EAST
LONGMEADOW
PUBLIC SCHOOLS
DISTRICT
CURRICULUM ACCOMMODATION
PLAN
A Handbook for Teachers,
Principals,
Paraprofessionals, and
Parents
Table of Contents
Foreword ....................................................................................................................................................... 4
Curriculum Accommodation Plan .................................................................................................................... 4
Essential Learnings .. .6
Classroom Practices . 7
Assessment Practices .. ..8
Service Options . ...9
Characteristics: ADD and ADHD
................................................................................................................... 10
Essential Learnings: ADD and ADHD ............................................................................................................. 11
Classroom Practices: ADD and ADHD .......................................................................................................... 13
Assessment Strategies: ADD
and ADHD ................................... .................................................................... 14
Service Options: ADD and ADHD ................................................................................................................. 15
Characteristics: Deaf or Hard of Hearing ...................................................................................................... 16
Essential Learnings: Deaf or Hard of Hearing ................................................................................................ 18
Classroom Practices: Deaf or Hard of Hearing ............................................................................................. 19
Assessment Strategies: Deaf or Hard of Hearing ........................................................................................... 20
Service Options: Deaf or Hard of Hearing .................................................................................................... 21
Characteristics: Deaf and Blind ...................................................................................................................... 22
Essential Learnings: Deaf and Blind ................................................................................................................ 23
Classroom Practices: Deaf and Blind ............................................................................................................. 25
Assessment Strategies: Deaf
and Blind .......................................................................................................... 28
Service Options: Deaf and Blind .................................................................................................................... 29
Characteristics: Emotional Disability ............................................................................................................. 30
Essential Learnings: Emotional Disability ...................................................................................................... 31
Classroom Practices: Emotional Disability .................................................................................................... 33
Assessment Strategies: Emotional Disability ................................................................................................. 35
Service Options: Emotional Disability ........................................................................................................... 36
Essential Learnings: Gender 37
Classroom Practices: Gender
..
.
...39
Assessment Strategies: Gender
...
40
Service Options: Gender
.
.
...41
Characteristics: Gifted
and Talented
.
..42
Essential Learnings: Gifted and Talented .. .. .. . .43
Classroom Practices: Gifted
and Talented
.
...44
Assessment Strategies: Gifted
and Talented
.
.
46
Service Options: Gifted and Talented
.
..
.47
Characteristics: Learning Disabilities ............................................................................................................ 49
Essential Learnings: Learning Disabilities ...................................................................................................... 50
Classroom Practices: Learning Disabilities .................................................................................................... 52
Assessment Strategies: Learning Disabilities ................................................................................................. 55
Service Options: Learning Disabilities .......................................................................................................... 57
Characteristics: LEP ...................................................................................................................................... 58
Essential Learnings: LEP ................................................................................................................................ 60
Classroom Practices: LEP .............................................................................................................................. 61
Assessment Strategies: LEP ........................................................................................................................... 63
Service Options: LEP..................................................................................................................................... 65
Characteristics: Physical Disabilities ............................................................................................................. 67
Essential Learnings: Physical Disabilities ....................................................................................................... 68
Classroom Practices: Physical Disabilities ..................................................................................................... 69
Assessment Strategies: Physical Disabilities .................................................................................................. 70
Service Options: Physical
Disabilities .............................................................................................................. 71
Essential Learnings: Race ................................................................................................................................ 72
Classroom Practices: Race ............................................................................................................................. 73
Assessment Strategies: Race ........................................................................................................................... 74
Service Options: Race .................................................................................................................................... 75
Characteristics: Significant
Cognitive Challenges ............................................................................................ 76
Essential Learnings: Significant Cognitive Challenges .................................................................................... 77
Classroom Practices:
Significant Cognitive Challenges .................................................................................... 78
Assessment Strategies: Significant Cognitive Challenges ................................................................................. 80
Service Options: Significant Cognitive Challenges ........................................................................................ 81
Characteristics: Speech and Language Disabilities ........................................................................................ 83
Essential Learnings: Speech and Language Disabilities ................................................................................... 85
Classroom Practices: Speech and
Language Disabilities ............................................................................... 87
Assessment Strategies:
Speech and Language Disabilities ............................................................................. 90
Service Options: Speech and Language Disabilities ...................................................................................... 92
Characteristics: Traumatic Brain Injury .......................................................................................................... 93
Essential Learnings:
Traumatic Brain Injury .................................................................................................... 95
Classroom Practices:
Traumatic Brain Injury ................................................................................................. 96
Assessment Practices:
Traumatic Brain Injury ................................................................................................ 98
Service Options: Traumatic Brain Injury ........................................................................................................ 100
Characteristics: Visually
Impaired ................................................................................................................... 102
Essential Learnings:
Visually Impaired ............................................................................................................. 103
Classroom Practices:
Visually Impaired ........................................................................................................... 106
Assessment Strategies: Visually Impaired ........................................................................................................ 107
Service Options: Visually
Impaired ..................................................................................................
108
__________________________________________________________________________________________________________
DISTRICT CURRICULUM ACCOMMODATION PLAN FOR MEETING
INDIVIDUAL STUDENT
NEEDS
A Handbook for Teachers
Foreword
Revisions to the Massachusetts Special Education Law 28:03 require that all school districts develop a Curriculum Accommodation Plan. The purpose of the Curriculum Accommodation Plan (CAP) is to assist principals in ensuring that all efforts have been made to meet students needs in regular education. The plan is a systemic plan that will be adopted by the district, and although it does not require individual written plans, the intent is to increase the general education capacity to meet the individual needs of diverse student learners. School principals and school councils are involved in developing and implementing the CAP at the school building level. The CAP is considered an educational activity for the general education program, not solely or specifically special education.
EAST LONGMEADOW CURRICULUM ACCOMMODATION PLAN
The curriculum accommodation plan attached was developed to provide guidelines for helping all East Longmeadow Public School students (including those with special learning needs) meet Massachusetts standards and demonstrate success on assessments.
