EVALUATION EVALUATION AND ASSESSMENT AND ASSESSMENT

OFOFLEARNERSLEARNERS

WITH SPECIFIC WITH SPECIFIC NEEDSNEEDS

4 TYPES OF LEARNERS WITH SPECIFIC NEEDS4 TYPES OF LEARNERS WITH SPECIFIC NEEDS • • Students with specific learning disabilitiesStudents with specific learning disabilities(dyslexia, dysgraphia, dysortographia, dyscalculia, etc.)(dyslexia, dysgraphia, dysortographia, dyscalculia, etc.)

• • Students with behaviour disordersStudents with behaviour disorders(physical or verbal aggression, vandalism, gang membership, running (physical or verbal aggression, vandalism, gang membership, running away from school or home, poor concentration, etc.)away from school or home, poor concentration, etc.)

• • Handicapped or in other way disadvantaged studentsHandicapped or in other way disadvantaged students (students with a physical disability, hearing and visually handicapped (students with a physical disability, hearing and visually handicapped students)students)

• • Extremely talented studentsExtremely talented students (mathematically or verbally talented students)(mathematically or verbally talented students)

WHAT IS IMPORTANT?WHAT IS IMPORTANT?

• Individual education planIndividual education plan – it is created for learners with specific needs – it is created for learners with specific needs and it is made by the teacher at school, but it is neccessary to discuss it with and it is made by the teacher at school, but it is neccessary to discuss it with specialists. It is important to have this plan before beginning of the school.specialists. It is important to have this plan before beginning of the school.

• Cooperation with parents of the children Cooperation with parents of the children –– for telling them about progress for telling them about progress of their children in the school or for discussing with them some problems if of their children in the school or for discussing with them some problems if they are.they are.

• Cooperation withCooperation with specialists (psychologists and educationalists)specialists (psychologists and educationalists) –– discuss with them some possibilities of teaching these types of childrendiscuss with them some possibilities of teaching these types of children

• Word evaluationWord evaluation ( it is neccesary to have agreement from the parents) – it ( it is neccesary to have agreement from the parents) – it is something like mark from the subject but it is written in words by the is something like mark from the subject but it is written in words by the teacher. He/she describes knowledge and work of the pupil – positive and teacher. He/she describes knowledge and work of the pupil – positive and negative things.negative things.

• Motivation –Motivation – praise, encouragement, marks from subjectspraise, encouragement, marks from subjects

STUDENTS WITH SPECIFIC LEARNING DISABILITIESSTUDENTS WITH SPECIFIC LEARNING DISABILITIES

• • A learning disability is not a problem with intelligence. The source A learning disability is not a problem with intelligence. The source of the difficulty is in the brain.of the difficulty is in the brain.

• • Learning disabilities are problems that affect the brain's ability to Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. receive, process, analyze, or store information.

• • These problems can make it difficult for a student to learn as These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. quickly as someone who isn't affected by learning disabilities.

• • There are many kinds of learning disabilities. There are many kinds of learning disabilities.

• • Most students affected by learning disabilities have more than Most students affected by learning disabilities have more than one kind.one kind.

• • Learning disabilities first show up when a person has difficulty Learning disabilities first show up when a person has difficulty in in speaking, reading, writing, figuring out a math problem, speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention in class.communicating with a parent, or paying attention in class.

THE MOST COMMON LEARNING DISABILITIESTHE MOST COMMON LEARNING DISABILITIES

DYSLEXIA DYSLEXIA –– reading disabilityreading disability

• • People with dyslexia have trouble with recognizing or processing letters People with dyslexia have trouble with recognizing or processing letters and the sounds associated with them.and the sounds associated with them.

• • It affects especially the speed and correctness of reading or understanding It affects especially the speed and correctness of reading or understanding of the text (these people often dof the text (these people often doo not know what they are reading). not know what they are reading).

DYSGRAPHIA –DYSGRAPHIA – writing disabilitywriting disability

• • It affects legibility of writing, acquiring single letters and comprehending thIt affects legibility of writing, acquiring single letters and comprehending the e relation sound-letter.relation sound-letter.

• • People with dysgraphia have trouble with control the many things that go People with dysgraphia have trouble with control the many things that go into it - from moving their hand to form letter shapes to remembering the into it - from moving their hand to form letter shapes to remembering the correct grammar rules involved in writing down a sentence.correct grammar rules involved in writing down a sentence.

DYSORTOGRAPHIA DYSORTOGRAPHIA –– spelling disability with specific mistakes spelling disability with specific mistakes

• • People with dysortographia cannot distinguish between hard People with dysortographia cannot distinguish between hard and soft syllables, short and long vowels, sibilants, etc. and soft syllables, short and long vowels, sibilants, etc.

