PLC Group Members: Sam Koppitz, Molly Cook, Lili Melvin, Matthew Boelke, Andrew Wagner PLC Disability:

PLC Disability: Intellectual Disabilities

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with peers and adults?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “The use of interactive computer software, which consisted of picture riddles, fun puzzles, and multi-leveled games, (Sam- Kabashi & Kaczmarek, 2019)
effectively increased Tony’s social interaction when paired with typically developing peers”
2) “Organizers have been shown to be useful in building relationships between students by sharing personal (Andrew, - Lee, et. Al., 2006)
information such as hobbies, dreams, family and experience with other students through ‘me maps’”
3) “giving them equal social acceptance to access the community belongings and attend social programs (Lili, Hazmi & Ahmad, 2018)
expose children to varied settings enabling them to gain new experiences”
4) “Read. Simple sentences related to the storybook read aloud were printed in large text with picture (Andrew, Allor, et. Al, 2009)
support. During this activity the teacher would first read the sentence to the students, pointing to each word
as it was read. Then the students repeated the sentence as they pointed.”

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SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with peers and adults?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “create a support system for the student at recess and lunch (British Columbia Department of Education, 1995)
times, and for extracurricular activities (e.g., buddy system).”

2) “provide for circle times or regular class meetings so students can (British Columbia Department of Education, 1995)
talk about feelings, concerns, ideas, successes.”

3) “use cooperative base groups in which students are encouraged to support one another. Use a (British Columbia Department of Education, 1995)
partner system in class. Rotate partners on a monthly basis, carefully selecting the partner for the
student with special needs.”

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BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles with appropriate behavior?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
(Sam- Kabashi & Kaczmarek, 2019)
1) “Offer choices as a strategy for preventing challenging behaviors”

2) Use a School-to-Home reward system initiated by parents and implemented by school professionals/teachers. [Student (Sam- Kabashi & Kaczmarek, 2019)
gets stickers for good behaviors at school and can trade them for preferred items/activities]
3) “Providing behavioral support by providing appropriate support to replace the function of the behavior (Andrew – Lee, et. Al., 2006)
problem through a visual card or social mnemonic strategy.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles with appropriate behavior?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “set expectations for the student with special needs that are (British Columbia Department of Education, 1995)
similar to those for all of the other students in your classroom
(social, emotional and behavioural).”

2) “serve as a model of how to interact with the student, (British Columbia Department of Education, 1995)
demonstrating respect for the student. For example:
avoid talking about the student in front of him/her
unless he/she is included in the conversation, let a
student know he/she is welcome, show your
acceptance of differences and openness in problem
Solving."
3) “Encourage classmates to clearly tell a student if there is a behavior they don't like, rather than (British Columbia Department of Education, 1995)
teasing about it. For example, suggest the classmate explain, "I don't like it when you bang the table,"
rather than laughing and pointing.”

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ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “Recognized that the arrangement prevented Jenny from getting to know her classmates...arranged for peers to sit next (Molly, Crushing, et al., 2005)
to Jenny and assist her with in-class activities”

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PLC Group Members _________________________________________________________ PLC Disability ________________

ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “pay close attention to the seating arrangement. Place (British Columbia Department of Education, 2015)
a student who is at risk of being isolated in the front of
the room, next to peers who will be supportive. Avoid
designating space to be used only by students with
Disabilities."
2) “Arrange to sit next to the student in class and to help out whenever needed.” (British Columbia Department of Education, 2015)

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ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the teacher, provide support to students with this disability in terms of organizing their personal belongings, their workspace, their
backpack/locker and their papers for this class. Also, how can I support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) ““The calendar, which includes picture symbols, helps Jenny anticipate and make choices about (Molly, Crushing, et al., 2005)
daily activities... it allows her to have control over her environment”

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PLC Group Members _________________________________________________________ PLC Disability ________________

ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing their personal belongings, their workspace,
their backpack/locker as well as their papers for this class. Also, how can I support them in the area of time management? This includes keeping track of
assignments and deadlines.”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Have the students arrive 10 minutes early to go over the day plan” (British Columbia Department of Education, 1995)

