Portfolio Task Stream Assignment Tina Macabitas University of LaVerne Fall 2013 SPED 409

Tina Macabitas Preface Educators typically plan the same lesson for all students, occasionally addressing different learning styles, but without a real thought to the fact that students brains may actually be processing the information in different ways. Theorist such as Melvin Levine and Howard Gardner understand that all children are different and no single method of teaching will be effective for everyone. In order to be a highly effective education specialist it is important to identify and address learning differences for optimal learning to occur.

In this task stream assignment, I will demonstrate my knowledge of cognitive, behavioral and social explanations by using fictitious characters to focus on five different disabilities. This will demonstrate my ability to accommodate students current level of achievement, vary strategies, and develop students academic language. I will address the different learning modalities according to Gardners Multiple Intelligence theory through differentiated instruction accommodations and technology strategies. In addition, I will be able to demystify the disabilities through the use of Levines Management by Profile to lower the affective filter of diverse learners while including positive characteristics and/or strength components.

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Learning Disabilities
Papa Smurf has a learning disability known as dyscalculia. He has difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning math facts. Strengths: He is very out going and well liked by his peers. He excels in other areas of academics, especially listening and speaking. Explanation: IDEA Definition (A) In general-the term specific learning disability means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (B) Disorders include-such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (C) Disorders not included-such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage
Retrieved December 28,2013, from U.S. Department of Education: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C 30%2C

Demystification

Society assumes that everyone learns and makes connections in the same way. This just isnt true. People with learning disabilities have problems remembering, understanding and/or communicating in the usual ways. As a result, they can have difficulties at school or at work. They can have problems with their families or in relationships. Their difficulties sometimes make them feel very anxious, discouraged or angry. They may also feel ashamed or embarrassed, or try to hide their frustrations. People with learning disabilities are often misunderstood.

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Differentiated Instruction: 1. Instructional Accommodation Trace It 2. Instructional Accommodation Preferential Seating 3. Instructional Accommodation Extra Time This is a creative strategy for students that have difficulty identifying numbers. Tracing number forms on sand paper or on the carpet will tap into students visual, bodily/kinesthetic, and logical modalities. This strategy will allow the student to access the curriculum to better accommodate his/her needs. Whether the student sits in front to clearly see the board or in the back of the classroom to lower his/her affective filter.

A student with a learning disability may become anxious and/or begin to shut down if an assignment feels overwhelming. Another way to lower a students affective filter is to allow more or extra time to complete an assignment. According to Bob Sullo (2007), This will help students build an internal picture of themselves as hardworking and successful. (p. 54).
Sullo, B. (2007). Activating the desire to learn. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Differentiated Technology: 1. Technological Accommodation Manipulatives Technology can be low or high tech. A form of low tech that will assist students with learning disabilities is the use of manipulatives. Especially in math, this will assist with one to one correspondence and tap into their visual, bodily/kinesthetic, and logical modalities. Calculators are a form of high tech that provides plenty of practice for a student with a learning disability. Students that compute slowly may use calculators to check their computations. Then they may compare their answers to the question/equation to evaluate their logic.

2. Technological Accommodation Calculator

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Emotional/Behavioral Disturbed
Grouchy has a learning disability known as emotional/behavioral disturbed. He has difficulty dealing with his emotions. At times he may feel just fine, but may become overwhelmed with anger and unhappiness. It hinders his ability to sustain friendships and relationships.

Strengths: He is creative, artistic, opinionated, determined, and detail oriented. Explanation: IDEA Definition (i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.
Retrieved December 28,2013, from U.S. Department of Education: http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%25 2E8%2Cc%2C

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Demystification

Sometimes, we feel different than everyone else and that is okay. A student who is considered to be emotionally or behaviorally disturbed is unable to pay attention or participate without feeling overwhelmed or angry. It can be difficult to handle feelings of unhappiness, depression, or anger on a daily basis. These feelings make it hard to participate in class and to complete schoolwork. It hinders friendships and other relationships. Expressing your feelings in an appropriate manner that will lead to greater success.