Much of this plan was gleaned from the Opportunities for Success guidelines developed by the Colorado Department of Education. It has been prepared for principals, classroom teachers, and student assistant teams to use as a resource. There are ten disabilities that are included in the handbook. They are Attention Deficit Disorder (ADD) and Attention Emotional Disability and Significant Identifiable Emotional Disability, Learning Disabilities, Physical Disabilities (504), Significant Cognitive Challenges, Speech/Language Disabilities, Traumatic Brain Injury, and Visually Impaired. There is information about these disabilities available in the following areas:
- Characteristics of students with the disability
- Essential learnings
- Classroom practices
- Assessment strategies
- Service options
The East Longmeadow School District has adopted and will implement a curriculum accommodation plan to assist principals in ensuring that all efforts have been made to meet students needs in regular education. The plan shall be designed to assist a regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the regular education program including, but not limited to, direct and systematic instruction in reading and provision of services to address the needs of children whose behavior may interfere with learning. The curriculum accommodation plan shall include provisions encouraging teacher mentoring and collaboration and parental involvement.
Additionally, the school council including the school principal shall meet regularly and shall assist in the identification of the educational needs of the students attending the school, make recommendations to the principal for the development, implementation and assessment of the curriculum accommodation plan required. The council shall also assist in the review of the annual school budget and in the formulation of a School Improvement Plan.
Documentation
1. Staff Evaluation Instruments
2. Site-based School Improvement Plans
3. District Curriculum Guides
4. State Frameworks
5. District Strategic Plan
Curricular Programs
1. Program of Studies
2. Early Childhood Program
3. Chapter 1
4. Remedial and Support Services
5. After school Services
6. Technology Integration
Academic Services
1. Student Success Plans
2. Special Education Service
3. Pre-referral Process
4. 504 Accommodations
5. Gifted and Talented Programs
Professional Development
1. Addressing different learning styles
2. Differentiating the curriculum
3. Instructional strategies
4. Mentoring
5. New Teacher Orientation
6. Technology Training
Site-Based Curriculum
Accommodation Planning
The purpose of this planning is to continually strengthen and improve the general education program, for the benefit of all students. The Site-Based Curriculum Accommodation Planning is to address various strategies that will help to achieve that objective. Schools are working toward accommodating the needs of diverse learners in all classroom settings. This will be achieved through on-going professional development, support services through general education settings, direct and systematic instruction to all students, encouragement of teacher mentoring and collaboration, and encouragement of parental involvement in their childrens education.
________________________________________________________________________________________________________
What are Essential Learnings
Essential Learnings are the additional learnings necessary for a given special population to maximize its educational growth and development.
Students who have learning disabilities need to learn:
1. Communication skills to express and understand thoughts and opinions in a variety of settings, situations and with diverse populations.
2. Decision making and problem solving skills and strategies.
3. Basic language skills and a broad vocabulary to use as building blocks in developing reading, writing, and critical thinking.
4. Self‑advocacy skills to make needs and wants known in socially constructive ways in learning, work and social situations.
5. Personal strengths and capabilities and use this information to act responsibly at school and work.
6. Social skills to develop positive relationships with peers and adults in a variety of settings and situations and with diverse populations.
7. Organizational skills and study strategies for school and work. Important skills include, but are not limited to: time management goal setting management and use of materials/resources learning strategies
8. Career development skills to make, pursue and maintain personal employment choices.
9. The use of tools and technology to augment learning and access information.
__________________________________________________________________________________________________________
What are Classroom Practices?
Classroom practices are the range of instructional practices and strategies that are employed to assist a given special population of students to learn. These include, but are not limited to: time, space, modality, grouping, presentation, classroom organization and behavior management, materials, equipment, technology and environment.
With the needs of diverse learners in mind, educators need to promote:
Use strategies designed to promote student self‑management and independence.
Provide consistency, structure, and clear expectations.
Provide appropriate positive learning reinforcement, feedback, and recognition for student accomplishment.
Provide opportunities and environments for meaningful participation of all students in instructional and social activities. Adapt physical environments to match the learning needs of students.
3.Instructional Practice Incorporate life skills, social and affective skills, and skills in self‑advocacy throughout the curriculum.
Choose teaching and learning methods that match the learning needs and styles of the student. Incorporate direct instruction of how‑to‑learn skills and thinking skills throughout the curriculum. Make sure the language of instruction effectively communicates and promotes student understanding for students with special needs. Use methods to promote active learning, including hands‑on learning, real‑world and experiential learning, community‑based learning, and learning involving student choice. Use learning materials, equipment, and media tailored to the unique learning needs of students. Design and implement specific opportunities for students to apply and transfer learning to a variety of situations, both familiar and novel. Use varied and flexible grouping strategies for instructional purposes. Use flexibility in pacing of instruction, scheduling, and time‑usage based on the needs of individual students. Communicate and collaborate with other teachers, specialists, students, families, and appropriate agencies in planning and implementing effective instruction.
_________________________________________________________________________________________________________________
What are the appropriate Assessment
Practices?
The accommodations and adaptations necessary for a given special population to adequately demonstrate knowledge and skills.
In assessing the learning of diverse learners, educators need to:
1. Allow for a variety of assessments that evaluate what is being taught. This may include:
Portfolios Assessment of daily work Observations
Self and peer evaluations Demonstrations and projects
Oral tests Cooperative group assessments Family, community, and employer evaluations/observations
2. Ensure that the language used in assessment is consistent with the language used during instruction and use the student's preferred mode of communication. When assessing, always consider:
Student's culture/preferred language
Clarity of instructions
Verbal and non‑verbal options (e.g., sign language)
3. Consider the student's unique needs when determining the content of the assessment:
Identify the skills or content to be assessed and ensure that assessments test only the content taught.
Design assessments to determine what the student knows as opposed to what the student does not know
Utilize student's prior knowledge to determine instruction and subsequent assessments
Identify individual learning styles and design assessments to elicit a variety of thinking and application skills
4. Design assessment procedures and accommodations to meet individual student needs.
Assess in student's primary communication mode (i.e., Braille, sign language, picture board, etc.)
Utilize a variety of people (i.e., family, peers, employers, other professionals, etc.) in the assessment process Utilize technology for presentation of assessment and student response
5. Allow flexibility in the time and scheduling of assessments.
Allow extended time Allow the student to take breaks.
Divide assessment into smaller segments Schedule assessment when student can perform best.
Utilize untimed assessments.
