Entering Procedures 1. Greet a presenter (or two!) with a handshake or high five. 2. Find a comfortable place to sit. 3. Enjoy each other’s company! 4. Be ready to begin when you hear the chimes.

Using HET to Meet the Needs of Children with Exceptionalities Your presenters: Kerry Lance Erin Mauldin Cheri Vaniman Stephanie Neal

Building Community Who are we? What are we all doing here? Where do we belong? –Learning Clubs –Barnyard Babble “Getting to Know You” activity

A Penny for Your Thoughts 1. With your Learning Club divide your construction paper into five sections. 2. Use the 5 categories on the following slide to discuss with your Learning Club. 3. Toss a penny onto the construction paper. 4. Share with your Learning Club something about yourself related to the category to which your penny lands closest. 5. Continue until everyone has shared.

Plans for summer… A great book I read or movie I saw… Something interesting about my family... If I could be anywhere but here… The best thing about my school year so far…

Now that we’re acquainted… Review today’s agenda Strategies/Reflection/Chart –Barnyard Babble –Penny for Your Thoughts

Why it Works! Wednesday Who Are All These People? What’s the BIG IDEA? Exceptionalities and HET Strategies Reflections Who are our children with exceptionalities? Today’s Agenda Brain Talk Exceptionalities and HET Strategies Brain Break

Who are our children with exceptionalities? OHI (Other Health Impaired) –ADHD –Physical/health Learning Disabilities MID (Mild Intellectual Disabilities) EBD (Emotional/behavioral Disorders) Autism Speech/Language

Stand Up, Hand Up Stand up and raise your hand. Start walking and make eye contact with someone at a different learning club. Give your new partner a high five. Discuss which exceptionalities you have worked with in your classroom over the years.

The BIG IDEA Students with exceptionalities are children who have struggled in certain academic and behavioral areas. Our job is to help these students with exceptionalities learn and implement strategies to make them successful. Making learning meaningful is effective for all students!

So…. How does HET meet the needs of children with exceptionalities?

Brain Talk controls emotions, stimulated by non-verbals (body language & movements), eased by commonalities & irritated by differences Amygdala Hippocampus controls learning, short term memory, impacted by adequate sleep, needs visual stimuli (symbols, pictures, etc.) Cerebral Cortex controls language & logic, planning, long-term memory Brain Stem controls survival functions, fight, flight or freeze p. 27

Exceptionalities/HET Strategies Specific learning disabilities are defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Strategies: Visual Agenda Being There Experiences Body mapping Graphic Organizers Modeling

Exceptionalities/HET Strategies Other health impairment means having limited strength, vitality or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. **ADD/ADHD Strategies: Environment is not cluttered – systems, organization Brain Breaks/ movement breaks Immediate feedback Target Talk

Brain Break The BLOB!

Exceptionalities/HET Strategies Autism is a developmental disability that adversely affects a student's educational performance and significantly affects verbal and non-verbal communication and social interaction and participation. Other characteristics associated with: unusual responses to sensory experiences, resistance to environmental change or change in daily routines. Strategies: Visual Agenda Brain Breaks Australia Body Mapping Lifelong Guidelines / LIFESKILLS

Exceptionalities/HET Strategies Emotional Behavior Disorder is an emotional disability characterized by the following: An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. Consistent or chronic inappropriate type of behavior or feelings under normal conditions. Displayed pervasive mood of unhappiness or depression. Strategies: Emotional safety Lifelong Guidelines / LIFESKILLS Australia Multiple Intelligences/Choices

3-2-1 Snowball 1. On a sheet of paper write the following: –3 Things you learned –2 Things you want to try –1 AHA! 2. Form a circle around the trash can. 3. At the signal, try to make a basket. 4. When directed, grab a snowball and take turns sharing with the group.