No Child Left Behind (2002) ◦ Students must be taught by highly qualified teachers ◦ LEAST...
-
Upload
kristina-skinner -
Category
Documents
-
view
216 -
download
0
Transcript of No Child Left Behind (2002) ◦ Students must be taught by highly qualified teachers ◦ LEAST...
Special Education Basics
No Child Left Behind (2002)◦ Students must be taught by highly qualified
teachers◦ LEAST restrictive environment
IDEA (2004)◦ FAPE (Free Appropriate Public Education) must be
provided in the least restrictive environment◦ Supports the use of technology to maximize
accessibility for children with disabilities◦ Transition services to facilitate movement from
secondary schools to post-secondary activities
Two Main Laws
The focus on the learning disabled in the agricultural science classroom is very important because special education students are “noticeably different in terms of their academic ability in relation to their peers,” (Moffitt, 2004, p. 12). They require more planning and more transition services in order to have a productive life after high school (Moffitt, 2004).
“It is our learning disabled students who could possibly benefit most from the things agricultural education has to offer. Career and technical education has the potential to give students concrete skills that they can use in the job market and hopefully have an equal opportunity at employment” (Moffitt, 2004, p. 12).
According to an article by Paulsen (2003, p. 10), “Agricultural Education instructors have had the benefit of utilizing the FFA and SAE components of a well-rounded Agricultural Education program to implement differentiated instruction for decades.”
Paulsen contends that ag science teachers experiences with SAE and FFA provide the background needed to be successful in the classroom as well (Paulson, 2003).
Why Ag for SpEd students?
Inclusion simply means to include all students ◦ Least restrictive environment as outlined by IDEA &
NCLB◦ Special Education laws now demand that the general
education classroom be looked at as the first placement option
◦ Agriculture classes are noted for being very diverse, and many times ages, interests, ability levels, maturity and home backgrounds of students in a single class differ quite a bit (Kessell, Wingenbach, & Lawver, 2009).
◦ “We should become better leaders and practitioners of inclusive strategies for meeting the needs of special education students,” (Kessell, Wingenbach, & Lawver, 2009, pg. 60).
Inclusion
Differentiated instruction is a method of instruction designed to recognize students varying background knowledge, readiness, language, preferences in learning, interests; and to react responsively.
Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.
The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process (Hall, 2009).
Differentiated Instruction
Differentiating successfully is done when a teacher knows the direction in which he/she is headed and has an understanding of the essential leanings for the lesson (Tomlinson, 1999).
In Agricultural Education, teachers are experiencing increased student diversity within their classrooms (Stair, 2009). Since the passage of the Individuals with Disabilities in Education Act (IDEA), the total population of students served under this legislation has risen from 5% in 1976 to 8.6% in 2006 (Stair, 2009).
DI, cont’d
Establish prior knowledge Plan lessons with structured objectives Proceed from the simple to the complex by
breaking learning into parts Reinforce abstract concepts with concrete
examples Think about modifications and accommodations Incorporate sensory elements (visual, auditory,
kinesthetic) Give positives before negatives!!
How to plan differentiated instruction…
1) Ask for help2) Differentiate content and process3) Work with specialists as a team to modify
and adapt curriculum4) Teach students how to learn5) Get the whole class involved so that
everyone is working together to help each other
18 Inclusive Principles
6) Use cooperative learning and let peers work together to develop friendships
7) Know when to change course8) Increase your own disability awareness9) Be aware of the physical classroom setup10) Provide direction in written form for
children with auditory problems and in visual form for those with visual difficulties
18 principles, cont’d
11) Teach to strengths while avoiding weaknesses to minimize frustrations
12) Help students with methods to organize their written work
13) Collect files containing additional higher level materials and activities for students who require more challenges
14) Allow students to work on varied assigned tasks
15) Be aware of multiple intelligences
18 principles, cont’d
16) Value opinions of parents and community17) Model appropriate behavior18) Believe in yourself and your students!
Karten, T. (2005) Inclusion strategies that work. Thousand Oaks, CA. Sage.
18 principles, cont’d
Cooperative Learning (groups)◦ Has both social and academic advantages
(Karten, 2005)◦ Academically, students are more willing to learn
from each other rather than the teacher (Karten, 2005)
◦ Cooperative communication also bridges schools to adulthood (transition services) (Karten, 2005) Working with students translates to working with co-
workers and employers Communication models are taught simply by
participating
Cooperative Learning
Always make sure each student in a group has a job
Assignments can be random but work better if you plan ahead of time to make sure each group is evenly formed
Give each “team” member a job This can be done by assigning each member a task
(discussion leader, secretary) Have each student numbered Provide guidelines that hold each member
accountable
Cooperative Learning
Use spinners!◦ They are random and can be used to pick a group
by number or letter, and an individual in the group by a number or letter
◦ Spinners are available at teacher supply stores or the following websites
◦ http://www.creativeteaching.com/c-51-spinners.aspx
◦ Amazon.com◦ http://www.etacuisenaire.com/catalog/product?
