Entering Procedures
1. Greet a presenter (or two!) with a handshake or high five.
2. Find a comfortable place to sit.3. Enjoy each other’s company!4. Be ready to begin when you hear the chimes.
Using HET to Meet the Needs of Children with Exceptionalities
Your presenters:Kerry LanceErin Mauldin
Cheri VanimanStephanie Neal
Building Community
• Who are we?
• What are we all doing here?
• Where do we belong?– Learning Clubs– Barnyard Babble
• “Getting to Know You” activity
A Penny for Your Thoughts
1. With your Learning Club divide your construction paper into five sections.
2. Use the 5 categories on the following slide to discuss with your Learning Club.
3. Toss a penny onto the construction paper.
4. Share with your Learning Club something about yourself related to the category to which your penny lands closest.
5. Continue until everyone has shared.
Plans for summer…
A great book I read or movie I saw…
Something interesting about
my family...
If I could be anywhere but here…
The best thing about my
school year so far…
Now that we’re acquainted…
• Review today’s agenda
• Strategies/Reflection/Chart– Barnyard Babble– Penny for Your Thoughts
Why it Works!
Wednesday
Who Are All These People?
What’s the BIG IDEA?Exceptionalities and
HET Strategies
Reflections
Who are our children with
exceptionalities?
Today’s Agenda
Brain Talk
Exceptionalities and HET Strategies
Brain Break
Who are our children with exceptionalities?
• OHI (Other Health Impaired)– ADHD– Physical/health
• Learning Disabilities
• MID (Mild Intellectual Disabilities)
• EBD (Emotional/behavioral Disorders)
• Autism
• Speech/Language
Stand Up, Hand Up
• Stand up and raise your hand. • Start walking and make eye contact with
someone at a different learning club.• Give your new partner a high five.• Discuss which exceptionalities you have
worked with in your classroom over the years.
The BIG IDEA
Students with exceptionalities are children who have struggled in
certain academic and behavioral areas. Our job is to help these students with exceptionalities
learn and implement strategies to make them successful. Making
learning meaningful is effective for all students!
So….How does HET meet
the needs of children with
exceptionalities?
Brain Talk
controls emotions, stimulated by
non-verbals(body language &
movements),eased by
commonalities & irritated by differences
Amygdala
Hippocampus controls
learning, short term memory,impacted by
adequate sleep, needs visual
stimuli (symbols,pictures, etc.)
Cerebral Cortexcontrols language
& logic, planning, long-term
memory
Brain Stem controls
survival functions,fight, flight
or freeze
p. 27
Exceptionalities/HET Strategies
Specific learning disabilities
are defined as a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that may
manifest itself in an imperfect ability to listen, think, speak,
read, write, spell or do mathematical calculations.
Strategies:• Visual Agenda• Being There Experiences
• Body mapping• Graphic Organizers
• Modeling
Exceptionalities/HET Strategies
Other health impairment means having limited strength, vitality or alertness including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational
environment.**ADD/ADHD
Strategies:• Environment is not cluttered – systems, organization
• Brain Breaks/ movement breaks
• Immediate feedback
• Target Talk
Brain Break
The BLOB!
Exceptionalities/HET Strategies
Autism is a developmental
disability that adversely affects a student's
educational performance and significantly affects verbal and non-verbal
communication and social interaction and
participation. Other characteristics associated with: unusual responses to
sensory experiences, resistance to environmental change or change in daily
routines.
Strategies:• Visual Agenda• Brain Breaks• Australia• Body Mapping• Lifelong Guidelines / LIFESKILLS
Exceptionalities/HET Strategies
Emotional Behavior Disorder is an emotional disability
characterized by the following:
• An inability to build or maintain satisfactory
interpersonal relationships with peers and/or teachers. • Consistent or chronic inappropriate type of
behavior or feelings under normal conditions.
• Displayed pervasive mood of unhappiness or depression.
Strategies:• Emotional safety• Lifelong Guidelines / LIFESKILLS
• Australia• Multiple Intelligences/Choices
3-2-1 Snowball
1. On a sheet of paper write the following:–3 Things you learned–2 Things you want to try–1 AHA!
2. Form a circle around the trash can.
3. At the signal, try to make a basket.
4. When directed, grab a snowball and take turns sharing with the group.
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