6. Allow for a variety of assessment environments. Consider the purpose of the assessment and the student's unique needs and choose the environment which fits best.
Consider student's physical condition, endurance, emotional state, attention span and distractibility, medical condition, etc., at time of assessment
Control for distractions Create supportive settings that encourage student participation
Use preferential seating
Use real life settings and other alternative environments
7. Consider the evaluation criteria which will be utilized when designing assessments and set the criteria prior to assessment.
Involve others in determining the realistic expectations and goals for the student
Provide family and others the opportunity to assist in interpreting assessment results
Make expectations and criteria clear and explicit
Provide a variety of grading methods, including: individual grading scale narrative reports group grades
_____________________________________________________________________________________________________________________
What does the term Service Options
imply?
Systems of organizing people and materials to supply and deliver educational opportunities, accommodations and supports in order for students or given populations to be successful learners.
For learners with learning disabilities to have adequate opportunities to learn, schools will:
1. Involve families, community members, and peers integrally in the design and implementation of educational services for all children and youth.
2. Use shared and flexible resources, including personnel, fiscal, facility, program, time, and administrative process to meet students' needs and offer appropriate services by providers with specific expertise.
3. Offer curriculum and instruction that is diversified through a variety of modifications using alternative scheduling, accessibility, optimal learning environments, grouping, accommodation of multiple learning styles, setting appropriate expectations, student‑teacher ratios, and using a variety of instructional techniques
4. Support collaborative planning with individual students, team members, family members, the community, and other agencies with the management of time and resources.
5. Design support services for students which help them with life management including safety, health, wellness, social relationships, and learning.
6. Assure students the opportunity to plan and prepare for successful life adjustment after high school including career development, community involvement, post‑secondary education, recreation and leisure choices, and daily living activities.
7. Maximize the use of technology for learning. School professionals, families, and students use technology competently.
8. Offer a menu of educational opportunities to students, families, and school personnel for continuous improvement of services to students.
9. Offer support services for students are available to assist students in managing behavior, expressing needs, developing friendships, resolving conflicts, and making choices and planning their lives.
_____________________________________________________________________________________________________________
CHARACTERISTICS
OF
STUDENTS WITH:
ATTENTION DEFICIT DISORDER (ADD)
ATTENTION DEFICIT
HYPERACTIVITY DISORDER (ADHD)
A student with ADD/ADHD may
exhibit many of the characteristics listed
below:
Hyperactivity may or may not
be present
Easily Distracted
Appears to daydream
Lack of organizational skills
Difficulty staying on-task
Limited impulse control
Age inappropriate behavior
Consistently inconsistent
Limited task follow through,
may not be able to sustain effort
Talks excessively and/or
blurts out or interrupts others
Learns information, but has
difficulty demonstrating knowledge in traditional ways
Lack of motivation
Low frustration tolerance and
low work productivity
Social/emotional health may be
impacted (i.e., social skills, peer acceptance, self-image)
ADD may co-exist with other
conditions (i.e., Learning Disabilities or Emotional Disturbance)
________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR STUDENTS WITH:
ATTENTION DEFICIT DISORDER (ADD)
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DISORDER (ADHD)
Students with Attention Deficit Disorder and/or Attention Deficit Hyperactivity
Disorder need to learn:
1. Organization
Students need to be taught/learn
the following organizational skills for use in a variety of environments
including school, home, and community:
Strategies for
starting/finishing a task
Study skills
Time management skills
Decision-making skills
Strategies for transitioning
between activities
Memory strategies
Talking self through a task
Goal setting skills
General organization and
coordination of materials and assignments
2. Self-Advocacy
Students need to be taught/learn
the following self-advocacy skills for use in a variety of environments
including school, home and the community:
Knowledge of ADD/ADHD, legal
rights, and impact of ADD/ADHD on self
Skills for expressing own
feelings and needs
Negotiation skills
Skills for using
technology/alternative formats for assignments
Strategies for building on
strengths
Ability to know needed
modifications and the ability to request that modifications be made
Knowledge of strengths,
weaknesses, personal learning style and their application in daily schoolwork,
community life, and career options
3. Self-Control/Monitoring
Students need to be taught/learn
the following self-management skills for use in a variety of settings,
including school, home, and the community:
Strategies for staying on task
Skills for thinking and
waiting before acting
Skills for paying attention to
what is important and ignoring the unimportant
Skills for matching energy
level to task and/or environment
Skills for consistently
producing quality work
Strategies for dealing with
change
Skills for becoming
accountable and responsible for behavior and learning
4. Social Skills
Students need to be taught/learn
the following social skills for use in a variety of environments, including school,
home, and community:
Skills for resolving conflicts
Skills for making and keeping
friends
Skills for complimenting
others
Skills for learning to stop
inappropriate interactions
Skills for accepting feedback
about behavior and not using ADD as an excuse
Skills for anger management
Skills for understanding body
language and reading social cues
Skills for appropriate
self-expression
Skills for taking turns and
working in groups
Attending and listening skills
Skills for making requests
appropriately
________________________________________________________________________________________
CLASSROOM PRACTICES
FOR STUDENTS WITH:
ATTENTION DEFICIT DISORDER (ADD)
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
To provide effective classroom practices for students with ADD and/or
ADHD, educators need to:
1. Learning Environment
Create a structured
environment Consistency, routine, preparation for change, visual cues and
reminders
Reduce distractions Use study
carrels, headphones, alternative settings for work
Teach/promote/allow the use of
technological aids Spell checkers with/without auditory feedback, calculators
with/without auditory feedback, recorders including variable speed
machines, computers and
appropriate software including word
processing
Limit transitions
(class-to-class, number of teachers, etc.)
2. Instructional Techniques
Teach organizational
techniques/study skills Color code/highlight materials and assignments; break
down long term projects into small steps; create daily assignment notebook, use
memory strategies such as summarizing and paraphrasing; teach test taking and
note-taking skills; teach reading strategies (i.e.,
outlining and mapping) teach
editing, prioritizing and list making strategies.
Provide clear, concise
directions, expectations and rules Repeat directions, model directions,
demonstrate task with student imitation; use a multisensory approach; limit
number of rules;
create clear concrete rules that
are limited in number; teach routines.
