Instructions in Special Education_Isna Ed-East Conference-2014APR_ITEP
Transcript of Instructions in Special Education_Isna Ed-East Conference-2014APR_ITEP
Instructions in Special Education:
Classroom Strategies for the Muslim School
Omaira Alam
Saturday, April 19th, 2014
9:00 to 10:30 am
OBJECTIVES
Why is special education so critical for Islamic
schools?
Overview of strategies to meet the needs of all
students in our classrooms
WHY ARE WE HERE?
Special Education
THE PROPHET MUHAMMAD
SAID: "ATTAINMENT OF
KNOWLEDGE IS A MUST
FOR EVERY MUSLIM."
Accessibility for ALL students…
THE CRUX OF THE ISSUE
“Perhaps, even more importantly, this investigative
effort can help Catholic educators formulate a vision
for educating students with disabilities and in turn,
support the broader mission of ensuring that their
schools become available for all Catholic parents who
wish to send their children to them.”
PARADIGM SHIFT
“Although many educators, parents, and other
stakeholders assert that school programs need to be
more inclusionary, the real message is that such an
effort is not just about a place, a structure, or a
method of instruction, but rather a philosophy about
the very culture of schools. The unique ecology and
culture of Catholic [READ: Muslim] schools makes
this effort all the more complex.”
Bello, Denise A. "The status of special education services in catholic high schools:
attributes, challenges, and needs". Exceptional Children. FindArticles.com. 30 Jan,
2009. http://findarticles.com/p/articles/mi_hb3130/is_4_72/ai_n29277758
“SPEAK TO PEOPLE ACCORDING TO THEIR
INTELLECTUAL CAPACITIES.
DO YOU DESIRE THAT THEY REJECT GOD AND HIS
MESSENGER?”
ALI IBN ABI TALIB
Needs Inventory
NEEDS INVENTORY - ENGAGEMENT
Highlight the strengths in your students based on their
learning intelligence or motivation
What are his or her weaknesses? When does the
student show the most interest during a lesson? Does
the student a need a break from learning? What are
his or her triggers of interest and excitement?
Assesses each students abilities, but not for grading
purposes
Do this through observation of student behaviour,
engagement, motivation, etc
Make a chart or a list
FOR EXAMPLE
Fatima:
Prefers visual aids along with verbal cues
She cannot sit still for too long
She enjoys participating in discussions, particularly
debates
Ahmed:
Enjoys being the center of attention
Has a keen understanding of nature and biology
He is an audio learner.
MULTIPLE INTELLIGENCES
Linguistic
Logical-Mathematical
Bodily-Kinesthetic
Spatial
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist
MI THEORY IMPLICATION FOR
DIFFERENTIATION
Individuation or personalization
Pluralization
“NO TWO CHILDREN ARE ALIKE.
NO TWO CHILDREN LEARN IN THE IDENTICAL WAY. AN
ENRICHED ENVIRONMENT FOR ONE STUDENT IS NOT
NECESSARILY ENRICHED FOR ANOTHER.
IN THE CLASSROOM WE SHOULD TEACH CHILDREN
TO THINK FOR THEMSELVES.”
MARIAN DIAMOND
Differentiation
DIFFERENTIATION
The content of the material presented.
The process through which a student completes
an assignment.
The actual product or completed assignment.
The environment in the classroom.
DIFFERENTIATION:
INSTRUCTIONAL STRATEGIES
preferential seating
small group instruction
extended time on
assignments
frequent and immediate
feedback
positive reinforcement
graphic organizers
reading supports
reduced reading/language
level,
opportunities to
discuss/verbalize subject
matter
peer tutoring/paired working
arrangement
shortened assignments
highlighted text/materials
assignment/homework
notebook
the use of manipulatives
“I HAVE COME TO A FRIGHTENING CONCLUSION
THAT I AM THE DECISIVE ELEMENT IN THE
CLASSROOM. IT’S MY PERSONAL APPROACH
THAT CREATES THE CLIMATE. IT’S MY DAILY
MOOD THAT DETERMINES THE WEATHER. AS A
TEACHER, I POSSESS A TREMENDOUS POWER
TO MAKE A CHILD’S LIFE MISERABLE OR
JOYOUS. I CAN BE A TOOL OF TORTURE OR AN
INSTRUMENT OF INSPIRATION. I CAN HUMILIATE
OR HUMOR, HURT OR HEAL. IN ALL SITUATIONS,
IT IS MY RESPONSE THAT DECIDES WHETHER A
CRISIS WILL BE ESCALATED OR DE-ESCALATED
AND A CHILD HUMANIZED OR DE-HUMANIZED.”