• • This disability depends on the nature and specific features of a This disability depends on the nature and specific features of a language, it does not appear in all languages, it can be found in language, it does not appear in all languages, it can be found in Czech.Czech.

DYSCALCULIADYSCALCULIA – – mathematical disability mathematical disability

DYSMUSIADYSMUSIA – – musical skills disability musical skills disability

DYSPINXIADYSPINXIA – – drawing abilities disorder drawing abilities disorder

DYSPRAXIADYSPRAXIA – – coordination disability coordination disability

ASSESSMENT OF LEARNING DISABLED INDIVIDUALSASSESSMENT OF LEARNING DISABLED INDIVIDUALS

• • The methods of testing should take turns and the texts should be preprinted, not in handwriting. The methods of testing should take turns and the texts should be preprinted, not in handwriting.

• • The teacher has to assess each learning disabled student individually, we cannot compare The teacher has to assess each learning disabled student individually, we cannot compare him/her with the classmates.him/her with the classmates.

• • The assessment should concern every little success during an activity.The assessment should concern every little success during an activity.

• • The teacher should The teacher should avoid criticism and punishment and try to establish a positive, enthusiastic, avoid criticism and punishment and try to establish a positive, enthusiastic, and respectful atmosphere.and respectful atmosphere.

• • The teacher should encourage the student by positive environment (praise, smile, etc.).The teacher should encourage the student by positive environment (praise, smile, etc.).

• • The teacher should encourage student’s belief in himself and his own skills and abilities. The teacher should encourage student’s belief in himself and his own skills and abilities.

• • The teacher must assess what the student can do, not what he/she cannot do.The teacher must assess what the student can do, not what he/she cannot do.

• • Every work of the student is used as a feedback for both – for the student and the teacher. It is Every work of the student is used as a feedback for both – for the student and the teacher. It is suitable to analyze and correct mistakes together with the student.suitable to analyze and correct mistakes together with the student.

• • The teacher should not correct tests with red pencil because it is a signal colour and the The teacher should not correct tests with red pencil because it is a signal colour and the student could memorize the mistake.student could memorize the mistake. • • It is better to evaluate these students verbally or when the teacher marks their works, he should It is better to evaluate these students verbally or when the teacher marks their works, he should take into consideration their learning problems. take into consideration their learning problems.

ACTIVITY for students with specific learning disabilitiesACTIVITY for students with specific learning disabilities

• • WORD / SENTENCE SCRAMBLEWORD / SENTENCE SCRAMBLE – practising vocabulary, word order – practising vocabulary, word order

FAMILY WORD SCRAMBLEFAMILY WORD SCRAMBLE FAMILY TALK FAMILY TALK

1.1. ehfrta ________________ ehfrta ________________ Unscramble the sentences below.Unscramble the sentences below.

2. mehtor ________________ 2. mehtor ________________ 1. you have? many do brothers How1. you have? many do brothers How

3. hobrrte ________________ 3. hobrrte ________________ _____________________________ _____________________________

4. maeirdr _______________ 4. maeirdr _______________ 2. single you Are married or ? 2. single you Are married or ?

5. tuhgdaer _______________5. tuhgdaer _______________ _______________________________ _______________________________

6. rseits _______________ 6. rseits _______________ 3. your family does live? Where 3. your family does live? Where

7. fmaiyl _______________ 7. fmaiyl _______________ __________________________________________________________

8. tuan _______________ 8. tuan _______________ 4. uncle your divorced? Is 4. uncle your divorced? Is

9. gandetohrrm _______________ 9. gandetohrrm _______________ ____________________________________________________________

10. scunoi _______________10. scunoi _______________

• • MATCHINGMATCHING

FAMILY RELATIONSHIPSFAMILY RELATIONSHIPSMatch family members to their descriptionMatch family members to their description. .

1.1. brother-in- law, sister-in-law a) your parents´ brother and sisterbrother-in- law, sister-in-law a) your parents´ brother and sister

2. uncle, aunt 2. uncle, aunt b) father and mother of the person you marryb) father and mother of the person you marry

3. cousin 3. cousin c) the man you marry / the woman you marryc) the man you marry / the woman you marry

4. husband, wife 4. husband, wife d) your uncle and aunt’s child d) your uncle and aunt’s child

5. stepfather, stepmother e) the brother and sister of person you marry5. stepfather, stepmother e) the brother and sister of person you marry

6. nephew, niece f) your parents´ parents6. nephew, niece f) your parents´ parents

7. father-in-law, mother-in-law g) your brother and sister’s children7. father-in-law, mother-in-law g) your brother and sister’s children

8. grandfather, grandmother h) if your mother or father marries again, you 8. grandfather, grandmother h) if your mother or father marries again, you have a..have a..