Allow for movement Provide
opportunities for movement with a purpose and use of
manipulatives (silly putty,
balls, clay, etc.); allow frequent breaks and recess
Promote use of peer helpers
and improved peer relationships Create cooperative learning groups with
appropriate peers, peer tutoring; facilitate peer acceptance.
Provide/allow modified or
adapted assignments Eliminate excessive copying from board or books to paper;
use of recorded books; alternative assignment formats; provide set of books and
materials for home use.
Communicate with involved
persons on an ongoing basis Use a home/school communication system; maintain
a list of "what works" for the student; provide feedback to
medical/mental
health personnel as needed;
encourage consistency across environments.
Develop a system with the
student to facilitate medication delivery at school.
Allow the student processing
time for questions and information.
Provide desirable alternative
activities for students to access after completing assigned tasks.
3. Behavior Management
Clearly state and consistently
implement expectations and consequences.
Catch students being good.
Develop behavior plans to
address problem situations across the
day/settings. Train staff to
implement plan in a consistent manner.
Provide meaningful positive
reinforcement systems.
Reward partial
accomplishments.
Increase supervision during
unstructured times.
Set up behavior management
systems and frequently review and update.
Promote use of charting of
student progress/promote student use of self-charting.
Avoid power struggles; pick
your battles, and maintain a calm neutral response.
_______________________________________________________________________________________
ASSESSMENT
STRATEGIES
FOR
STUDENTS WITH:
ATTENTION DEFICIT DISORDER (ADD)
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
In assessing the learning
of students with ADD and/or ADHD, educators need
to:
1. Consider Contextual
Factors Related to Assessment
Test in one-on-one or small
group settings.
Provide alternative settings.
Allow for movement/standing
instead of sitting.
Provide extended time with
breaks.
Break tests into smaller
parts.
Give clear
descriptions/expectations of what will be assessed.
Test only what is taught.
Use community and career
development activities to assess skills and abilities.
2. Provide Alternative
Formats
Offer students a choice in
testing/assessment formats, including the following:
Allow verbal/oral responses
Encourage use of technological
aids (computers, calculators)
Promote the use of project
portfolios and/or other tactile project choices
Provide alternatives to
computerized answer sheets
Provide practice tests
Provide a study format
identical to the test format/no surprise quizzes
Allow open book/open resources
Provide word bank for
vocabulary or fill-in-the-blank tests
Allow take home tests
Provide readers or scribes for
tests
Allow tape recording of test
and/or student responses
Use teacher/team observation
Promote self-evaluation/rating
3. Develop Grading Policies
Use an individual grading
scale
Grade primarily content/ideas,
secondarily, mechanics
Use narrative report cards or
a combination of narrative and traditional grade cards
Grade based on items
completed, not total number of test items
Use a grade based on efforts
of cooperative group
_________________________________________________________________________________________________________
SERVICE OPTIONS
FOR STUDENTS WITH:
ATTENTION DEFICIT DISORDER (ADD)
ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
For students with ADD/ADHD
to have adequate opportunities to learn,
schools need to:
1. Ensure training, support, and
resources for teachers, staff, parents, students, community members and
employers in needed areas, including the following:
Discipline
ADD/ADHD
Instructional practices
Behavior management
Technology
Legal requirements
Treatment options
Teaching and learning style
Teaming
2. Provide adequate planning
time for consultation, teaming, collaboration
and communication with parents
and staff and with service providers
outside of the building.
3. Provide environmental
modifications to allow for movement, flexibility
of workspace, etc.
4. Allow for accommodations in
learning style; match teaching style with
learning style.
5. Lower student/teacher ratio in
regular classroom based on severity and
need, curriculum, age. Use
volunteers, mentors, aides, small groups, etc.
to assist with all students.
6. Provide access to
full-continuum of service options (i.e., one to one, small
group, full class, etc.).
7. Encourage
alternative/flexible schedules and curriculum.
8. Ensure accommodations for
diverse learners are built into school
improvement plans.
9. Provide counseling services
and social skills groups (large, small, and
individual).
10. Institute a mentor program
for students and teachers.
11. Ensure the availability of
support groups for students, teachers, parents,
peers, siblings, and the
community.
12. Provide tutorial services
before and after school (e.g., academics, motor
skills, social skills, organizations,
etc.).
13. Assist students in
connecting with community agencies that can provide
support in a variety of
environments including home, school,
community, and employment.
_________________________________________________________________________________________________________
CHARACTERISTICS
OF STUDENTS WHO ARE:
DEAF OR HARD OF HEARING
1. In General:
An estimated twenty one
million Americans have some degree of
hearing loss, mild to severe. Of
the 60,000+ students identified with
disabilities in Colorado,
approximately fifteen hundred have
educationally significant
hearing loss. The great majority of the
students are hard of hearing,
not deaf.
About ten percent of deaf/hard
of hearing students in Colorado attend
the Colorado School for the Deaf
and the Blind. The rest are in public
schools. More than half spend at
least half the day in regular education
classes. Most wear hearing aids
or use some form of sound
amplification in the classroom.
Ten percent of students who
are deaf/hard of hearing have parents
who themselves are deaf.
Hearing loss is not connected
to cognitive ability.
2. Communicative
Characteristics
Speech production is generally
affected by hearing loss, especially voice
and articulation quality.
(Speech is a skill learned through imitation.
It is hard to learn to say that
which you have trouble hearing. )
A delay in language
development, telegraphic, incomplete sentences,
pervasive difficulty with
syntax, and a lack of facility with idiomatic
language are all prevalent. None
of this is necessarily related to
intelligence.
Sign language, if used, may be
a PIDGIN form of English; it may be
straight English; or it may be
American Sign Language (ASL)--the sign
system used by the Deaf adult
community. ASL is neither English nor
a sign system with a written
form.
3. Behavioral Characteristics
Often, may appear to
understand, but really doesnt; require frequent
checks for understanding.
Will speechread (lipread).
This is not an exact science -- the most
skilled deaf adults get about
35% of what is said.
May fail to respond to
questions, or responds with seemingly irrelevant
answers
Occasionally, takes a peculiar
listening posture
May seem more aware of
movements than sound
Confuses words that sound or
look alike
4. Learning Characteristics
For the most part, these
students are visual learners.
