This document discusses teaching students with different abilities and challenges in an inclusive classroom. It defines specific learning disabilities and describes symptoms of conditions like ADHD, autism, dyslexia and dysgraphia. It also outlines strategies for effective teaching in an inclusive classroom, including consistent routines, visual instructions, structured layout and explaining assignments clearly. While inclusion has challenges, research shows benefits for both special needs and general education students, as well as teachers, when implemented properly.

1. EDM 703: INSTRUCTIONAL LEADERSHIP
“STUDENT ABILITIES AND
CHALLENGES”
SITI MARISSA BINTI HUSSIN
2012510817

3. Federal Definition under IDEA Specific
Learning Disability means:
A disorder in one or more of the
basic psychological processes
involved in understanding or in
using language, spoken or
written, which may manifest itself
in an imperfect ability to listen,
think, speak, read, write, spell or
do mathematical calculations.

5. TEACHING STUDENTS WITH
ABILITY DIFFERENCES
Ability grouping, also known as tracking, is the practice of
grouping children together according to their talents in the
classroom. At the elementary school level, the divisions sound
harmless enough - kids are divided into the Bluebirds and
Redbirds. But in secondary schools, the stratification becomes
more obvious as students assume their places in the tracking
system.

6. The two most common forms of ability
grouping are:
Within-class grouping - a teacher's
practice of putting students of similar
ability into small groups usually for
reading or math instruction
Between-class grouping - a school's
practice of separating students into
different classes, courses, or course
sequences (curricular tracks) based on
their academic achievement

7. STUDENTS WHO ARE GIFTED
AND TALENTED
• Perceptions of giftedness vary even among
gifted education specialists. At one time "gifted"
was the term used to describe those students
who learned quickly and obtained high scores
on IQ tests.
• While these abilities still contribute to our
understanding of giftedness, the findings of
many researchers have given us a deeper
understanding of intelligence.
• Today "giftedness" is generally accepted to
include a wide range of attributes, from the
traditional intellectual measures to
interpersonal abilities.

8. (Renzulli, 1986)
Above Average
Intelligence
• Advanced
vocabulary
• Good memory
• Learns very
quickly and
easily
Task
Commitment
• High level of
energy
• Perseveres;
does not give
up easily when
working
• Assumes
responsibility
Creativity
• Questioning;
very curious
about many
topics
• Has many ideas
(fluent)
• Sees things in
varied ways
(flexible)

10. STUDENTS WITH LEARNING
CHALLENGES
• ADHD
• INATTENTIVE
• IMPULSIVE
• HYPERACTIVE
• AUTISM &
ASPEGER
• AUTISM
• ASPEGER
• LEARNING
DISABILIIES
• READING
(dyslexia)
• WRITING
(dysgraphia)

11. INATTENTIVE SYMPTOMS
• Fails to give close attention to details or makes careless mistakes in
schoolwork
• Has difficulty keeping attention during tasks or play
• Does not seem to listen when spoken to directly
• Has problems organizing tasks and activities
• Avoids or dislikes tasks that require sustained mental effort (such as
schoolwork)
• Often loses toys, assignments, pencils, books, or tools needed for tasks or
activities
• Is easily distracted

12. IMPULSIVE SYMPTOMS
• Blurts out answers before questions have been completed
• Has difficulty awaiting turn
• Interrupts or intrudes on others (butts into conversations or
games)

13. HYPERACTIVE SYMPTOMS
• Fidgets with hands or feet in seat
• Leaves seat when remaining seated is expected
• Runs about or climbs in inappropriate situations
• Has problems playing or working quietly
• Is often "on the go," acts as if "driven by a motor”
• Talks excessively

14. READING
• There are two types of learning disabilities in reading. Basic reading problems
occur when there is difficulty understanding the relationship between sounds,
letters and words. Reading comprehension problems occur when there is an
inability to grasp the meaning of words, phrases, and paragraphs.
• Signs of reading difficulty include problems with:
1. letter and word recognition
2. understanding words and ideas
3. reading speed and fluency
4. general vocabulary skills

