1. Students with Special Needs in the Foreign Language Classroom (Co-teaching and inclusion) Presented by: Dee Malmo, M.Ed. Erin Collins, M.Ed. Sprayberry High School Cobb County, GA Presented by: Dee Malmo, M.Ed. Erin Collins, M.Ed. Sprayberry High School Cobb County, GA

2. A little bit about us… The inclusion classroom and co- teaching: The good and bad.

3. Why foreign language? -Your classroom is the perfect place to foster academic success… -Success begets success -Your classroom is the perfect place to foster academic success… -Success begets success

4. What do all the letters mean? (and what are you responsible for?) - IEP - ILP - MODs - Goals and Obj. - RTI - IEP - ILP - MODs - Goals and Obj. - RTI

5. Strategies: What’s the big deal? - Principle of equal access: borrowed from current philosophy in architecture- everyone benefits from improvements to accessibility

6. ADHD Strategies - Brain Breaks - Frequent changes in instruction (segments of 15 minutes) - Chunking of new concepts - Repetition! - Secure attention before giving instruction - Visual/audio cues - Multiple modalities (TPR, songs, acting, technology) - Brain Breaks - Frequent changes in instruction (segments of 15 minutes) - Chunking of new concepts - Repetition! - Secure attention before giving instruction - Visual/audio cues - Multiple modalities (TPR, songs, acting, technology)

7. Reading Strategies - PQ3R (preview, question, read, recite, review) - Pre-reading strategies: Book Walk, story predictions, possible stories with target vocab - During Reading Strategies: Reading anticipation guides, story order and sequencing - After Reading Strategies:Text to self, text to text, text to world - Think part to whole for remediation, whole to part for review - PQ3R (preview, question, read, recite, review) - Pre-reading strategies: Book Walk, story predictions, possible stories with target vocab - During Reading Strategies: Reading anticipation guides, story order and sequencing - After Reading Strategies:Text to self, text to text, text to world - Think part to whole for remediation, whole to part for review

8. Language/vocab Strategies - 1-2-3 vocab cards - Concept sorts that focus on word relationships - Student-made graphic organizers - Conjugation charts/manipulatives - Vocab charades - Songs/chants - 1-2-3 vocab cards - Concept sorts that focus on word relationships - Student-made graphic organizers - Conjugation charts/manipulatives - Vocab charades - Songs/chants

9. Visual Processing Deficits - Beware text-dense assessments and books - Include pictures when possible - Read aloud as a class, provide access to audio books, podcasts - Color contrast, bookmarks to focus on one line at a time - Allow students to write directly on tests - Beware text-dense assessments and books - Include pictures when possible - Read aloud as a class, provide access to audio books, podcasts - Color contrast, bookmarks to focus on one line at a time - Allow students to write directly on tests

10. Audio processing deficits - Provide visual cues when possible - Repetition - TPR - Provide visual cues when possible - Repetition - TPR

11. Language Production: oral and written - Practice with oral retells of stories - Partner dialogues - Dictation practice - Written retell: write/right - Cloze activities - Writing checklists for in-class writing - Writing portfolios - Rubrics and self-analysis of writing - Practice with oral retells of stories - Partner dialogues - Dictation practice - Written retell: write/right - Cloze activities - Writing checklists for in-class writing - Writing portfolios - Rubrics and self-analysis of writing

12. Questions to ask yourself: - What is the end goal of students being in my class? - What do my assessments really assess? - What assumptions do I make when planning instruction? - What is the end goal of students being in my class? - What do my assessments really assess? - What assumptions do I make when planning instruction?

13. Behavior Strategies - Structure, structure, structure! - Students need to be explicitly taught your expectations and consequences - Give choices - Building relationships, classroom community - Give effective commands - “Hook” your problem students with success - Condition your attention seekers to seek positive attention rather than negative attention - Structure, structure, structure! - Students need to be explicitly taught your expectations and consequences - Give choices - Building relationships, classroom community - Give effective commands - “Hook” your problem students with success - Condition your attention seekers to seek positive attention rather than negative attention

14. Autism/Spectrum Disorders - Think Concrete - Watch your humor/sarcasm - Structure and routine is important - Sensitivity is key! Every child is different and will respond to environmental stimuli differently - Think Concrete - Watch your humor/sarcasm - Structure and routine is important - Sensitivity is key! Every child is different and will respond to environmental stimuli differently

15. Give yourself and your students some grace… - Success looks different for everyone - Everyone has a story to tell - Success looks different for everyone - Everyone has a story to tell

16. Helpful Documents: - Keep track of your strategies - Student interventions - Deficit specific chart - Keep track of your strategies - Student interventions - Deficit specific chart