Stephanie BakerField ExperienceENG 452LAlexander Middle SchoolMs. Jill Kasler7th Grade Language Arts
Oh, Hello there.• AYA Integrated Language Arts• CARE Partnership• From Massillon, Ohio• Hope to teach English in India for a year• Like travelling, reading, technology, photography, geocaching, new foods
Why?• Younger siblings – Brother’s dyslexia and ADHD – Sister’s difficulty with writing• Journalism• Democracy
So, what was it like? Winning a game of Chutes and Ladders! (Finally)
What did you do?• Extra pair of hands – …and feet… and a brain• Students below level• Exceptionalities
What did you do?• Tests – Helping without giving away the answer – Scribing without doing it for them
What did you do?• PowerPoint “guru” – Song Presentations• Technology integration• Exposure to technology at home• Multiple intelligences
What was interesting?• Importance of noticing dress and behavior – Personality changes – Problems at home – Experimenting with fitting in
What was interesting?• Few students had access to a computer or Internet at home – Difficult for students to complete assignments – Tech literacy in school
What was interesting?• Students sitting on exercise ball and stool – ADHD accommodation
What led to your research?• My work in 452L this quarter caused me to pose the question: – What are some (more) classroom accommodations for students with ADHD?
How did you do your research?• To learn more about this, I looked up academic journal articles and professional publications about the subject using Internet databases in EBSCO host. • Here’s what I learned in my investigation…
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. • Seating arrangements – Seat the child near the teacher. – Seat the child near a student role model. – Provide low-distraction work areas. • “Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment” (Office of Special Education Programs 28). • Instructional Tools – Pointers – Egg Timers • Help students pace themselves – Classroom lights – Music – Furniture • Must fit properly
"The School Supports Checklist: Identifying Support Needs and Barriers for Children with ADHD."• “The supports that children with ADHD can receive through IDEA and Section 504 include adaptations to classroom routines including instructional delivery, organizational support, and modification of assignments (e.g., reduced length, reduced time)” (McKinley and Stormont 15).• On check list: “Give more projects (e.g., build models, do experiments as homework, collect rocks or shells) instead of worksheets” (16).• On check list: “Use prompts for appropriate behavior” (16).
"Arranging the Classroom with an Eye (and Ear) to Students with ADHD." • Four difficulties – Hyperactivity – Impulsiveness – Inattention and distractibility – Disorganization • Two areas – General strategies – Structural responses
Table reproduced from page 80 of the article citation.
ConclusionEducation is a social process. Education isgrowth. Education is not a preparation forlife; education is life itself. John Dewey
Works CitedCarbone, Eric. "Arranging the Classroom with an Eye (and Ear) to Students with ADHD." Teaching Exceptional Children 34.2 (2001): 72. Academic Search Complete. EBSCO. Web. 18 Nov. 2010.McKinley, Lori A., and Melissa A. Stormont. "The School Supports Checklist: Identifying Support Needs and Barriers for Children with ADHD." TEACHING Exceptional Children 41.2- (2008): 14-19. ERIC. EBSCO. Web. 17 Nov. 2010.Office of Special Education Programs, (ED/OSERS). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. US Department of Education, 2008. ERIC. EBSCO. Web. 17 Nov. 2010.