HAIM GINOTT
Classroom Management
PREVENTION: ASSUME NOTHING Classroom Management
CLASSROOM MANAGEMENT:
PREVENTION
Be proactive
Repeat and remind
Positive learning
environment –
internalization of rules
Greet students at the door
Positive reinforcement –
verbal praise: specific and
behaviour-oriented
Clear consistent class
routines
Transitions that are quick
and quiet
Monitor student learning
Accommodate and
anticipate student needs
Room arrangement
CLASSROOM MANAGEMENT:
ROOM ARRANGEMENT
How are student desks set up?
Where is the teacher’s desk located?
Do you have an open space area?
CLASSROOM MANAGEMENT:
TEAM TEACHING
Team teaching
Teacher collaborations
Staffings
DOES YOUR SCHOOL…
Have a playground?
A green space?
A school or community garden?
Space for children to run and play safely
outside?
Plants in the classrooms?
Classroom pets?
Get involved with planting and greening
projects?
NATURE WAS MY RITALIN:
“Possible environmental reasons for
the rise of attention difficulties
include toxins in food, air, and
water; the proliferation of distracting
digital communications; and a
sedentary lifestyle enforced by fear,
bad urban design and an
educational ethic that appears to
value sitting for tests more than
running at recess.”
Richard Louv
NATURE FOR NURTURING
Student Profiles
Hyperactive
Minimal attention spans
Inability to concentrate
Inability to remember
classroom routines
Research Sept, 2004 – American Journal of
Public Health: students exposed to
natural settings helped reduce
symptoms of ADHD
Same results, by University of
Illinois, 2004
2005 – California Dept of Education:
27% increase in student science
scores due to classes in outdoor
education settings
University of Michigan, several
studies: significant increase in
concentration for students close to
nature
NATURE FOR NURTURING:
INSTRUCTIONAL STRATEGIES
Bring green into your classroom
Use the playground
Encourage recess
Take students outside for the lesson
Teach students to appreciate nature
Have a classroom pet
Grow a garden in pots or in the soil
FLIPPING THE CLASSROOM:
INSTRUCTIONAL STRATEGY
Can be used with almost any subject
Pre-loaded video – eg. Khan Academy
Pause, rewind, re-watch
Post questions
Self-paced: remediation or moving ahead
Focus in class is application (90%), not
instruction (10%)
360 DEGREE MATH
Based on social, neurological and educational
research
Made up of five steps:
The exchange
The rewind
The micro-lecture
The practice
The proof
PATHWAYS IN SPECIAL EDUCATION FOR
MUSLIM SCHOOLS
Some avenues to consider
RESOURCES
Discipline with Dignity video series through
Islamic Teacher Education Program
Blog talks about Special Education in the
Islamic school classroom
Last Child in the Woods by Richard Louv
Discipline with Dignity by Mendler & Curwin
Webinar:
Creativity in the Islamic School Classroom
REGISTER AT
ISLAMICTEACHEREDUCATIONPROGRAM.COM
Claire Alkouatli will be doing a webinar on May
4th highlighting her research on play-based
learning, creativity and the whole child.
‘Islamic Studies as a Tool
for Whole Child Development’
ISLAMICTEACHEREDUCATIONPROGRAM.COM
Be sure to sign up to receive free dua posters
available at the booth
ONLINE CERTIFICATE PROGRAM
Teacher education for Islamic schooling
3 Courses – Online & Interactive
School Group Package
Cohorts begins: May 8, 2014
Pre-register here at ISNA Ed Forum to receive 15% OFF!
REFLECTION AND QUESTIONS
Final Thoughts...
Thank You
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