjusting to new settings Difficulty adjusting to new settings*** *** 14 Proctor/ Bonsteel- MFLA Fall 2010

15 They may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways. Modifications 15 Proctor/ Bonsteel- MFLA Fall 2010

16 What does it mean to the foreign language teacher? Listening: 1.How do we sustain the attention? Segmenting instruction: plan for short and focused activities, maybe 2 or 3 per lesson 2. How long can students listen? 10 uninterrupted minutes at the most 3. What can we do to help retention? Allow time for reflection 16 Proctor/ Bonsteel- MFLA Fall 2010

17 4.How much material can we present at a time? Chunk your material Chunk your material Present specific and clear tasks with examples, models Present specific and clear tasks with examples, models Keep directions to a minimum Keep directions to a minimum Instruction methods should be varied (e.g.: presented to address Gardner’s Multiple Intelligences) and segmented into manageable sections.Instruction methods should be varied (e.g.: presented to address Gardner’s Multiple Intelligences) and segmented into manageable sections. 17 Proctor/ Bonsteel- MFLA Fall 2010

18 5.What cues can we give our students to help maintain attention? Proximity is paramountProximity is paramount Always circulate around the roomAlways circulate around the room Show interestShow interest Ask questionsAsk questions Check for comprehension one-on-oneCheck for comprehension one-on-one 18 Proctor/ Bonsteel- MFLA Fall 2010

19 Speaking: 1.Use repetition to aid short term memory 2.Present and practice short dialogues and conversations in context Survival phrases Greetings and saying good-bye Asking the date Asking for a phone number and age Practicing interrogatives 19 Proctor/ Bonsteel- MFLA Fall 2010

20 Práctica las preguntas y respuestas: 1. ¿Cómo te llamas? Me llamo ______________. 2. ¿Cómo se llama tu amigo? Se llama __________. 3. ¿Cómo se llama tu amiga? Se llama __________. 4. ¿Cuántos años tienes? Tengo _______ años. 5. ¿Cuál es tu número de teléfono? Mi número de teléfono es ____. 6. ¿Qué día es hoy? Hoy es ____________. Proctor/ Bonsteel- MFLA Fall 2010

21 3.They need the rote practice and they also need to be immersed in the language 4.Use flashcards/ repetition within the classroom As they learn new material, have students write short dialogues (4-6 lines) in index cards Flashcards for vocabulary or grammar Flashcards for review 21 Proctor/ Bonsteel- MFLA Fall 2010

22 22

23 ¿A qué hora? ¿A qué hora es ______________? A la _________. A las __________. el dentista el doctor la doctora la película la cena en el restaurante 23 Proctor/ Bonsteel- MFLA Fall 2010

24 5.Have students write regularly Copy from the board Write at their own level 6. Writing what is spoken helps to pull the language into long memory 24 Proctor/ Bonsteel- MFLA Fall 2010

25 En el restaurante No me lo como. Yo te pedí ______. ¿Qué te pasa? No te pago Cómelo tú. Aquí tienes tu comida. ¿Qué me serviste? Yo te serví ____________. No lo quiero. No me importa. 25 Proctor/ Bonsteel- MFLA Fall 2010

26 7. Use language in context to help them understand the meaning Esta familia era pequeña. Tenía un padre, una madre y un bebé.El padre trabajaba de acróbata. 1. ¿Era una familia grande o pequeña? 2.¿El padre trabajaba de acróbata o de profesor? Picasso 26 Proctor/ Bonsteel- MFLA Fall 2010

27 Writing: Provide models so that the students can make a connection between the spoken sounds and the written symbols. 27 Proctor/ Bonsteel- MFLA Fall 2010

28 28 Preguntas Nombre Make writing meaningful: connect to speaking (survey) Escribe preguntas: Verbo gustar + verbo infinitivo ¿Te gustan los perros? ¿Te aburre la televisión? A _______ LE __________(verbo_____________

29 What do we write? 1. Short dialogues and conversations: connection to speaking 2.Writing based on models Writing for different tenses Writing for different tenses Grammatical structures Grammatical structures Personal narratives Personal narratives Writing to inform Writing to inform 29 Proctor/ Bonsteel- MFLA Fall 2010

