Post on 15-Jan-2016
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Special Education Strategies for World Language Special Education Strategies for World Language Classrooms: What WorksClassrooms: What Works
Presented by:Presented by:Tammy ProctorTammy ProctorAdriana BonsteelAdriana Bonsteel
Worcester Technical High SchoolWorcester Technical High SchoolWorcester County Public SchoolsWorcester County Public Schools
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Are they returning students?
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What is a Learning Disability?What is a Learning Disability?
• A learning disability is a neurological disorder. A learning disability is a neurological disorder. • Testing shows a gap between achievement and Testing shows a gap between achievement and
abilitiesabilities• 90% of Special Education in the classroom is
classified as Learning Disabilities.
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Common Learning DisabilitiesCommon Learning Disabilities• Dyslexia• Dyscalculia• Dysgraphia• Auditory and Visual Processing Disorders• Non-verbal Learning Disabilities (problems
with visual-spacial, intuitive, organizational, evaluative and holistic processing)
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• Learning disabilities are permanent information processing problems• Learning disabled pupils must collect, integrate, and express content in learned, adaptive methods
Most common learning disabilitiesMost common learning disabilities
• Students experience difficulty with basic reading and languageStudents experience difficulty with basic reading and language skillsskills• ADHD and LD often occur together but these disorders are notADHD and LD often occur together but these disorders are not the samethe same
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What does it mean?What does it mean?• IEP• 504• LD• Preferential seating• Extended time• Accommodations
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What are your students’ reading levels in first What are your students’ reading levels in first language?language?
•IEPs contain reading levels under “present levels of IEPs contain reading levels under “present levels of performance” performance”
•But because testing done every 3 years, this But because testing done every 3 years, this performance level info could be outdatedperformance level info could be outdated
•For IEP students in High School the main focus of For IEP students in High School the main focus of instruction is deciphering content not learning how to instruction is deciphering content not learning how to readread
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As many as 80% of students with LD have reading As many as 80% of students with LD have reading problemsproblems
1. The ability to transfer sound to symbol (decoding) is a learned process
2. Students should learn the sounds of the foreign language and practice them often
3. Use before reading, during reading and after reading strategies just like you would in an English class
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Find out your students’ learning styles using a Find out your students’ learning styles using a learning style inventory.learning style inventory.
Find out your students’ strengths using a multiple Find out your students’ strengths using a multiple intelligences inventory.intelligences inventory.
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How well do you know your students’ Special How well do you know your students’ Special Education teachers?Education teachers?
1.1. Communicate frequentlyCommunicate frequently
2.2. Ask for help, suggestions, students’ background Ask for help, suggestions, students’ background informationinformation
3.3. Plan together when possiblePlan together when possible
TEAMTEAM12Proctor/ Bonsteel- MFLA Fall 2010
High School Students and Adults with learning High School Students and Adults with learning disabilities:disabilities:
1.1. Continue to spell incorrectlyContinue to spell incorrectly
2.2. Frequently spell the same word differently in aFrequently spell the same word differently in a single piece of writingsingle piece of writing 3.3. Avoid reading and writing tasksAvoid reading and writing tasks 4.4. Weak memory skillsWeak memory skills 5.5. Work slowly Work slowly
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• Poor grasp of abstract conceptsPoor grasp of abstract concepts • Either pays too little attention to details or focuses Either pays too little attention to details or focuses
on them too much. on them too much.
• Misreads information Misreads information
• They have trouble summarizing They have trouble summarizing
• They have trouble with open-ended questions on They have trouble with open-ended questions on tests tests
• Difficulty adjusting to new settingsDifficulty adjusting to new settings
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They may have difficulty They may have difficulty readingreading, , writingwriting, , spellingspelling, , reasoningreasoning, , recallingrecalling and/or and/or organizing information organizing information if if left to figure things out by themselves or if taught in left to figure things out by themselves or if taught in conventional ways.conventional ways.
ModificationsModifications
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What does it mean to the foreign language teacher?
Listening:Listening:1.1. How do we sustain the attention?How do we sustain the attention?
Segmenting instruction: plan for short and focused Segmenting instruction: plan for short and focused activities, maybe 2 or 3 per lessonactivities, maybe 2 or 3 per lesson
2. How long can students listen? 2. How long can students listen? 10 uninterrupted minutes at the most10 uninterrupted minutes at the most
3. What can we do to help retention?3. What can we do to help retention?Allow time for reflectionAllow time for reflection
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4.4. How much material can we present at a time?How much material can we present at a time?
• Chunk your materialChunk your material• Present specific and clear tasks with examples, Present specific and clear tasks with examples,
models models • Keep directions to a minimumKeep directions to a minimum• Instruction methods should be varied (e.g.: Instruction methods should be varied (e.g.:
presented to address Gardner’s Multiple presented to address Gardner’s Multiple Intelligences) and segmented into manageable Intelligences) and segmented into manageable sections. sections.