• • WORD SEARCHER, CROSS-WORD, SCRABBLE, HANGMANWORD SEARCHER, CROSS-WORD, SCRABBLE, HANGMAN

(EXTREMELY) TALENTED STUDENTS(EXTREMELY) TALENTED STUDENTS

How to recognize (extremely) talented students in the class:How to recognize (extremely) talented students in the class:

• • they have different interests than their classmates havethey have different interests than their classmates have

• • they ask inquisitive questionsthey ask inquisitive questions

• • they have deep knowledge in certain areas (it needn´t agree with curriculum)they have deep knowledge in certain areas (it needn´t agree with curriculum)

• • they are often bored (various types such as: dreaming, they are not concentrated, they are often bored (various types such as: dreaming, they are not concentrated, disturbing during lessons, he/she reads a lot, etc)disturbing during lessons, he/she reads a lot, etc)

• • on the other hand they are able to extremely concentrate for a long period on the other hand they are able to extremely concentrate for a long period

• • they have tenacious memorythey have tenacious memory

• • they have large (rich) vocabularythey have large (rich) vocabulary

• • talent often relates to less interest(s) in sports or physical activity and thanks to it talent often relates to less interest(s) in sports or physical activity and thanks to it these children are more often physically weaker onesthese children are more often physically weaker ones

• • they are common victims of chicane they are common victims of chicane

How to educate / work with (extremely) talented studentsHow to educate / work with (extremely) talented students

• • create an individual education plan (program), cooperation with parents and specialists create an individual education plan (program), cooperation with parents and specialists (psychologists and educationalists) (psychologists and educationalists)

• • offer them to choose elective subject(s) offer them to choose elective subject(s)

• • offer them the broad range of spare-time activitiesoffer them the broad range of spare-time activities

• • give him / her the opportunity to study some subjects with older students (in higher give him / her the opportunity to study some subjects with older students (in higher classes) – because they need faster procedure in certain subjects – such as: classes) – because they need faster procedure in certain subjects – such as:

mathematics or foreign languages mathematics or foreign languages

• • give them a chance to represent school at various subjects’ competitionsgive them a chance to represent school at various subjects’ competitions

• • give him / her individual homework that can develop their talent (type of “seminar give him / her individual homework that can develop their talent (type of “seminar papers”)papers”)

• • solving of problem taskssolving of problem tasks

• • group work – each student in the group has to do the same amount of tasks of various group work – each student in the group has to do the same amount of tasks of various difficultydifficulty

• • talented students should help less talented students → they learn how to tolerate other talented students should help less talented students → they learn how to tolerate other ones in the classones in the class

• • acceleration = provide them to “skip of the year” after fulfillment of all the requirements acceleration = provide them to “skip of the year” after fulfillment of all the requirements

ASSESMENT OF THE (EXTREMELY) TALENTED STUDENTSASSESMENT OF THE (EXTREMELY) TALENTED STUDENTS

→ → It goes together with educating and working with extremely talented students.It goes together with educating and working with extremely talented students.

• • create an individual education plan (program)create an individual education plan (program)

• • extremely talented students do not need to be motivated very often by marks or extremely talented students do not need to be motivated very often by marks or appreciation but on the other hand motivation is important for themappreciation but on the other hand motivation is important for them

• • they should not have any exceptions from marking, learning etc.they should not have any exceptions from marking, learning etc.

• • individualization (tailor-made approach) and individual evaluation (by the individualization (tailor-made approach) and individual evaluation (by the teacher)teacher)

• • students need feedback students need feedback

• • students should evaluate their own work by themselvesstudents should evaluate their own work by themselves

LIMERICKLIMERICK

= = a limerick is a a limerick is a verse of five linesverse of five lines that tells a story, usually with a funny twist that tells a story, usually with a funny twist

There was an old man of Madrid There was an old man of Madrid  Who ate 65 eggs - yes, he did!  Who ate 65 eggs - yes, he did!

   When they asked, "Are you faint?"    When they asked, "Are you faint?"  He replied, "No, I ain't -  He replied, "No, I ain't -

   But I don't feel as well as I did!„   But I don't feel as well as I did!„

• • The The first line first line sets the scene and/or introduces the main character(s).sets the scene and/or introduces the main character(s). There was an old man of MadridThere was an old man of Madrid

• • The The second line second line rhymes with the first and may introduce a second character or indicate the rhymes with the first and may introduce a second character or indicate the action which is to bring on the crisis. action which is to bring on the crisis. Who ate 65 eggs - yes, he did!Who ate 65 eggs - yes, he did!