Differentiated Instruction: 1. Instructional Accommodation Planned Ignoring According to Kauchak and Eggen (2012), If an incident of misbehavior is brief, it is often most effective to simply ignore it. (p. 93). This is more successful if planned prior to the behavior occurring. It is most effective when a student is seeking attention from a teacher or staff member, as long as other students are not involved. For example, not calling on a student to answer a question or ignoring the student while praising other students for doing a good job. It is important to provide a positive reinforcer immediately after the student exhibits an appropriate behavior. DO NOT use for severe behavior problems when the maladaptive behavior has begun.
Kauchak, D., & Eggen, P. (2012). Learning & teaching: research-based th methods (6 Ed). Boston, MA: Pearson Education.

2. Instructional Accommodation Proximity Control

When a students behavior begins to be disruptive or distracting, the teacher or staff member moves close to the student while carrying on the activity with the whole group. Or, maybe gently setting a hand on the students shoulder. No punishment or undue attention needs to be given to the student at the time. Generally the adults presence at close range is enough to subdue mild inappropriate behaviors. This strategy is suggested for use in redirecting the student to more appropriate behaviors. The most significant management tool available to teachers is conducting themselves in the manner in which the students are expected to behave. Teachers who maintain self- control, respect for others, good manners and courtesy, honesty, fairness, and good judgment, teach by example. Students look to adults for

3. Instructional Accommodation Role Modeling

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7 models and for guidance and they learn every day by watching and listening to every word. According to Kauchak and Eggen (2012), Teachers who are enthusiastic increase learning, student confidence, and achievement, and teacher modeling is the most likely mechanism. (p. 150).
Kauchak, D., & Eggen, P. (2012). Learning & teaching: research-based th methods (6 Ed). Boston, MA: Pearson Education.

Differentiated Technology: 1. Technological Accommodation Reinforcers Technology can be low or high tech. A form of low tech that will assist students that are emotional/behavioral disturbed are through the use of reinforcers. Some examples are: stickers, stamps, tokens, a preferred activity, praise, etc. As stated by Sullo (2007), Emphasize the positive feeling that accompanies high achievement. The reward for doing well is the good feeling a student experiences. (p. 54).
Sullo, B. (2007). Activating the desire to learn. Alexandria, Virginia: Association for Supervision and Curriculum Development.

2. Technological Accommodation Journaling

Another low tech device to assist students that are emotional/behavioral disturbed is through the use of a journal. Allowing a student to write in a journal and express his/her interests and/or frustrations is a great way to tap into a students intrapersonal and linguistic modalities.

Journals assist students that are emotional/behavioral disturbed.

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Intellectual Disability
Smurfette has an intellectual and developmental disability. She has difficulty in learning and has a much lower intelligence level than what is considered normal. Although she has significant cognitive and adaptive delays, she can and is able to learn academic content. At times she may be stubborn and strong willed. Strengths: She is sweet, kind, caring and loveable. She strives on helping others and doing her best in whatever she does. Explanation: IDEA Definition (A) Intellectual and Developmental Disability means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs educational performance. (B) Individuals with intellectual disabilities typically do not have any specific physical or medical cause for the limitation in intellectual functioning and adaptive behavior, in these cases, the cause is more likely to be heredity, early environment, or some combination thereof. (C) An accurate diagnosis of mental retardation requires three components: An IQ score of approximately 70; A determination of deficits in adaptive behavior; Origins of the disability prior to age 18.
Retrieved December 28,2013, from U.S. Department of Education: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C 30%2C

Demystification

In order for the individual to be considered IDD, he/she must be intellectually delayed, or in other words, have a low cognitive level in comparison with the norms. The individual must also have an adaptive delay, meaning the individual has a significant delay in adapting to the world through assimilation and accommodation. In