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5.5. What cues can we give our students to What cues can we give our students to help maintain attention?help maintain attention?
• Proximity is paramountProximity is paramount• Always circulate around the roomAlways circulate around the room• Show interestShow interest• Ask questionsAsk questions• Check for comprehension one-on-oneCheck for comprehension one-on-one
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Speaking:Speaking:
1. Use repetition to aid short term memory
2. Present and practice short dialogues and conversations in context
• Survival phrases• Greetings and saying good-bye• Asking the date• Asking for a phone number and age• Practicing interrogatives
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Práctica las preguntas y respuestas:Práctica las preguntas y respuestas:
1. ¿Cómo te llamas? Me llamo ______________.1. ¿Cómo te llamas? Me llamo ______________.2. ¿Cómo se llama tu amigo? Se llama __________.2. ¿Cómo se llama tu amigo? Se llama __________.3. ¿Cómo se llama tu amiga? Se llama __________.3. ¿Cómo se llama tu amiga? Se llama __________.4. ¿Cuántos años tienes? Tengo _______ años.4. ¿Cuántos años tienes? Tengo _______ años.5. ¿Cuál es tu número de teléfono? Mi número de 5. ¿Cuál es tu número de teléfono? Mi número de teléfono es ____.teléfono es ____.6. ¿Qué día es hoy? Hoy es ____________.6. ¿Qué día es hoy? Hoy es ____________.
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3. They need the rote practice and they also need to be immersed in the language
4. Use flashcards/ repetition within the classroom
• As they learn new material, have students write short dialogues (4-6 lines) in index cards
• Flashcards for vocabulary or grammar• Flashcards for review
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¿A qué hora?¿A qué hora es ______________? A la _________. A las __________.
el dentistael doctor
la doctorala película
la cena en el restaurante23Proctor/ Bonsteel- MFLA Fall 2010
5. Have students write regularly
• Copy from the board• Write at their own level
6. Writing what is spoken helps to pull the language into long memory
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En el restaurante
No me lo como.
Yo te pedí ______.
¿Qué te pasa?
No te pago
Cómelo tú.
Aquí tienes tu comida.
¿Qué me serviste?
Yo te serví ____________.
No lo quiero.
No me importa.
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7. Use language in context to help them understand the meaning
Esta familia era pequeña. Tenía un padre, una madre y un bebé.El padre trabajaba de acróbata.
1. ¿Era una familia grande o pequeña?
2.¿El padre trabajaba de acróbata o de profesor?
Picasso26Proctor/ Bonsteel- MFLA Fall 2010
Writing:Writing:
Provide models so that the students can make aProvide models so that the students can make aconnection between the spoken sounds and the writtenconnection between the spoken sounds and the writtensymbols.symbols.
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PreguntasNombre Nombre Nombre
Make writing meaningful: connect to speaking (survey)
Escribe preguntas: Verbo gustar + verbo infinitivo¿Te gustan los perros?¿Te aburre la televisión?A _______ LE __________(verbo_____________
What do we write?What do we write?
1. Short dialogues and conversations: connection to 1. Short dialogues and conversations: connection to speakingspeaking
2.2.Writing based on modelsWriting based on models
• Writing for different tensesWriting for different tenses• Grammatical structuresGrammatical structures• Personal narrativesPersonal narratives• Writing to informWriting to inform
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Reading1. Teach the sounds of the language and review
regularly• Spell words• Repeat words and phrases for pronunciation• Read aloud as much as needed to integrate and
engage multiple senses• Provide visual cues
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3. Practice choral reading
• Everyone is included• No intimidation factor• provides immediate success, feedback and
practice
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4. Use pre-reading, during reading and after reading strategies and activities
El rey Fernando
La reina Isabel
Cristóbal Colón
Dinero
Barcos
Marineros
Pre-reading
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La historia de Cristóbal Colón
Colón desea viajar a la India
pero necesita barcos
y marineros.
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Escritura en grupo________________ desea viajar a _________________pero necesita ____________ y __________________.______________________ habla con __________________ y con _________________.“Deseo viajar a _______________________,” dice __________________________.Pero necesito ____________________, _____________________ y _______________._________________ y ________________ hablan.
Presenting and practicing material:
Use multi-sensory (visual, auditory, tactile, etc.) teaching techniques.
¿Cuántos? ¿Cuántas?
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¿Cuántos ________ tienes?¿Cuántas ________ tienes?Tengo ________ __________.Tengo más/ menos ____________ que _________._________ tiene más/ menos ________ que yo.
1. perros 2. gatos
STUDENT B
STUDENT A
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aquella
esa
esta
aquel
ese
este
_______ es más grande que _______38Proctor/ Bonsteel- MFLA Fall 2010
Helping retention after aural presentation:
• Provide LD students with preferential seating and discuss class seating arrangement with the student and the special education teacher to find optimal seating for that child.
