1. Understanding the “G’s” of Special Needs Students and Tips to Accommodations/ Modifications and Behavior Strategies Presented by Jay Morris, M.Ed. ARD Facilitator 1

2.  Autism  Deaf-Blindness  Deafness  Emotional Disturbance  Hearing Impairment  Intellectual Disability (Mental Retardation)  Multiple Disabilities  Orthopedic Impairment  Other Health Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment (including Blindness) Categories of Disabilities under IDEA 2

3. 3 “G” Scales

4. 4

5. Gc: Crystallized Intelligence Breadth and depth of acquired knowledge Verbal, language-based knowledge Acquired knowledge  language development, lexical knowledge (vocabulary), listening ability, general information  Influenced by culture, background experiences, and educational opportunity  Affects vocabulary, answering factual questions, comprehension of oral and written language  Associated with LD in Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension 5

6. Accommodations to Address Difficulties with Gc  Relate new learning to prior knowledge  Pre-teach vocabulary or background knowledge  Provide specific vocabulary instruction (BAV)  Paraphrase using simplified vocabulary that is clear and concise  Incorporate student interests and prior knowledge into activities  Check for student understanding of instruction and/or directions 6

7. Gf: Fluid Reasoning  Think and Reason “mental operations”  Problem solving in “novel” situations  Forming/recognizing concepts, identifying relationships, drawing inferences, mental flexibility  Associated with LD in Reading Comprehension, Math Reasoning, and Written Expression 7

8. Accommodations to Address Difficulties with Gf  Provide repetition and repeated review of concepts  Teach problem solving strategies and provide a list of procedures to follow when working on problem solving tasks  Provide step by step instructions  Insure mastery of prerequisite skills prior to introducing more abstract concepts  Utilize graphic organizers  Peer assistance 8

9. Gsm: Short-Term Memory  Ability to hold information & use it immediately (within a few seconds)  Retain 7 chunks of information  Memory span, working memory  Impacts attention, following directions, memorizing facts, listening and comprehending instruction, note taking  Associated with LD in Basic Reading, Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension 9

10. Accommodations to Address Difficulties with Gsm  Provide repetition and repeated review  Short, concise directions  Insure understanding of directions- have student repeat  Minimize distractions and insure you have the student’s attention prior to giving directions/ providing instruction  Teach memory strategies  Provide visual supports (i.e., written directions, copy of notes, etc.) 10

11. Gv: Visual Processing  Ability to generate, store, retrieve, and transform visual patterns/stimuli  Ability to mentally reverse and rotate objects  Includes spatial relations, visualization, visual memory, and orthographic processing  Not considered to have a significant impact on academics  Can impact math- using patterns and designs, spatial orientation, noting visual detail  Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Math Reasoning 11

12. Accommodations to Address Difficulties with Gv  Provide manipulatives  Use graph paper to assist with visual organization  Provide note taking assistance  Reduce extraneous visual stimuli on handouts/ assignments 12

13. Glr: Long-Term Retrieval  Ability to store information and retrieve it  Process of storing and retrieving information  Includes meaningful memory, associative memory, ideational and figural fluency  Associated with LD in Basic Reading, Reading Fluency, Math Calculations, Written Expression, and Oral Expression 13

14. Accommodations to Address Difficulties with Glr  Provide repetition and repeated review and limit the amount of new information presented at a time  Provide immediate feedback; avoid extended time between instruction and assessment of retention  Allow time for a “mini-review” prior to test taking  Utilize reference materials (i.e., calculator, multiplication chart, spell check, etc.)  Teach strategies to improve memory (i.e., mnemonic devices, rehearsal, visual supports) 14

15. Ga: Auditory Processing  Ability to perceive, analyze, and synthesize a variety of sounds  Phonological awareness and processing  Impacts reading and writing, especially during early stages of learning  Associated with LD in Basic Reading, Written Expression, and Listening Comprehension 15

16. Accommodations to Address Difficulties with Ga  Provide phonological awareness activities (i.e., rhyming, alliteration, imitation, etc.)  Emphasize sound/symbol associations when teaching reading decoding and spelling  Provide visual supports/outlines for listening activities/note taking  Reduce auditory distractions  Grade for content and mechanics rather than decoding and spelling 16