2) “reduce excess materials on the desk” (British Columbia Department of Education, 1995)

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INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of students with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “Effective early reading instruction is comprehensive, including multiple strands that are carefully and explicitly taught so (Matt- Allor, et. Al, 2009)
that students will apply multiple skills and strategies as they fluently read with comprehension.”
2) “with the help of UDL framework, the students can be educated with multiple means such as pictures, audio, and video. (Lili, Hazmi & Ahmad, 2018)
This method provides alternatives to both learner and educator to acquire knowledge and demonstrate information
respectively”
3) “However, chunking is basically the process of ‘combining related elements into units’ that are manageable (Andrew – Lee, et. Al., 2006)
to students. Chunking is a curriculum augmentation strategy in that students learn to ‘chunk’ material to make
it more manageable and to improve memory and recall.”
4) “The first story reading was followed by brief discussion. The second time a story was read the teacher (Andrew – Allor, et. Al., 2009)
stopped occasionally and encouraged discussion of events and vocabulary within the story. After the third
reading of a story, the teacher guided discussion through questions designed to assess student comprehension
and provide opportunities to develop oral language.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of students with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Text augmentations can include adding pictures, repetitions of the main idea (e.g., repeated (Hudson, Browder, Wakeman 2005)
story lines), and including objects to build comprehension”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts, smartboard presentations, powerpoints,
manipulatives, etc.- to specifically address the learning needs of students with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “teaching students to develop their own concept maps or (Molly, Kleinert, H. L., et. all, 2009)
graphic organizers (Heward, 2006) that might visually display the main idea in the
center of a diagram and the supporting details as attached “spokes” around the
center.”

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3) “A peer helps J make her flash cards. They create cards using boardmaker, magazine pictures, (Molly, Crushing, et al., 2005)
and internet pictures. J completes unfinished cards as homework”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts, smartboard presentations, powerpoints,
manipulatives, etc.- to specifically address the learning needs of students with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “adding other sensory experiences to prime or support understanding-such as an attention getter at the beginning (Hudson, Browder, Wakeman 2005)
of the story( e.g., touching sand for a story about the beach) or a surprise during the read aloud (e.g., the lights go off
in the classroom when it gets dark in the story”

2) “placing the author and illustrator's names in (Hudson, Browder, Wakeman 2005)
the same location on the front page and the repeated story line in the same place in the text (e.g., at the
bottom of the page).”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and independent practice- that will meet the learning
needs of students with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “Following the principles of AI, teachers can adapt existing videos to include interactive searching features. (Andrew - Evmenova & Behrmann, 2011)
Thus, after viewing the whole clip students may get an opportunity to search the video for essential
information and/or answers.”
2) [In context of the student's homework] “Tony’s tasks were not only broken into smaller manageable steps but (Sam- Kabashi & Kaczmarek, 2019)
each step was also paired with a visual”

3) “class wide peer tutoring are regarded to be an effective intervention approach for increasing instructional (Lili, Hazmi & Ahmad, 2018)
effectiveness and reducing problem behavior in classrooms”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and independent practice- that will meet the learning
needs of students with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Using predictable structure in adapted text helps students find the information they need to answer questions about the text.” (Hudsen, et. Al, 2013)

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of students with this disability while accurately
assessing mastery of the lesson objectives?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “While large-scale assessments are (Molly, Kleinert, H. L., et. all, 2009)
typically “summative” assessments, for students with significant cognitive disabilities the value of these assessments is
minimized without the availability of
timely feedback...we would suggest that this feedback should be built into the assessment
tasks themselves, in order to maximize their instructional value for these students
and their teachers.”
(Molly, Crushing, et al., 2005)
2) “J uses her flashcards, and her quiz consists of matching and identification.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of students with this disability while accurately
assessing mastery of the lesson objectives?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Permit open-book tests” (British Columbia Department of Education, 1995)

2) “Remove time limit(s)” [on tests] (British Columbia Department of Education, 1995)

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