This PowerPoint is a presentation for implementing a professional development for teachers to gain a better understanding of how to identify and help students with learning disabilities in a multicultural classroom.
2. • Participants will:
• Learn Rights and laws for students with learning disabilities
• Define Learning Disabilities
• Identify the signs of students with learning disabilities
• Explore instructional practices for teaching
students with learning disabilities
3. Why Accommodate Students with
Learning Disabilities
• No Child Left Behind Act (NCLB) was enforced; this law
put pressure on the schools to ensure academic success
among all individuals.
• No Child Left Behind Act (NCLB), established many
turning points and implementations of new guidelines
within the educational system.
• NCLB law required that schools focus on English-
language learners, at risk minority students, and students
with special needs.
4. In 1954, the Brown v. Board of Education
A pathway for parents and teachers to voice their opinions
for equal education opportunities for students with
exceptional needs.
The Individuals with Disabilities Education Act (IDEA)
places high importance on making sure that a students that
have a disability or any other cognitive or emotional
challenges are placed in their least restricted environment
(Seargeant, & Berkner, 2015).
5. Civil Rights Act of 1964
•No person shall be subjected to
discrimination based on race, color, or
national origin.
6. What is a Learning Disability
A neurological disorder that cause difficulties in
acquiring knowledge and skills on the level of
expectation of their peers of the same age group
that is not associated with a physical handicap.
7.
8. Turn and talk to your partner to figure out which one of these
historic figures was claimed to have a learning disability.
Historical
Figures
9. Turn and talk to your partner to figure out which one of these
famous celebrities figures was claimed to have a learning
disability.
Famous
Celebrities
16. Addition Teaching Strategies
• Keep instructions brief and as uncomplicated as possible.
• Allow the student to tape-record lectures. .
• Provide handouts and visual aids.
• When appropriate, team a reader with a non-reading
student during in-class assignments.
• . When possible, break information into small steps when
teaching many new tasks in one lesson
• Allow time for clarification of directions and essential
information.
17. Addition Teaching Strategies cont…..
• Begin a lesson by reviewing the last lesson.
• Provide alternative ways for the students to do tasks,
such as dictations or oral presentations.
• Provide models.
• Ask students to explain what they learned.
18. Thinking About Inclusion and Learning Disabilities: A
Teachers Guide
This teacher’s guide from the
Council for Exceptional
Children’s Division for
Learning Disabilities presents
the concepts and research on
learning disabilities and
inclusion. It features
explanations of what a
classroom is like to a child
with learning disabilities, and
shows teachers how their
classroom structures and
instructional practices affect
their students.
19. LD Activity One: “Thinking About Inclusion and Learning Disabilities: A
Teacher's Guide”
As you read through the following excerpt that describes general education
classrooms
-- decide if each of the descriptors are still accurate based on your experiences in
general education classrooms.
--describe how each factor of the classroom environment would enhance
learning or detract from learning for a student with a specific learning disability.
20. • LD Activity Two : How to Level the Playing Field
• Divide into specific teaching fields (i.e., math, science, literacy, drama, music).
• Explain the difference between modification and accommodation
• give specific examples that would apply to each group’s selected grade level or subject
area.
(Hint: A modification is when the subject content needs to be changed or “modified” to teach
the individual at his/her level.
An accommodation would be a change of seating, allowing the individual to work with
another student, use of technology or adaptive materials.
21. • LD Activity Two continued……. : How to Level the Playing Field
• Each group brainstorm ways to modify and accommodate students
who have learning disabilities with general or specific assignments,
tests, and homework for their classes.
• Have a spokesperson and a recorder for each group or pair to share
their ideas with the rest of the class. Prepare a demonstration or a
visual that can be shared with the entire class. Identify whether their
idea is a modification or an accommodation or based on the definition
included in this module.
22. • LD Activity Three……. : Learning Disability Simulation
Reproduce the following and distribute to students and ask them
to keep the paper face down.