They often miss multiple
meanings of words and idiomatic language.
They take a very literal
translation of written material, missing
subtlety.
They require constant
rephrasing - not necessarily simplifying - of
information.
They will require repetition
of presentation.
Generalization and transfer of
learned material is not a given - it must
be modeled and required.
_________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
OF STUDENTS WHO ARE:
DEAF OR HARD OF HEARING
Students who are deaf or
hard of hearing need to learn:
1. Adequate language and vocabulary
to understand the instruction.
2. Adequate language and
vocabulary to ask questions.
3. Sufficient skills to attend
to instruction, to study the new material, and
to prepare for tests. This
includes:
Sufficient skill in
self-advocacy or sense of personal responsibility to
ask questions whenever and
wherever needed, and to "manage the
conversation" in order to
get needs met
Ability to organize,
generalize, and transfer learning
Communication skills
sufficient to express needs related to deafness
Social skills sufficient to
participate in the classroom and in
unstructured times
Knowledge of home community
and rights as a disabled citizen in
any setting, the ability to ask
for any changes necessary to ensure clear
communication in any environment
The knowledge of how to work
with all support staff, including how
to access and use a variety of
technology/equipment.
_________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WHO ARE:
DEAF OR HARD OF HEARING
To provide effective classroom practices for students who are deaf or hard of
hearing, educators need
to:
1. Create an
"interactive" learning environment in which:
the deaf/hard of hearing child
is an active participant
the student can manage,
visually, all the input required to attend to
instruction
2. Instruct using student's
preferred mode of communication.
3. Given the student's mode of
communication, teach at a pace commensurate
with his ability to process and
respond to new information.
4. Instruct at appropriate
language/linguistic levels.
5. Repeat and reinforce concepts
throughout the instructional day.
6. Provide frequent
opportunities to apply new concepts.
rephrase to accommodate for
idiomatic, figurative, and/or complex
language
set context for new concepts,
tying instruction to child's own
experience; establish a
"need to know " for the material
provide materials at
appropriate reading levels
tie all academic teaching to
language and communication
provide frequent examples of-
as well as exceptions to- the concept
teach with frequent use of
clear, visual aids
speak at a normal rate,
without over-articulating, and with slightly
greater than normal intensity
frequently check for
understanding
modify curriculum as needed,
e.g., community based
demonstrated willingness of
staff to make accommodations (e.g.,
interpreters, assistive
listening devices)
7. Within the learning
environment, ensure that:
there is the possibility of
block scheduling for vocational education,
community based instruction,
etc.
there is an appropriate pace
to the instructional day, including
providing necessary breaks.
there is organization to the
class such that teaching does not occur
while the teacher is facing the
blackboard, passing out papers, or
walking around the classroom.
a variety of teaching
strategies are used especially to promote
generalization and transfer of
what has been learned.
_________________________________________________________________________________________________________
ASSESSMENT STRATEGIES
FOR
STUDENTS WHO ARE:
DEAF OR HARD OF HEARING
In assessing the learning
of students who are deaf or hard of hearing,
educators need to:
1. Ensure that instructions are
clear and in student's preferred mode of
communication.
2. Allow for a variety of ways
to assess understanding (e.g., projects,
demonstration, reports, signed
vs. spoken).
Ensure that assessment is tied
to content and not necessarily tied to
the ability to read and write
English
Allow for more time as needed
and for the possibilities of individual
versus group testing and/or
testing in a separate room
Ensure that what is being
tested is that which was taught (e.g., testing
vocabulary comprehension versus
child's ability to speak/
speechread/sign)
Allow for a variety of
settings in which to assess understanding (e.g.,
community, at work)
As appropriate, allow for use
of calculator, word processor, and other
technology
Connect/compare standardized
assessment with alternative
assessments
Consider informing the student
of the need for or benefit of the
assessment being done.
_________________________________________________________________________________________________________
SERVICE OPTIONS
FOR
STUDENTS WHO ARE:
DEAF OR HARD OF HEARING
For students who are deaf and hard of hearing to have adequate opportunities
to learn, schools must:
1. Provide interpreters in any
situation requiring them.
2. Provide regular consultation,
in-service and other support to mainstream
teachers.
3. Ensure that all service
providers can communicate effectively with the
student including through the
use of an interpreter.
4. Ensure that each student will
have access to speech, language, speech
reading, auditory training,
and/or sign language as part of instruction.
5. Ensure that all instructional
staff are skilled--expressively and
receptively--in communication
mode of child.
Managed instructional
environment: minimum of distraction,
specialized seating, adequate
lighting, acoustics, safety (flashing
alarm)
Access to note takers and peer
tutors
Access to captioned films,
videos
Educational transition
services: level-to-level and including
interagency coordination for
transition to college or the world of
work
Access to needed assistive
devices/auditory equipment
Ensure that educational and
extracurricular options are not limited by
availability and quality of
service providers.
_________________________________________________________________________________________________________
CHARACTERISTICS
OF
STUDENTS WHO ARE:
DEAFBLIND
Vision and hearing are the two
key "distance senses", they provide sensory
information from locations away
from ones body. When they are absent or
impaired, in some combination,
the childs development may be greatly
challenged.
Age of onset, the severity of
the sensory loss, and the presence of other
disabilities all contribute to
the extent of developmental challenge. These
three factors and others are
responsible for the great diversity of the
population of learners who are
deafblind and the need for specialized
supports to achieve the best
education possible. As a result of this diversity,
the needs and abilities of
individual learners who are deafblind will vary
highly.
Four areas of primary
educational concern for the learner who is deafblind
include: (a) a system of
communication, (b) a means of developing social
relationships, (c) personal care
and life skills management, and (d) travel
skills. These skills must be
taught systematically with carefully planned
strategies to the child since
any incidental learning by observation is severely
affected by sensory loss and
specialized adaptations or techniques are often
required.
_________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR
STUDENTS WHO ARE:
DEAFBLIND
Students who are deafblind
need to learn:
1. Sensory and Individual
Learning Style
An awareness of objects and
people in the environment and
recognition of what the child
hears, sees, touches, smells or otherwise
experiences
Functional use of senses
(hearing, vision, touch, smell, etc.) to acquire
and process information
2. Communication Skills
Vocabulary which is meaningful
to the child in his or her home,
school, and community
environments
A variety of methods of
expressing and receiving information, wants
and needs, and feelings in a
variety of ways such as speech, sign
languages, gestures, picture or
object boards, Braille, communication
devices, large print,
audiotapes, etc.
