SPED strategies of teaching

2. WHY DO WE MAKE
ASSSESSMENT?
WHEN & WHERE DO WE
GIVE ASSESSMENT?
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3. Assessment is defined as
 a process that involves
collecting information about a
student for the purpose of
making decisions.
(Assessment in Special Education)
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Assessment is primarily a
problem-solving process

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Classroom Assessment
can help teachers to:
• Identify students' strengths and
weaknesses.
• Monitor student learning and progress.
• Plan and conduct instruction. Ongoing
informal
and formal classroom assessment.
• Is the bond that holds between the
teacher
and the student.

5. In other
words,
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all students are assessed during
scheduled screening periods using an
assessment that is the same for all
students. Once students are assessed
during a screening period, this
information is used to identify those
students who might benefit from
additional support.

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Types of assessment available for young children
with special needs can include the following:
 norm-referenced
 criterion referenced/curriculum based,
 adaptive to handicap,
 process oriented, and
 ecologically based assessment.
WHAT ARE THE TYPES OF ASSESSMENT
FOR CHILDREN WITH SPECIAL NEEDS?

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Norm-referenced tests are a form of
standardized testing that compares
"normal" skill levels to those of
individual students of the same age. By
comparing students to one another, it is
possible to determine whether, how, and
to what a degree a particular student is
ahead of or behind the norm.
Norm-Referenced Test
.

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Focuses on measurement of student mastery of
objectives derived from classroom performance
CBA is not standardized, therefore comparison
between subjects, school is not feasible
CR CBA is used for planning purposes
CBM is more adequate to monitor the curriculum
and decision making
CRITERION REFERENCED/
CURRICULUM BASED

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To confirm or establish a diagnosis.
To determine if the child is eligible for
Special Education Services
Identify specific skills that need to be
taught to the child for independent
living.
Determine the childs level of
functioning in daily tasks required to be
successful in home, community and
work place.

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PROCESS ORIENTED PERFORMANCE BASED
ASSESSMENT
• This is concerned with the actual task performance
rather than the output or product of the activity.
• Evaluates the task performance
• Does not emphasize the output or the product of
the activity
• Aims to know what processes a person undergoes
when given a task.

11.  Observing the child in many
different ways
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ECOLOGICALLY BASED
ASSESSMENT
• Involves directly and assessing
the child in the many
environments he or she
routinely operates
• The purpose of this is to probe
how the different environments
influence the student and his or
her school performance.

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INFORMAL ASSESSMENT PROCEDURE:
1. QUICK OBSERVATION
2. USE TEACHER NOMINATION FORM
3. GATHER/COLLECT INFORMATION
*Thru: Checklists, Interview, Narrative Report from
Previous Teacher & Current Class Observation,
Previous Grades, Oral & Written Performance, etc.
*Ask help from School Assessment Team

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• Remember:
Comprehensive data collection to support class
identification
 Preferably Math, English & Filipino
(Reading, Writing, & Spelling)
4. Identification of Learners based on difficulties
exhibited

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5. Use the SPED Enrolment Form (LIS based) to
establish enrolment data
6. Monitor progress. Reassess. If worst behaviors
display, recommend for Clinical Evaluation (Medical
Professional)

15. TEACHING
STRATEGIES

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How can we help learners with special
needs?
What strategies can we employ in order
to help these learners?

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Learning
difficulties
For your guide: Know the child’s
learning needs or difficulty
DYSGRAPHIA
DYSCALCULIA
DYSLEXIA
AUDITORY PROCESSING DISORDER (APD)
LANGUAGE PROCESSING DISORDER NON-
VERBAL LEARNING DISABILITIES VISUAL
PERCEPTUAL/VISUAL MOTOR DEFICIT
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)

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DIFFICULTY
IN READING
How to help students
with…  Focus on activities that involve sounds of words, not on letters or
spellings.
 Model and demonstrate how to break short sentences into individual
words.
 Have students clap out syllables and listen for and generate rhymes.
 Model specific sounds, and ask students to produce each sound in
isolation.
 Teach students to blend, identify sounds, and break up words into
sounds.
 When teaching the letters of the alphabet, activities should be explicit
and unambiguous.
• When teaching decoding, begin with small, familiar words.
• Model sounding out words, blending the sounds together, and saying the word.

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DIFFICULTY IN
WRITING
How to help learners
with…
For students learning to print/write, teach letter formation
in a methodical method (ie. grouping letters which have
similar formations), emphasizing the correctness of pencil
grip, motor memory for the letter formations, practice for
fluency.
Have the student practice copying for short periods of time
and then increasing the time as fluency increases.
Encourage the use of pencil grips and/or large mechanical
pencils.
Encourage use of alternative paper material (e.g. for
younger students, paper with raised lines provides a
sensory guide for the student to stay within the lines).
Encourage training for keyboarding skills so that a
computer can be used for school assignments.

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• Assist with the development of a schedule allowing time to complete assignments
• Work in small time periods rather than spending hours at a time
• Begin with a brainstorming stage where ideas about the subject are written down.
If a student has spelling or graphomotor problems, scribe for them or allow use of
a computer
• Help the student organize their ideas from the brainstorming to an organizational
model (i.e. a story map, a timeline, an outline, organizational software such as
Inspiration, Spark-Space)
• Encourage the student to elaborate on which ideas need to be included in the
assignment within the organizational model
• Begin writing first/rough draft from the model
• Edit for vocabulary usage, sentencing, grammatical constructions, mechanics of
writing (spelling, capitals, punctuation, paragraphing)
Suggestions for addressing written expression
difficulties

21. DYSCALCULIA
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• Talk or Write Out a Problem
• Draw the Problem
• Break Tasks Down into Subsets
• Use “Real-Life” Cues and
Physical Objects
• Review Often

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Build a Strong Relationship with the Child’s Parents
Educate Fellow Pupils
Establish Effective Seating Arrangements
Establish Rules and Routines
Be Simple, Clear, and Direct
Break Things Up
Allow Extensions
Reward Good Behavior
Make Tasks Interactive
Create a Quiet Area
How to manage
learners with ADHD

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REMEMBER THIS………