deptId=CLASSROOMBASICS&prodId=42896
Cooperative Learning Activities
Great for guiding a class discussion by focusing answers◦ You hold up a color of hat and answers must focus
on that type of answer Example: white hat only wants answers with
information or red hat only wants answers about emotions and feeling
Easy manipulative to make on your own or you can order
http://www.12manage.com/methods_bono_six_thinking_hats.html
http://www.amazon.com/Six-Thinking-Hats-Edward-Bono/dp/0316178314
Six Thinking Hats
Some students require a copy of the notes prior to class; however, some students just need a template
Note templates are easy to make and can either be just a fill in the blank or include guided questions
Examples and resources http://www.mcvts.org/ettc/notes/
templates.htm
Providing templates and notes
Create different “centers” in your room Students can work in groups, as partners, or
alone Each center has a different set of objectives
the students must master or write down in order to move forward
Highly learner centered, teacher is free to move about the room and help students who require more assistance
Use Centers/Stations
Studying breeds of cattle:◦ Center 1: American breeds
Include pictures of each American breed and require students to copy down notes about each breed, such as characteristics and origin
Center 2, might be European and Center 3 English Centers could even be broken down by Breed only, Center 1
Chi, Center 2 Limousine…however you want to teach that unit◦ Day 1, students move through centers taking down notes
and studying breed characteristics◦ Day 2: only using their own notes, go through centers and
identify cattle pictured◦ Day 3: Test or quiz over what they learned in the centers
Center example
Teacher must actively monitor students Have rules about movement through the
centers◦ Only so many students at a time per center◦ Time limits, etc.
Can make a boring lesson fun!
Pointers for Centers
Always review the rules of the games before attempting to play
Make sure that all students are actively engaged
An additional power point has been put on the new teacher website that has several enrichment activities that are designed for classroom use
Games and Activities
ARD MeetingsWhat you need to know…
Annual Review and Dismissal (ARD)◦ Meeting that takes place every year for each student in
special education◦ Meeting participants include: parent(s), diagnostician, special
education teacher, general education representative, and career and tech teacher representative (at the secondary level only), and the student (beginning in 8th grade)
◦ The meeting focuses on the academic progress of the student
◦ Goals are reviewed and progress is shared from all attending◦ New goals are established, modifications are decided, class
schedule for the upcoming school year is set, and state assessments are selected
What is an ARD?
Your job is to help guide the student from secondary education to post-secondary education and employment
Your input should focus on a career pathway Helping develop career skills is essential to the
future success of these students, so your role in their education is essential!
Try to keep comments positive and constructive.◦ Remember this is about helping this student become
successful and a productive member of society
The CT teacher’s role in ARD
Disciplinary ARD-as needed; you may be called to sit in on these; usually done when the student is out of their educational environment for too many days and a change of placement is required (such as AEP)
Schedule Change ARD-the student requires a schedule change
Other reasons-adjust/change modifications; parent called to discuss concerns; teacher called to discuss lack of success
Other types of ARDS
Gradebook or printout of student grades Disciplinary documentation Examples of work
◦ Daily work, tests, writing samples Documentation of
modifications/accommodations being met Anything else you might feel is pertinent to
discussions regarding this student
ARDs…what to bring
You will receive a copy of each special education students IEP and course modifications
This is confidential! Modifications may include but are not limited to
reduced assignments, extra time, cooling off period, modified assignments/tests, and oral testing
If you are unclear about how to follow any of the modifications, please ask your special education teacher for help! ◦ It is the law to follow the paperwork at all times
IEPs
Hall, B. (2009). Differentiated instruction, reaching all students. Research into Practice, Pearson. Retrieved from http://assets.pearsonschool.com/asset_mgr/current/201034/MatMon092625HS2011Hall_12504.pdf
Kessler, J., Wingenbach, G., & Lawver, D. (2009). Relationships between special education confidence, knowledge, and selected demographics for agricultural education student teachers . The Journal of Agricultural Education, 50(2), 53-61.
Moffitt, J. (2004). Agricultural education..eoe?. The Agricultural Education Magazine, 77(1), 12-14.
Paulsen, T. (2003). Differentiating instruction in agriculture education. The Agricultural Education Magazine, 75(4), 10-11.
Stair, K.(2009) Identifying confidence levels and instructional strategies of high school agriculture education teachers when working with students with special needs. Ed.D. dissertation, North Carolina State University, United States -- North Carolina. Retrieved October 6, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3357838).
Tomlinson, C. A. ( 1999). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.
Van Gardener, D. & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(3), 12-20.
Resources