Skills in using technology,
including adaptive aids, to enhance both
visual and/or auditory skills:
computers, closed circuit televisions,
magnifiers, hearing enhancement
devices.
3. Concept Development
Concepts of body, space, and
time (e.g., schedule and sequence of
activities)
An ability to apply academic
learning to everyday life (e.g., functional
reading and writing, money used
and time and calendar etc.)
4. Orientation and Mobility
An awareness of body position
in relationship to environment
Skills to travel as
independently as possible in familiar and unfamiliar
environments including use of
devices such as a long white cane,
monoculars, communication cards,
etc. (with the method of their
choice)
Familiarity within specific
environments (e.g., living environment,
classroom, etc.)
5. Life Skills
Strategies for organizing
personal space, items in the environment,
and daily care routines (how to
prepare for getting dressed or eating,
making ones bed)
Daily personal care skills
such as eating, dressing, grooming, personal
hygiene, and toileting
independently
Skills to manage one's living
environment (e.g., making ones bed,
preparing a meal, doing own
laundry etc.)
Home and personal management
skills for grocery shopping, cleaning,
cooking, and paying ones bills
Skills in accessing community
for shopping, transportation, medical
needs, leisure time and other
personal needs
6. Social-Emotional Skills
Body postures and facial
expressions which help facilitate social
interaction with others and
replacement of inappropriate behaviors
with socially acceptable
behaviors
Problem-solving and
conflict-resolution skills with family, friends, and
adults
Strategies for initiating and
maintaining interaction, and making and
keeping friends
An understanding and
appropriate expression of one's sexuality.
Self-protection and refusal
skills
Age appropriate leisure
activities
An awareness of age
appropriate dress and hygiene in relation to peer
group
7. Self-Advocacy Skills
An awareness and assertiveness
regarding individual abilities and
needs related to both vision and
hearing loss (e.g., need to move closer
to the board, need to turn on
ones hearing aid, etc.) in order to be
comfortable in all situations
An awareness and skills to
select the choices available in everyday life
and long range
Strategies for becoming an
active participant in the classroom or
community by communicating what
he or she needs to be comfortable,
to learn, and to feel safe
Methods necessary to obtain
information for safety and medical
purposes, as well as getting
materials and resources at school, home,
and in the community
8. School to Work
An understanding of student
work responsibilities, teacher/parent/
employer expectations, and the
roles of various people within the
students environments
An understanding of work
habits and skills such as finding and
keeping a job, maintaining
relationships with co-workers and
employers, using time clocks,
etc.
A realistic and accurate
concept of self, abilities, post school training
potential, and future employment
potential.
_________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WHO ARE:
DEAFBLIND
To provide effective classroom practices for students who are deafblind, the
educators need to:
1. Methods
Teach to each individual's unique
learning style.
Make use of other educators
including specialists in meeting the needs
of students who are deafblind.
Provide a system of time
organization such as daily, weekly, monthly,
and yearly calendars with
objects, pictures, and/or words.
Give the student appropriate
and frequent acknowledgment (e.g.,
verbal praise, a physical token
system) when his or her behavior or
responses are correct or
incorrect and/or socially appropriate or
inappropriate.
Expect the student who is
deafblind to follow the same rules of
behavior that apply to other
children in the classroom and when they
are within the child's capacity
to learn and understand.
Be sensitive for the need to
provide extra time for the child to respond,
extra time for task completion,
and provide an individualized pace for
presentation of new information.
Use individualized and
multiple methods of communication including
a variety of options to match
the student's learning abilities (e.g.,
gestures, sign language,
Braille, enlarged print, audiotapes, tactile sign
language, technological devices,
use of interpreters, etc.).
Check frequently to ensure the
student is understanding the task and
what is expected of him or her.
Use, as needed, a high degree
of repetition.
Ensure consistency related to
specifics of communication by all service
providers.
Ensure that each student is
challenged and encouraged to perform and
advance academically at his or
her ability level.
Provide Opportunities for
Success new information in practical settings
where the child will use the
knowledge (cooking in the kitchen,
walking the usual route to
classes or to the bathroom, etc.).
Take into account the child's
culture/ethnicity and adapt accordingly.
Provide purposeful, intensive,
structured learning experiences - it may
be necessary to systematically
teach each new concept and task.
Provide opportunities for the
student to review and successfully
practice using new skills in a
variety of settings.
Accept and encourage the student's
individual approach to learning
(e.g., he or she may use the
sense of touch before engaging the sense of
sight or use several senses at
the same time).
Expose student to new concepts
and vocabulary before introducing to
the large group.
Use verbal, written, and/or
physical prompts to initiate and to
maintain work habits, knowing
which prompt works best for each
child.
Use appropriate cues to help
the student anticipate the next activities.
Provide the students with
opportunities and materials that ensure
he/she is an active participant
in his/her daily routine (e.g., choice
making, turn taking, problem
solving, decision making).
Individualize learning
experiences to match the student's level of
ability by modifying the content
of the curriculum and/or making
appropriate changes in the
materials (e.g., enhancing the visual,
auditory, or tactile
information).
Provide consistency and
predictability in the daily activities of the child
as a way of facilitating
independence.
Facilitate activities which
encourage peer interaction and friendship.
Set up activities that help
the child adapt to events out of the routine
and emergencies.
Facilitate activities which
teach and offer opportunities for peer
interaction and friendships.
Use a high degree of
"hands on", experiential learning.
Provide hand-over-hand
assistance, verbal, and tactual cues only when
necessary. Allow independence
whenever possible.
2. Materials
Use real life materials to
reinforce functional learning and provide the
student with opportunities to
make choices in his or her daily routine.
Use specialized materials,
equipment, and technology that allow the
learner full access to classroom
information that the child who is
deafblind may not see or hear
(e.g., amplification devices, low vision
aids, Braillewriter, closed
caption video/film, descriptive video,
Braille, large print, sign
language, interpreter, TDDs).