30 Reading 1.Teach the sounds of the language and review regularly Spell words Repeat words and phrases for pronunciation Read aloud as much as needed to integrate and engage multiple senses Provide visual cues 30 Proctor/ Bonsteel- MFLA Fall 2010

31 3.Practice choral reading Everyone is included No intimidation factor provides immediate success, feedback and practice 31 Proctor/ Bonsteel- MFLA Fall 2010

32 32 4.Use pre-reading, during reading and after reading strategies and activities

33 El rey Fernando La reina Isabel Cristóbal Colón Dinero Barcos Marineros Pre-reading Proctor/ Bonsteel- MFLA Fall 2010

34 La historia de Cristóbal Colón Colón desea viajar a la India pero necesita barcos y marineros. 34 Proctor/ Bonsteel- MFLA Fall 2010

35 35 Proctor/ Bonsteel- MFLA Fall 2010 Escritura en grupo ________________ desea viajar a _________________ pero necesita ____________ y __________________. ______________________ habla con __________________ y con _________________. “Deseo viajar a _______________________,” dice __________________________. Pero necesito ____________________, _____________________ y _______________. _________________ y ________________ hablan.

36 Presenting and practicing material: Use multi-sensory (visual, auditory, tactile, etc.) teaching techniques. ¿Cuántos? ¿Cuántas? 36 Proctor/ Bonsteel- MFLA Fall 2010

37 ¿ Cuántos ________ tienes? ¿ Cuántas ________ tienes? Tengo ________ __________. Tengo m á s/ menos ____________ que _________. _________ tiene m á s/ menos ________ que yo. 1.perros2.gatos STUDENT B STUDENT A 37 Proctor/ Bonsteel- MFLA Fall 2010

38 aquella esa esta aquel ese este _______ es más grande que _______ 38 Proctor/ Bonsteel- MFLA Fall 2010

39 Helping retention after aural presentation: Provide LD students with preferential seating and discuss class seating arrangement with the student and the special education teacher to find optimal seating for that child. 39 Proctor/ Bonsteel- MFLA Fall 2010

40 Helping retention after aural presentation: Circulate the room while delivering instruction 40 Proctor/ Bonsteel- MFLA Fall 2010

41 Involve LD students in lessons by orally asking pertinent questions which they can answer via class notes and/ or provided handouts La práctica: A.Emparejar: 1. ¿Qué clase es?A. Hay veinticinco. 2. ¿Quiénes son?B. Es un reloj. 3. ¿Quién es?C. Es de España. 4. ¿De dónde es?D. Es la clase de historia. 5. ¿A qué hora es la clase de inglés?E. Es el señor Bastos. 6. ¿Cuántos estudiantes hay?F. Es a las nueve en punto. 7. ¿Qué hora es?G. Son los profesores. 8. ¿De quién es el libro?H. El libro es de _________. 41 Proctor/ Bonsteel- MFLA Fall 2010

42 How much input should be presented at one time? Instruction methods should be varied Presented to address Gardner’s Multiple Intelligences and segmented into manageable sections. 42 Proctor/ Bonsteel- MFLA Fall 2010

43 What helps visual perception and focus? The colors yellow, light orange, beige, and off-white are useful for optimal learning because they seem to stimulate positive, receptive feelings Researchers have also noted a strong relationship between memory and color LD students remember associations with colors more accurately 43 Proctor/ Bonsteel- MFLA Fall 2010

44 Use font that is clear and universally recognized such as Times New Roman or unassuming such as Comic Sans Font size 18- 28 for the screen 44 Proctor/ Bonsteel- MFLA Fall 2010

45 Color coding: Writing a featured word or phrase in different colors improves LD students’ overall reading and spelling abilities because they are able to effectively visualize the word(s) 45 Proctor/ Bonsteel- MFLA Fall 2010

46 Color coding: Using pale yellow paper to write daily objectives allows students to quickly locate and focus on the information at hand. The information is organized, visual and easy to find 46 Proctor/ Bonsteel- MFLA Fall 2010

