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Critical Advocacy Project and Muliticultural Teaching: Effective Strategies That Works
- 1. Learning Disabilities and Multicultural Teaching: Effective Strategies That Works Professional Development Ms. Andrea Dailey
- 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.
- 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
- 10. Other Known Famous Individuals with learning disabilities
- 11. Signs of Learning Disabilities Pre-K
- 12. Signs of Learning Disabilities K-4
- 13. Signs of Learning Disabilities 5th – 8th
- 14. Instructional Strategies The Jigsaw Approach The jigsaw learning technique is a cooperative learning approach to multicultural classroom instruction.
- 15. Instructional Strategies Scaffolding Approach Scaffolding is defined as a technique where a teacher performs a task or learning strategy, repeats it, and then gradually encourages those strategies, actions, or approaches onto the student.
- 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.
- 23. • LD Activity Three……. : Learning Disability Simulation .
- 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.