Provide tools for independent
mobility, as required.
3. Environment
Ensure physical consistency of
the environment by structuring the
classroom to allow the learner
safe movement (e.g., clear obstacles
from travel pathways), maximized
travel independence, and increased
access to personal storage space
and materials within the classroom
(e.g., designated coat hook or
locker, specific items are kept in the same
place).
Ensure that the student is in
a comfortable and supported position for
learning tasks.
Minimize auditory and visual
distractions, and enhance the
environment to optimize auditory
and visual reception (e.g., attention
to lighting, contrast, color,
angle, and distance of materials, etc.).
Provide extra space for
specialized materials available to the group and
available only to the individual
child.
4. Instructional Content
Teach communication throughout
every activity and experience. Start
simple, build to complex.
Teach communication skills in
the context of meaningful social and
education activities by using
alternative or assistive communication
systems such as sign language,
object or picture boards, adapted for each
individual child.
Teach adaptive living skills
by means of functional practice within the
setting where these skills
normally occur.
Provide for physical activity
to promote fitness.
Teach mobility skills by means
of predictable routes with easily
identified landmarks, possible
use of equipment such as a long cane,
etc.
Orient the student with the
surroundings in any new setting.
Provide support for learner to
grieve for sensory losses, if the
disability(ies) diminishes
suddenly or gradually.
Provide opportunities for
recreation and leisure time activities (at
school, home and in the
community).
Provide opportunities to
explore and learn about a variety of jobs
and/or additional work skills.
Provide support for choosing a
job and getting started.
Provide opportunities for
retraining, if vision or hearing status
changes with age.
_________________________________________________________________________________________________________
ASSESSMENT STRATEGIES
FOR
STUDENTS WHO ARE:
DEAFBLIND
In assessing the learning
of students who are deafblind, educators need to:
1. Develop an evaluation
strategy based upon the educational concerns for
the student, which may or may not
involve the use of standardized test
instruments.
2. Use a functional skill
assessment (skills within natural context of
learning and in a variety of
situations).
3. Eliminate inappropriate
assessment items (those that are solely based on
a visual and/or auditory
response).
4. Analyze test items to assess
what skill or concept is actually being
measured. Then adapt activities
and materials to assess these skills in a
way that is appropriate for the
child.
5. Modify materials and methods
of the assessment procedures to meet the
sensory and/or physical needs of
the child without compromising the
intent of the assessment task
(for commercial, as well as teacher-made
materials).
6. Utilize a team approach of
assessment and include individuals who are
familiar with the student.
7. Conduct an assessment in
multiple sessions and across a number of
environmental settings such as
the home, school, and places within the
community.
8. Use ongoing observation to
evaluate the child's proficiency.
9. Be sensitive to language and
cultural implications of the assessment
process and assessment
materials.
10. Use extreme caution with the
interpretation of assessment results
(especially standardized tests)
with learners who are deafblind.
11. Provide assessment materials
in appropriate literacy medium" such as
Braille, large print, etc.
12. Request and acknowledge
family input into the assessment process by
using parent interview and/or
participation in the actual assessment
process.
13. Take into consideration the
influence of medication and medical
condition(s) upon the child's
behaviors, responses, and performance.
14. Allow more response time
when presenting material and extra
completion time for the task at
hand.
15. Be aware of the size and
contrast of the testing materials.
16. Become familiar with the
child's preferred mode of receptive
communication and communicate
with the child in the most
appropriate manner.
17. Acknowledge "subtle
behavioral" changes as responses to the assessment
item.
18. Provide breaks for sensory
and/or physical fatigue.
19. Ensure comfortable and
supported positioning during the assessment
process.
_________________________________________________________________________________________________________
SERVICE OPTIONS
FOR STUDENTS WHO ARE:
DEAFBLIND
For students who are deafblind to have adequate opportunities to learn, the
schools need to:
1. Provide a low
student-to-teacher ratio. (e.g., the student may require oneto-
one for some tasks).
2. Use a team approach in all aspects
of the child's programming which
may include the following
members: child, his/her family, interpreters,
regular and special educators,
orientation and mobility instructor,
teachers of children with
sensory impairment(s), communication
specialist, physical therapists,
occupational therapists, medical personnel,
psychologist, paraprofessionals,
social worker, rehabilitation counselors,
employers, transition people,
and other persons who are directly
involved with the life of the
child.
3. Collaborate with the
student's family in all aspects of the child's
educational programming.
4. Strive to ensure programmatic
consistency between the childs home
and school life.
5. Build in appropriate time for
team meetings.
6. Consider a variety of service
options to best meet the student's
individual needs.
7. Examine the need for extended
school day and/or extended school year.
8. Address medical needs during
school placement hours and identify the
personnel who will need to tend
to these needs (e.g., medications,
suctioning etc.)
9. Employ co-teaching between
special education and regular education
teachers.
10. Use a supervised
paraprofessional who has ongoing specialized training.
11. Provide a skilled
interpreter, whenever appropriate, to the child in the
classroom.
12. Access a source of Braille
materials, as appropriate, for the child.
13. Provide families with
information about deafblindness, related
resources, educational options,
and about the special education process
and legal rights.
14. Commence transition planning
for students entering adult life, at the
recommended age of 14 years and
earlier when appropriate. Transition
planning should include the
family, school personnel, and appropriate
rehabilitation personnel.
15. Provide training for parents
to provide communication and use of skills
at home.
16. Provide families and the
individual with deafblindness with
information on counseling and
support resources. This is especially
important for the individual who
has a progressive or sudden hearing
and/or vision loss.
17. Provide timely and
thoughtful transition planning anytime there is a
change in the childs program.
_________________________________________________________________________________________________________
CHARACTERISTICS
OF STUDENTS WITH:
EMOTIONAL DISABILITY (ED)
(Significant Identifiable Emotional Disability--SIED)
Characteristics of the SIED
population which may be helpful when reviewing
this document: {taken from the
Rules (for the) Administration of the
Exceptional Children's
Educational Act 2.02(5)(a)}
May exhibit pervasive sad
affect, depression and feelings of worthlessness;
cries suddenly or frequently.
May display unexpected and
atypical affect for the situation.
May display excessive fear and
anxiety.