17. Gs: Processing Speed  Ability to process information quickly and efficiently  Mental quickness  Perceptual speed, number facility, speed of reasoning, rate of test taking  Affects timely completion of assignments, processing information quickly, taking timed tests  Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Written Expression 17

18. Accommodations to Address Difficulties with Gs  Consider reducing the quantity of work or provide additional time to complete  Emphasize quality over quantity  Limit copying activities or provide structure  Utilize activities that increase rate and fluency (i.e., flash cards, educational software, etc.) 18

19.  Deliver instructions slowly  Shorten length of assignments  Limit number of activities when introducing new concepts  Prioritize tasks  Assign one section of the task at a time  Use blank file card with a window in center to focus on 1 questions or problem at a time 19 Modifications Pace of Instruction

20.  Use items that can be answered briefly  Reduce number of facts, topics, or activities that address the same concept  Allow student to answer only circled questions, choose 3 out of 5, or do odd/even # questions  Give page number prompts for open book tests  Group similar types of questions together 20 Short Answer Tests

21.  Highlight key words (Note: when testing, students must highlight key words)  When highlighting a test, student should be able to read just the highlights and have enough information.  Color code information  Allow highlighting with a buddy 21 Highlighted Text

22.  Provide student with a hard copy of notes after attempt  Provide a skeletal outline/organizer that includes main idea of lecture  Thinking Maps  Teach abbreviations for taking notes (e.g., w/o for without)  Allow time at end of class to review notes 22 Note Taking Assistance

23.  Mark priority tasks and have student do those first  Extend due date of assignments, projects, etc.  Request student attend tutorials  Assist student to develop timeline for projects, start early or finish later  Contract with student regarding time allotted for completion 23 Extended Time Assignments

24.  Allow student to answer as many questions possible, grade only number completed  Reduce the number & length of problems  Mark priority tasks. Have student do those first & give bonus points for extra completed 24 Shortened Assignments

25.  Ask student to use notebook, calendars, use of Edmodo  Provide time for student to write down assignments, before or end of class  Post homework on board/Edmodo  Provide weekly assignment schedule to copy  Post due date for long-term assignments/projects  Have parents and/or teacher initial notebook 25 Assignment Notebooks or Edmodo

26.  Visual Strategies  Reduce clutter of visuals on wall or boards.  Allow use of fact grids & charts  Use bookmarks to help with visual tracking  Auditory Strategies  Provide verbal cues (e.g.,“This is important”)  Ask student to repeat directions  Clarify directions/vocabulary  Tactile Strategies  Provide outline of lecture  Encourage students to create daily records or journals  Kinesthetic Strategies  When appropriate, allow student to move about room as part of learning activity  Use simulations & body action activities when appropriate  Combine creative dramatics when reading 26 Study Aids/Manipulatives Strategies

27.  Student verbally repeat information  Have student groups “teach” sections of the text  Pair students together to review reading assignments  Utilize volunteer assistants, when possible, to provide drill and practice 27 Repeated Review

28.  Cool Down Time *  Aggression Action Plan *  Transition Countdown  Limit Setting *  Preferential Classroom Placement  Proximity Control *  Assignment Review  Activity to Do List  Assignment Adaptation  Restate  Immediate Remediation *  Wait Time  Compliance Training  Storage Bin  Positive Reinforcement *  Line Assignment  Behavior Contract *  Planned Ignoring *  Redirect-Restate  Structured Movement  Student Conference *  Positive Praise *  Class Schedule Check Point  Reference Check  Guided Instruction 28 Behaviors Review 360 TM Strategy Bank

29.  Always consult with students IEP about accommodations/modifications  Consult with special education case manager or dept. leader  Consult with Educational Diagnostician/Licensed Specialist in School Psychology (LSSP) for guidance  Working together as a team = student success 29 Conclusion

30.  Jay Morris, M.Ed. jlmorris@alvinisd.netjlmorris@alvinisd.net 30 Questions