On the count of three, give students 1-2 minutes to decipher this
message and discuss their reactions to how it might feel to be a
student with a learning disability who has difficulty with spelling.
Also, note that trying to read this excerpt may also simulate how
words or passages in a book may overwhelm a student with
learning disabilities who struggles with reading comprehension.
24. Case Study
. LD Activity Four: Case Study on Learning Disabilities
Review the case studies of JC, Gary, or Mary posted on
the Project IDEAL webpage under “Case Studies” on the
Resource section of this Overview Module. Complete
recommendations based on the information in the case
study and information you have learned in class. Utilize
the modifications and accommodations from Activity
Two. State specific reasons for the recommendations you
have provided.
25. Click on the link below to take the
survey for this Professional
Development
https://www.surveymonkey.com/r/N6TQFGL
26. References
Baker, J. M., & Zigmond, N. (1990). Are regular education classes equipped to
accommodate students with learning disabilities? Exceptional Children, 56, 515–526
Council for Exceptional Children. (1993). CEC policy on inclusive schools and
community settings. (Available from Council for Exceptional Children, 1920
Association Dr., Reston, VA 22091)
Orlich, Donald C. 2013. Teaching Strategies: A Guide to Effective Instruction, 10th ed.
Belmont, CA: Wadsworth.
Schumm, J. S., & Vaughn, S. Making adaptations for mainstreamed students: General
classroom teachers' perspectives. Remedial and Special Education, 1991, 12(4), 18–27
Schumm, J. S., & Vaughn, S. (1992). Planning for mainstreamed special education
students: Perceptions of general classroom teachers. Exceptionality, 3, 81–89
Editor's Notes
The jigsaw learning technique is a cooperative learning approach to multicultural classroom instruction. This works well in elementary and middle school, as well as high school environments. In this methodology, each student becomes one piece of a large jigsaw puzzle, which symbolizes the classroom. Such an approach teaches children that every individual in the classroom is a valuable asset in completing "a puzzle" or complete picture when it comes to assignments and reports, and that every child has his or her place in the world.
This approach also requires children of all ages to be given one task that becomes part of the whole. For example, if students are learning about an important American history event such as the American Revolution: One student is assigned to provide research and information on George Washington, while another student may be required to research and provide information on the Battle of Concord and Lexington; and yet another to research and provide information on Paul Revere or General Burgoyne.
In essence, each student brings one portion of information into their group. As a group, the students are encouraged to impart their knowledge and research regarding their subject to the others. Following this type of approach, a test is given to the entire group. In this way, students learn to contribute, listen, and work together in order to reach a common goal, which is a good grade.
This type of learning strategy can be especially beneficial to students with learning disabilities, as it encourages them to focus on one major aspect of their contribution toward the group knowledge.
The jigsaw learning technique is a cooperative learning approach to multicultural classroom instruction. This works well in elementary and middle school, as well as high school environments. In this methodology, each student becomes one piece of a large jigsaw puzzle, which symbolizes the classroom. Such an approach teaches children that every individual in the classroom is a valuable asset in completing "a puzzle" or complete picture when it comes to assignments and reports, and that every child has his or her place in the world.
This approach also requires children of all ages to be given one task that becomes part of the whole. For example, if students are learning about an important American history event such as the American Revolution: One student is assigned to provide research and information on George Washington, while another student may be required to research and provide information on the Battle of Concord and Lexington; and yet another to research and provide information on Paul Revere or General Burgoyne.
In essence, each student brings one portion of information into their group. As a group, the students are encouraged to impart their knowledge and research regarding their subject to the others. Following this type of approach, a test is given to the entire group. In this way, students learn to contribute, listen, and work together in order to reach a common goal, which is a good grade.
This type of learning strategy can be especially beneficial to students with learning disabilities, as it encourages them to focus on one major aspect of their contribution toward the group knowledge.