15. WRITING
• Learning disabilities in writing can involve the physical
act of writing or the mental activity of comprehending
and synthesizing information. Basic writing disorder
refers to physical difficulty forming words and letters.
Expressive writing disability indicates a struggle to
organize thoughts on paper.
• Symptoms of a written language learning disability
revolve around the act of writing. They include problems
with:
1. neatness and consistency of writing
2. accurately copying letters and words
3. spelling consistency
4. writing organization and coherence

16. PRE-SCHOOL SIGNS &
SYMPTOMS
• Problems pronouncing words
• Trouble finding the right word
• Difficulty rhyming
• Trouble learning the alphabet, numbers, colors, shapes, days of the week
• Difficulty following directions or learning routines
• Difficulty controlling crayons, pencils, and scissors or coloring within the lines
• Trouble with buttons, zippers, snaps, learning to tie shoes

17. AGES 5-9 SYMPTOMS
• Trouble learning the connection between letters and sounds
• Unable to blend sounds to make words
• Confuses basic words when reading
• Consistently misspells words and makes frequent reading errors
• Trouble learning basic math concepts
• Difficulty telling time and remembering sequences
• Slow to learn new skills

18. AGES 10-13 SIGNS & SYMPTOMS
• Difficulty with reading comprehension or math skills
• Trouble with open-ended test questions and word problems
• Dislikes reading and writing; avoids reading aloud
• Spells the same word differently in a single document
• Poor organizational skills (bedroom, homework, desk is messy and
disorganized)
• Trouble following classroom discussions and expressing thoughts
aloud
• Poor handwriting

21. AUTISM
• Social interactions and relationships.
• Significant problems developing nonverbal
communication skills, such as eye contact, facial
expression and body posture.
• Verbal and nonverbal communication
• Problems taking steps to start a conversation. Also,
people with autism have difficulties continuing a
conversation after it has begun.
• Limited interests in activities or play
• An unusual focus on pieces. Younger children with
autism often focus on parts of toys, such as the
wheels on a car, rather than playing with the entire
toy.

23. ASPEGER
• The exact cause of Asperger's syndrome is not known. And there is no
known way to prevent it. It tends to run in families. So researchers are
doing studies to look for a genetic cause. Asperger's syndrome is more
common in males than in females.
• Asperger's syndrome is a lifelong condition, but symptoms tend to
improve over time. Adults with this condition can learn to understand
their own strengths and weaknesses. And they can improve their social
skills.
• Like fixed routine. Change is hard for them.
• May be bothered by loud noises, lights, or strong tastes or textures.
• May have poor handwriting or have trouble with other motor skills,
such as riding a bike.

24. EFFECTIVE TEACHING IN
INCLUSIVE CLASSROOM
• Usually, two teachers
 Sometimes, a general education teacher and a
special education assistant
• Students consist of special education and general
education students, taught together
• Difficult to tell which students have IEP’s and which
do not

25. PRO’S
• Disabled students do as well, if not better,
in an inclusive classroom compared to a
separate classroom.
• Inclusion helps with socialization of
disabled students.
• Advanced students become more
accepting, and start to offer help to their
struggling peers.

26. CON’S
• Not all students learn best in
this environment.
• Some students need more
individualized instruction, at a
slower pace.
• A general education classroom
can provide too much stimuli.

27. BENEFIT FOR TEACHERS
• Learn from each other
• Begin to see class as one large group, as
opposed to two separate groups
• Students with varying needs
• Skills are developed and refined

28. Strategies to Promote Successful
Inclusion
Use
consistent
classroom
routines
Give visual
instructions
Watch for
signs of
anxiety or
stress
Understand
need for
transition
Structure
the layout of
the room
Clearly
explain
purpose of all
assignments
Make use of
special
interests

29. CONCLUSION
• Although there are
downsides to full inclusion
classrooms, it seems that
the research shows the
benefits outweigh the
risks.
• Provides benefits for all
students and
teachers/assistants
involved.

30. BIBLIOGRAPHY
 Gaillard, P. (n.d.). The inclusion classroom. Retrieved from
http://techinclusion.tripod.com/
 Inclusion in the classroom. (n.d.). Retrieved from
http://kc.vanderbilt.edu/kennedy_files/InclusioninClassroom
Tips.pdf