2. Special Education Plan Hamilton High School

3. Multiple Intelligence n Not all students learn the same way. n “So long as materials are taught and assessed in only one way, we will reach only a certain kind of child.” n Remember NO child left behind. Musical Linguistic Interpersonal Intrapersonal Logical Mathematical Visual Spatial Bodily Kinesthetic Naturalist Multiple Intelligence

4. Why Inclusion? n NCLB states that all students will reach high academic standards, attaining proficiency or better in reading and mathematics by 2013 - 2014. n By 2008 all students will be taught by highly qualified teachers. ϲ In the past, due to pull-out programs, special education students have missed out on grade level content instruction by expert teachers

5. Therefore n The best placement and least restrictive environment for most students is the general education classroom. n But they will need a great deal of assistance. n Aides will follow the students to most English and math classes. n An extra class, study skills will be provided to reinforce and re-teach.

6. What Can I Do As a General Ed Teacher? n Use the adopted materials. n Holt and the new Social Studies have resources to aid in re-teaching and differentiating instruction, in teacher wrap and ancillaries. (Universal access). n Remember assessment drives instruction. n Differentiate instruction.

7. Differentiated Instruction n One lesson is taught to the entire class, meeting the needs of all students. n The content, process, and product are the means by which the teacher meets their needs. n Separate content from process. – Content remains the same, but the process and product can be adjusted according to the students readiness level and learning profile.

8. Differentiated Instruction n Uses a variety of teaching techniques n Considers student’s learning styles n Provides choice in the method students will use to demonstrate understanding n Involves students using questions aimed at different level of thinking (Bloom’s Taxonomy) n Remember – Special education students are graded on their progress towards their academic goals

9. Different Students Different Instruction

10. Bloom’s Taxonomy n Knowledge. – Who,what,where,which,choose,find,define,label,show. n Comprehension. – Compare, contrast,demonstrate,interpret,explain,infer. n Application. – Apply,build,choose,construct,develop,select,solve. n Analysis. – Analyze,categorize,classify,discover,dissect,examine. n Synthesis. – Build,choose,combine,construct,create,develop. n Evaluation. – Award,choose,conclude,decide,defend,determine,evaluate.

11. Sample Adaptations For Several Different Disabilities

12. Auditory Processing n Word retrieval n Limited vocabulary n Communicating with peers and adults n Remembering lecture material n Testing n Provide word bank n Crosswords/review n Graphic organizers n Allow extra time n Encourage use of rap, chants, music to commit material to memory n Teach material in small chunks Difficulties Adaptations

13. Emotional Behavioral Difficulty n Transitions n Adapting to different classroom organization n Focusing on task n Accepting boundaries for behavior n Listening and attention skills n Picking up on facial expressions and body language n Praise vs. Disapproval 3:1 n Have high expectations n Cue to refocus on task n Calm, structured authoritative discipline approach n Behavior plans n Establish eye contact Difficulties Adaptations

14. Visual Processing n Reading handwriting n Seeing/focusing on board, overhead n Taking notes n Handwriting n Copying from board n Listening to lecture while taking notes n Enlarge print n Print or type n Color in maps/texturemaps n Books on tape n Cliff notes n Guided outline for notes n Use buddy paper Difficulties Adaptations

15. Specific Learning Disability n Organization of work n Poor tester n Reading at speed n Remembering and following instructions n Writing legibly n Skips steps in math n Anxious, frustrated n Write down assignments n Planner n Color coded notes n Special place in classroom for schoolwork/homework n Teach test taking strategies n Small groups n Ed-line AdaptationsDifficulties

16. Conclusion n Remember. – Special education students are graded on their progress towards their academic goals. – The main reason students are included in the general education setting is YOU, the General Ed Teacher. – You supply the course content the students require to be successful. – We can help with strategies and tips on dealing with certain students.