• • The The third and fourth lines third and fourth lines are shortened to build tension. They introduce the second rhyme.are shortened to build tension. They introduce the second rhyme. When they asked, "Are you faint?"When they asked, "Are you faint?" He replied, "No, I ain't –He replied, "No, I ain't –

• • The The fifthfifth and final and final lineline is the outcome and rhymes with lines one and two: is the outcome and rhymes with lines one and two: But I don't feel as well as I did!"But I don't feel as well as I did!"

HOW TO WRITE YOUR OWN LIMERICK:HOW TO WRITE YOUR OWN LIMERICK: • • For the For the first linefirst line, think of a name or a character that the limerick will focus on , think of a name or a character that the limerick will focus on and a funny place that it might all take place. and a funny place that it might all take place. (Remember that (Remember that the first, second and fifth lines each have 8 syllablesthe first, second and fifth lines each have 8 syllables and rhyme with each other)and rhyme with each other)

• • For the For the second linesecond line, think of some situation or event that involves your , think of some situation or event that involves your characters.characters. (Remember to (Remember to make it rhymemake it rhyme with the first line) with the first line)

• • Your Your third and fourth linesthird and fourth lines will help make the story more funny and exciting.  will help make the story more funny and exciting.  Use them to describe how the situation got out of control or became ridiculous. Use them to describe how the situation got out of control or became ridiculous. (Remember, (Remember, 6 syllables only6 syllables only and make them and make them rhyme with each otherrhyme with each other, but , but use a different rhyme than on lines one, two and five) use a different rhyme than on lines one, two and five)

••The The final fifth linefinal fifth line acts as a resolution and tells the end of the story. acts as a resolution and tells the end of the story. (Be sure to (Be sure to rhyme it with lines one and tworhyme it with lines one and two and that it has 8 syllables) and that it has 8 syllables)

WORD SNAKEWORD SNAKE

• • a simple word game to start or finish a lessona simple word game to start or finish a lesson

• • you can adapt it to any topic you are doing or one you want to reviseyou can adapt it to any topic you are doing or one you want to revise

• • a word snake is simply a a word snake is simply a chain of words where the following word starts with the last chain of words where the following word starts with the last letter of the previous wordletter of the previous word

• • this game is harder than it looks (teacher should offer students lots of help and this game is harder than it looks (teacher should offer students lots of help and support, or students can use dictionaries)support, or students can use dictionaries)

Examples:Examples:

FoodFood

SpinacSpinachh – – hhaamm – – mmeloelonn – – nnututss – – ssausagausagee – – eegggg – – ggarliarlicc – – ccheesheesee….. …..

Animals Animals

GiraffGiraffee – – eelephanlephantt – – ttigeigerr – – rrhinocerohinoceross – – sspidepiderr – – rraatt – – tturtlurtlee … …

DEVELOPING OF THE WORD(S) OR PHRASESDEVELOPING OF THE WORD(S) OR PHRASES

• • DogDog

My dog. My dog is Rex. My dog is big, black, …My dog. My dog is Rex. My dog is big, black, …

BIBLIOGRAPHYBIBLIOGRAPHY

http://www.http://www.rvprvp..czcz//clanekclanek/588/434/588/434 (žáci s dyslexií a cizí (žáci s dyslexií a cizí jazyky, náměty na cvičení)jazyky, náměty na cvičení)

http://www.http://www.dysdys-baba.-baba.czcz// (názorné pomůcky pro (názorné pomůcky pro uchopení slovíček a gramatiky)uchopení slovíček a gramatiky)

http://www.http://www.esltoweresltower..comcom/VOCABSHEETS//VOCABSHEETS/familyfamily//familyfamily..htmlhtml (word /sentence scramble, matching) (word /sentence scramble, matching)

http://www.http://www.kckplkckpl.lib.ks..lib.ks.usus//ysys//miscmisc/HOWWRITE.HTM/HOWWRITE.HTM (limerick)(limerick)

http://www.http://www.nadanedetinadanedeti..czcz// http://http://kidshealthkidshealth..orgorg//teenteen//diseasesdiseases__conditionsconditions//learninglearning//

learninglearning__disabilitiesdisabilities..htmlhtml (learning disabilities) (learning disabilities) http://www.http://www.mathmath..munimuni..czcz//mathmath//comeniuscomenius//docsdocs//

ConferenceConference__PaperPaper__BlazkovaBlazkova..pdfpdf (kinds of learning (kinds of learning disabilities)disabilities)