47 47 Proctor/ Bonsteel- MFLA Fall 2010

48 Direct instruction vs. inductive Neither of these approaches are optimal for all LD students at all times. Both approaches should be juxtaposed to reiterate and reinforce instruction. Direct instruction allows LD students to glean meaning via examples and information provided by the teacher Inductive instruction allows pupils to glean meaning as a result of hands-on, individual and/or group oriented activities. 48 Proctor/ Bonsteel- MFLA Fall 2010

49 LD students may have difficulty getting started, understanding their role in the activity, and maintaining focus without teacher guidance. Have clear established routines Visual cues to get started: a warm up paper, a routine question that you use to start the class, music, song, etc. Pair or group work 49 Proctor/ Bonsteel- MFLA Fall 2010 My warm- up paper

50 Teachers need to provide students with clear guidelines for behavior, explicit directions for the activity, as well as be available for additional support. 50 Proctor/ Bonsteel- MFLA Fall 2010

51 CuántasCuántos Cuatro cinco Fill in the blanks: ¿___________ patas tiene un gato? Una, dos, tres, _________. 51 Proctor/ Bonsteel- MFLA Fall 2010

52 Un chocolate un tomate 52 Proctor/ Bonsteel- MFLA Fall 2010

53 Pequeños diálogos: ¿Te duchas antes de lavarte los dientes? ¿Te ________ antes de ________TE? ¿Te ________ después de __________TE? 53 Proctor/ Bonsteel- MFLA Fall 2010

54 Se cepilla el pelo. Se lava el pelo con champú. Se cepilla los dientes. Me cepillo el pelo. Me lavo el pelo con champú. Me cepillo los dientes. Match pictures to the reflexive verbs Act out- use TPR ¿Te cepillas el pelo? ¿Te lavas el pelo con champú? ¿Te cepillas los dientes? YES/ NO questions 54 Proctor/ Bonsteel- MFLA Fall 2010

55 Necesito jabón para _____________ME. Necesito champú para _______________ME el pelo. Necesito una ducha para ______________ME. Necesito pasta de dientes para _____________ME los dientes. lavarse duchar se cepillarse ¿Te ________ antes de ________TE? ¿Te ________ después de __________TE? 55 Proctor/ Bonsteel- MFLA Fall 2010

56 How do I help my students recall information? During instruction, reiterate the lesson’s objectives, main ideas and outcomes Don’t allow down time to go to waste: ask review questions, simple color questions, numbers, days of the week, etc. Recycle throughout the lesson In an oral fashion, call on students to briefly summarize the previous activity, then have another student, explain how that activity relates to the upcoming one. 56 Proctor/ Bonsteel- MFLA Fall 2010

57 Connecting speaking and writing Provide students with index cards or a notebook so they can speak and write at the same time. This provides LD students with a study guide of the day’s content Provide a copy of the notes or activities Have students orally convey their answers, while they are also writing them on the room’s board, overhead or Smartboard Teacher writes what she/ he speaks as students simultaneously write and recite the same information 57 Proctor/ Bonsteel- MFLA Fall 2010

58 Auditory memory Immerse students in the language. Allow them to hear, speak, see, touch, and, whenever possible, taste the words they are learning Provide them with multiple opportunities to interact with the language they are learning Chants to learn verb endings 58 Proctor/ Bonsteel- MFLA Fall 2010

59 Auditory memory Encourage and assist LD students with developing mnemonic devices to retain information In Spanish, ROPA isn't ROPE and SOPA isn't SOAP and the butter's "meant to kill ya" Buy larger shoes to dance in. (buy lar=bailar=to dance) Free old Tom from this cold world. (free o=frio=cold) "di haz pon ten, sal sé ve ven" (rhymes; to learn irregular commands) 59 Proctor/ Bonsteel- MFLA Fall 2010

60 Question and answer section Sometimes all it takes in a little personal recognition A little praise goes a long way Personal attention- provides a bridge for caring The number of special needs students in FL classrooms will continue to rise due to current legislature More questions to ponder How to connect chunks with meaning? How much is rote and how much do they retain? How do we help them understand meaning? ***= www.pdonline.com 60 Proctor/ Bonsteel- MFLA Fall 2010


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