Tina Macabitas students with IDD, the physical, behavioral, cognitive, emotional, or social development of the child is usually delayed in comparison with norms. Differentiated Instruction: 1. Instructional Curriculum Functional Based Curriculum 2. Instructional Accommodation Peer Buddies

A Functional Curriculum is structured around independent living skills. Community based instruction incorporated into the curriculum will allow students to apply the independent living skills learned in class and be able to practice those skills in the community. An example of this is learning how to write a grocery list and finding these items in a grocery store. This strategy will allow the student to socialize with their peers. The peers will also act as models so IDD students may watch them and follow what they are doing. This is a good opportunity to tap into a students linguistic and interpersonal modalities. According to Sullo (2007), Provide opportunities for students to work in groups. It supports the need for belonging. (p. 67).
Sullo, B. (2007). Activating the desire to learn. Alexandria, Virginia: Association for Supervision and Curriculum Development.

3. Instructional Accommodation One on One Aide

A student with IDD would benefit from a Traditional/Developmental Curriculum. Although, it is based on the core curriculum that is specific to the students age and grade, a one on one aide would assist and provide support to that student.

Differentiated Technology: 1. Technological Accommodation Graphic Organizers Graphic organizers are a low-tech form of Universal Design for Learning. They are diagrams used to show the interrelationships among words or ideas. For example, semantic maps, pictorial maps, and webs help students classify ideas and communicate more effectively. They provide all types of learners the opportunity to structure writing projects, assist in problem solving, decision making, studying, planning research and brainstorming. According to Kauchak and Eggen (2012), When teachers use these to

Tina Macabitas structure their lessons, they provide students with concrete examples of organizational strategies that students can model in their own learning endeavors. (p. 290).
Kauchak, D., & Eggen, P. (2012). Learning & teaching: research-based th methods (6 Ed). Boston, MA: Pearson Education.

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2. Technological Accommodation Clickers

Student response systems, also known as clickers, are a high-tech form of Universal Design for Learning. This type of technology allows students with IDD to respond to a teachers question by clicking a button on a handheld remote much like Jeopardy. It not only encourages kinesthetic involvement of each student, but also provides the teacher with immediate feedback about the whole classs learning progress. Teachers integrate clickers in order to provide all students greater access to learning.

Clickers are a high-tech form of Universal Design for Learning.

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ADHD/ADD
Gutsy Smurf has attention deficit hyperactivity disorder (ADHD). He has difficulty in learning because of lack of focus, being overactive, and not being able to self regulate his behaviors. He tends to be impulsive and easily distracted. Strengths: He is very out going and social. He excels in athletics and is kind to others. His technical skills and ability to help others are exceptional. Explanation: IDEA Definition (9) 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, that-(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance.
Retrieved December 28,2013, from U.S. Department of Education: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C 30%2C

Demystification

Attention deficit hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not being able to control behavior, or a combination of these. Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. It is normal for all children to be inattentive, hyperactive, or impulsive sometimes, but for children with ADHD, these behaviors are more severe and occur more often.

Tina Macabitas Differentiated Instruction: 1. Instructional Accommodation Interest Boosting

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When a students behavior indicates he is drifting away from attending to the lesson, some additional information related to the students interests or experiences is helpful to grab the students attention. For example, when leading a discussion about famous explorers the teacher might ask if anyone has traveled on a vacation to boost the childs interest in the discussion. Interest boosting will help develop a students self-efficacy and increase their motivation. Direct Instruction (DI) consists of precisely sequenced, fast-paced lessons taught to small groups of 4 to 10 students, may bring both immediate and long-term academic gains in students with learning disabilities, as stated by Hallahan, Kauffman and Pullen (2011) (p. 154). When implementing this strategy, I would remind myself to pace the instruction according to the learners needs.
Hallahan, D., Kauffman, J., Pullen, P. (2011). Exceptional Learners, An Introduction to Special Education. Pgs. 112. 137-140, 164, Pearson Education, Inc. Retrieved December 30,2013.