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Helping retention after aural presentation:
• Circulate the room while delivering instruction
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• Involve LD students in lessons by orally asking pertinent questions which they can answer via class notes and/ or provided handouts
La práctica:
A. Emparejar:
1. ¿Qué clase es? A. Hay veinticinco.2. ¿Quiénes son? B. Es un reloj.3. ¿Quién es? C. Es de España.4. ¿De dónde es? D. Es la clase de historia.5. ¿A qué hora es la clase de inglés? E. Es el señor Bastos.6. ¿Cuántos estudiantes hay? F. Es a las nueve en punto.7. ¿Qué hora es? G. Son los profesores.8. ¿De quién es el libro? H. El libro es de _________.
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How much input should be presented at one time?
• Instruction methods should be varied Presented to address Gardner’s Multiple Intelligences and segmented into manageable sections.
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What helps visual perception and focus?
• The colors yellow, light orange, beige, and off-white are useful for optimal learning because they seem to stimulate positive, receptive feelings
• Researchers have also noted a strong relationship between memory and color
• LD students remember associations with colors more accurately
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Use font that is clear and universally recognized such as
Times New Roman
or
unassuming such as
Comic Sans
Font size 18- 28 for the screen
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Color coding:
Writing a featured word or phrase in different colors improves LD students’ overall reading and spelling abilities because they are able to effectively visualize the word(s)
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Color coding:
Using pale yellow paper to write daily objectives allows students to quickly locate and focus on the information at hand. The information is organized, visual and easy to find
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Direct instruction vs. inductive
• Neither of these approaches are optimal for all LD students at all times.
• Both approaches should be juxtaposed to reiterate and reinforce instruction.
• Direct instruction allows LD students to glean meaning via examples and information provided by the teacher
• Inductive instruction allows pupils to glean meaning as a result of hands-on, individual and/or group oriented activities.
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LD students may have difficulty getting started, understanding their role in the activity, and maintaining focus without teacher guidance.
• Have clear established routines• Visual cues to get started: a warm up paper, a routine question that you use to start the class, music, song, etc.• Pair or group work
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My warm- up paper
Teachers need to provide students with clear guidelines for behavior, explicit directions for the activity, as well as be available for additional support.
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Cuántas CuántosCuatro cinco
Fill in the blanks:
¿___________ patas tiene un gato?
Una, dos, tres, _________.
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Un chocolate
un tomate
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Pequeños diálogos:
¿Te duchas antes de lavarte los dientes?
¿Te ________ antes de ________TE?¿Te ________ después de __________TE?
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Se cepilla el pelo.Se lava el pelo con champú.Se cepilla los dientes.
Me cepillo el pelo.Me lavo el pelo con champú.Me cepillo los dientes.
Match pictures to the reflexive verbs
Act out- use TPR
¿Te cepillas el pelo?¿Te lavas el pelo con champú?¿Te cepillas los dientes?
YES/ NO questions
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Necesito jabón para _____________ME.Necesito champú para _______________ME el pelo.Necesito una ducha para ______________ME.Necesito pasta de dientes para _____________ME los dientes.
lavar se ducharse cepillarse
¿Te ________ antes de ________TE?¿Te ________ después de __________TE?
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How do I help my students recall information?
• During instruction, reiterate the lesson’s objectives, main ideas and outcomes
• Don’t allow down time to go to waste: ask review questions, simple color questions, numbers, days of the week, etc.
• Recycle throughout the lesson
• In an oral fashion, call on students to briefly summarize the previous activity, then have another student, explain how that activity relates to the upcoming one.
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Connecting speaking and writing
• Provide students with index cards or a notebook so they can speak and write at the same time. This provides LD students with a study guide of the day’s content
• Provide a copy of the notes or activities
• Have students orally convey their answers, while they are also writing them on the room’s board, overhead or Smartboard
• Teacher writes what she/ he speaks as students simultaneously write and recite the same information
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Auditory memory
• Immerse students in the language. Allow them to hear, speak, see, touch, and, whenever possible, taste the words they are learning
• Provide them with multiple opportunities to interact with the language they are learning
• Chants to learn verb endings
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Auditory memory
Encourage and assist LD students with developing mnemonic devices to retain information
In Spanish, ROPA isn't ROPE and SOPA isn't SOAP and the butter's "meant to kill ya"
Buy larger shoes to dance in. (buy lar=bailar=to dance)Free old Tom from this cold world. (free o=frio=cold)
"di haz pon ten, sal sé ve ven" (rhymes; to learn irregular commands)
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Question and answer section
Sometimes all it takes in a little personal recognitionA little praise goes a long wayPersonal attention- provides a bridge for caring
The number of special needs students in FL classrooms will continue to rise due to current legislature
More questions to ponder
How to connect chunks with meaning?How much is rote and how much do they retain?How do we help them understand meaning?
***= www.pdonline.com
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