By Pat Hensley [email_address] http://successfulteaching.blogspot.com

MA + 30 in Special Education Nationally Board Certified as an Exceptional Needs Specialist 2006 Mauldin High School Teacher of the Year 2006 Top 10 Teacher of the Year Finalist for Greenville County School District Serving 2 nd term on the Board of Directors for The Council for Exceptional Children (CEC) Teaching experience of 29 years

MA + 30 in Special Education

Nationally Board Certified as an Exceptional Needs Specialist

2006 Mauldin High School Teacher of the Year

2006 Top 10 Teacher of the Year Finalist for Greenville County School District

Serving 2 nd term on the Board of Directors for The Council for Exceptional Children (CEC)

Teaching experience of 29 years

Labels Federal funding Criteria for different disabilities may differ in different school districts Are they necessary? General Description A student with disabilities is like a car on a major highway

Labels

Federal funding

Criteria for different disabilities may differ in different school districts

Are they necessary?

General Description

A student with disabilities is like a car on a major highway

Structure – chunks Connected – relevance Informative – processes, task analysis Detailed explanation - modeling Direct Instruction vs. Independence Scaffolding – use of prior knowledge Feedback: more than usual Cognitive Barriers: learning styles vs. teaching styles

Structure – chunks

Connected – relevance

Informative – processes, task analysis

Detailed explanation - modeling

Direct Instruction vs. Independence

Scaffolding – use of prior knowledge

Feedback: more than usual

Cognitive Barriers: learning styles vs. teaching styles

Is everyone ready for a test?!

Is everyone ready for a test?!

Visual – learn better by seeing information Auditory – learn better by hearing information Tactile – Kinesthetic – learn better by touching

Visual – learn better by seeing information

Auditory – learn better by hearing information

Tactile – Kinesthetic – learn better by touching

Interview the student Teacher made Questionnaire Professional tests

Interview the student

Teacher made Questionnaire

Professional tests

Many teach the way they learn Meet the needs of the student by teaching to their style Purchased vs. teacher-made Orton Gillingham Hooked on Phonics Teach reading through content areas

Many teach the way they learn

Meet the needs of the student by teaching to their style

Purchased vs. teacher-made

Orton Gillingham

Hooked on Phonics

Teach reading through content areas

Use Graphic Organizers Main idea and details Compare and contrast Sequential order Plot Cause and Effect Drawing Conclusions

Use Graphic Organizers

Main idea and details

Compare and contrast

Sequential order

Plot

Cause and Effect

Drawing Conclusions

Writing key points or words Response mode can be done by having instructor write down the response Instructor use of post-it notes Highlighters of different colors Illustrate ideas or stories Multimedia – computers, cameras Illustrated books

Writing key points or words

Response mode can be done by having instructor write down the response

Instructor use of post-it notes

Highlighters of different colors

Illustrate ideas or stories

Multimedia – computers, cameras

Illustrated books

Use of tape recorder Use service learning students at local high school Boy Scouts or Girl Scouts Books on tape/CD Block out extraneous stimuli. Highlight essential information. Present a small amount of work. Repeat Directions aloud after reading them

Use of tape recorder

Use service learning students at local high school

Boy Scouts or Girl Scouts

Books on tape/CD

Block out extraneous stimuli.

Highlight essential information.

Present a small amount of work.

Repeat Directions aloud after reading them

Mnemonic Devices ROYGBIV Arithmetic Musical jingles Story telling Response modes can be done orally

Mnemonic Devices

ROYGBIV

Arithmetic

Musical jingles

Story telling

Response modes can be done orally

Response mode – student writes answers down Students use post it notes Student is active and in motion Chew gum while studying Move around during learning Take frequent breaks

Response mode – student writes answers down

Students use post it notes

Student is active and in motion

Chew gum while studying

Move around during learning

Take frequent breaks

Teach to the individual and not to the label Find out learning styles Teach to the student’s learning style It’s more important how you get the message across and not how expensive the materials are that you use Teach through the content areas

Teach to the individual and not to the label

Find out learning styles

Teach to the student’s learning style

It’s more important how you get the message across and not how expensive the materials are that you use

Teach through the content areas

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You are free to:

to Share — to copy, distribute, display, and perform the work

Under the following conditions:

Attribution . You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).

Noncommercial . You may not use this work for commercial purposes.

No Derivative Works . You may not alter, transform, or build upon this work. For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page. Any of the above conditions can be waived if you get permission from the copyright holder. Nothing in this license impairs or restricts the author's moral rights.