2. Instructional Accommodation Direct Instruction

3. Instructional Accommodation Self Monitoring

Self-monitoring is a technique that can be taught to address a variety of behaviors. According to Hallahan, Kauffman and Pullen (2011), Self-monitoring is when students keep track of their own behavior, often through use of two components: self-evaluation and self-recording (p.152). Students with ADHD that self-monitor will take ownership for their behavior.
Hallahan, D., Kauffman, J., Pullen, P. (2011). Exceptional Learners, An Introduction to Special Education. Pgs. 112. 137-140, 164, Pearson Education, Inc. Retrieved December 30,2013.

Differentiated Technology: 1. Technological Accommodation Fidgets Fidget toys are sensory tools that are great for helping with attention, calming and focus. A quiet fidget is needed to keep restless fingers busy, bodies relaxed, and minds focused. Allowing a student with ADHD to use a fidget at his/her desk will allow him/her to stay focused and attentive to instruction.

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2. Technological Accommodation Visual Cues

These can be any kind of low tech posted reminders. A student with ADHD would benefit from the class rules posted in prominent places around the classroom. This will assist the student in selfregulating his/her behaviors.

Visual cues assist students with ADHD self-regulate their behaviors.

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Autism
Clumsy Smurf is a student with autism. He has difficulty in communicating with others and in social activities he prefers to wander off on his own. He also has difficulty in sustaining attention and seems aloof during academic instruction. At times he repeats and scripts videos and songs. Strengths: He is sweet, smart, and doesnt hold grudges. He enjoys music, books, puzzles, and alone time.

Explanation: IDEA Definition (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section. (iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
Retrieved December 28,2013, from U.S. Department of Education: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C 30%2C

Demystification

People with autism can have very different symptoms. In the autism spectrum some might have mild symptoms whereas others may have serious symptoms. This is a group of disorders that have similar symptoms. The main symptoms and signs

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15 associated with autism are repetitive movements/activities, resistance to change with daily routines, and unusual responses to sensory experiences such as light and sound. They may have problems communicating with others and in social activities such as sharing emotions and holding conversations. They can have repetitive behavior such as repeating words/phrases or body movements.

Differentiated Instruction: 1. Instructional Accommodation Mneumonics This is a creative strategy for students with autism that have difficulty retaining concepts. Mnemonics are any memoryenhancing strategies. They involve using pictures and/or words to increase recall of information. As an educator, I would share my own mnemonics with the students, and encourage them to create their own mnemonics and apply them successfully. Scaffolding instruction involves the teacher modeling, demonstrating, repeating, and paraphrasing techniques for the learner. Then gradually fading the assistance so that eventually the learners dependence on the teacher moves to independence. I would use this technique to prepare the learner so that eventually they would perform the lesson independently and increase their confidence. According to Bob Sullo (2007), Emphasize the positive feeling that comes with achievement. The reward for doing well is the good feeling a student experiences. (p. 54).
Sullo, B. (2007). Activating the desire to learn. Alexandria, Virginia: Association for Supervision and Curriculum Development.

2. Instructional Accommodation Scaffolding Instruction

3. Instructional Accommodation Shorten Task

A student with autism will benefit from making the task shorter, either by reducing the amount of work required or breaking it into pieces with breaks built in along the way. For students with short attention spans, at the beginning of the task, the end of the task is in their sight.

Tina Macabitas Differentiated Technology: 1. Technological Accommodation Sensory Breaks 2. Technological Accommodation Visual Schedules

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Sensory breaks for students with autism will assist them in completing task sand staying focused. Breaks like jumping on the trampoline, swinging, taking a walk, and coloring will tap into a students intrapersonal and bodily/kinesthetic modalities. Visual and picture schedules assist students with autism in transitioning. Schedules create an organizational framework and predictability for the student. They tap into a students visual/spatial modality.

Visual schedules assist students with their executive functioning skills.