May persist in physical
complaints which are not due to a medical
condition.
May exhibit withdrawal,
avoidance of social interaction and/or lack of
personal care to an extent that
maintenance of satisfactory interpersonal
relationships is prevented.
May appear out of touch with
reality; have auditory and visual
hallucinations, thought
disorders, disorientation or delusions.
May have difficulty getting
mind off certain thoughts or ideas; unable to
keep self from engaging in
repetitive and/or useless actions.
May display consistent pattern
of aggression toward objects or persons to
an extent that development or
maintenance of satisfactory internal
relationships is prevented.
May demonstrate pervasive
oppositional, defiant or noncompliant
responses.
May demonstrate significantly
limited self-control, including an impaired
ability to pay attention.
May exhibit persistent pattern
of stealing, lying or cheating.
May demonstrate persistent
patterns of bizarre and/or exaggerated
behavior reactions to routine
environments.
_________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR STUDENTS WITH:
EMOTIONAL DISABILITIES (ED)
(Significant Identifiable Emotional DisabilitySIED)
Students with Emotional
Disabilities need to learn to:
1. Understand and Maintain
Physical Health
Know the effects of behavior
on health in order to make healthy,
personal choice
Know and understand the
effects of nutrition and medication on
managing behavior and emotional
well-being
Know about the relationships
between personal lifestyle choices and
resulting diseases
Know about the use and abuse
of medication, drugs, and alcohol
Learn the signs that indicate
a need for seeking health care
2. Develop Personal
Responsibility
Learn strategies to prevent
and respond to potentially harmful
behaviors and situations
Learn and practice personal
hygiene, promoting social acceptance and
personal relationships.
Learn how to play an active
and responsible role in determining the
outcomes of events
Learn when it is necessary to
comply with social expectations, and
community norms and rules
3. Develop Coping Skills
Learn a variety of strategies
to plan, organize and manage daily
routines and meet personal goals
Learn to identify and manage
big and little stresses
Learn how to identify and deal
with personal emotions and those of
others
Learn strategies to cope with challenging
people and situations
4. Develop Problem Solving
and Decision Making Strategies
Learn to define a problem and
select from a variety of options
Learn and use a variety of
strategies for solving problems and making
decisions
Learn how to recognize when
change is necessary
Learn strategies for handling
change
5. Self-Advocate
Know how to get community
resources that provide support such as
mental health, job and housing,
and legal assistance
Learn strategies for asking
for help and how to request the supports
that you need
Learn personal strengths,
weaknesses, needs, and abilities and how
these relate to your daily
functioning
Learn how to resolve issues of
fairness and differing opinion with
adults and peers
6. Understand Human Behavior
Learn how to identify and
manage feelings
Learn about the wide range of
human social and sexual behavior
Learn how behavior is affected
by cultural values and personal
experiences such as parenting
and upbringing
Learn to tolerate diversity in
people and experience
Develop personal behavior
management skills
Learn to identify the outcomes
achieved by specific behaviors such as
attention getting behaviors and
the need to belong
Learn new behaviors which
replace the ineffective ones and practice in
a variety of settings
Learn to recognize situations
and events that cause emotional or
behavioral responses and develop
ways to manage those responses
7. Use Effective Student
Behaviors
Learn to manage time and
materials
Learn to work independently
and as part of a team
Learn effective skills for interacting with adults as well
as peers in
social and academic settings
Learn to recognize when you
are getting nervous or anxious in
academic and social settings and
use effective coping strategies
Demonstrate how managing time
effectively, using organizational
strategies, and other learning
aids can increase your ability to focus on
learning new skills
Learn to recognize and accept authority
8. Make and Keep Friends
Learn how to select, develop
and maintain friends who support
appropriate behavior
Learn how to resolve issues
that occur as friendships grow
Learn to support appropriate
behavior of your friends
Learn to separate personal
needs and goals from those of a peer group
and the skills for coping with
peer pressure
Learn effective social skills
9. Live Independently
Learn to set long and short
term goals
Develop a specific career goal
which matches with personal strengths
and interests
Develop a system of supports
for coping with life after high school
________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WITH:
EMOTIONAL DISABILITIES (ED)
(Significant Identifiable Emotional Disability--SIED)
To provide effective
classroom practices to students with emotional
disabilities, educators need
to:
1. Provide a Safe, Nurturing
and Accepting Environment
Physical Environment
Arrange tables, desks, chairs,
and work spaces so that the physical
space suits the need of each
student.
Allow students whose activity
levels are high to listen and do work
in flexible seating arrangements
(i.e., sitting on the floor, standing,
using a table rather than a
desk).
Create private spaces for
students where they can withdraw from
the group when they need to be
alone.
Routines and Procedures
Encourage student input when
creating classroom rules and
procedures.
Post rules and routines and
adhere to them.
Notify students whenever
possible in advance when routines will
be interrupted.
Schedule activities, small and
large group instruction, and other
classes in such a way that the
activity and attention spans of
students are accommodated.
Teach and review the routines
and procedures that students need
for transition from a variety of
activities such as large to small
group activities and from the
classroom to the lunchroom.
Create opportunities to
practice routines and procedures.
Social Environment
Support failures as learning
opportunities.
Use humor with students.
Provide students with
opportunities to make choices and discuss
the outcomes of those choices.
Teach students to work and
play with their peers through positive
interactions.
Model and reinforce
appropriate social interactions with peers and
adults.
Encourage students to take
responsibility for the classroom
atmosphere and to improve it
when it is unsatisfactory.
Allow students time to
evaluate their own interactions with others.
Be able to recognize and admit
mistakes.
Establish a group identity for
a class or class period by allowing
everyone to play a critical
role.
Establish and maintain clear
boundaries between adult and student.
2. Help Students to Learn to
Manage Their Own Behavior
Classroom Management
Systems
Set clear, concise and
achievable standards for behavior in your
classroom and make sure that
students and their families know
what the standards are.
Use structure, consistency,
reinforcement, feedback, consequences
and cues to assist students to
meet the standards.
Understand that students have
different abilities and modify your
expectations based on those
individual abilities.
Use logical and natural
consequences to help your students learn to
manage their own behavior.
Reinforce students to meet
standards and encourage students who
are less successful.
Promote an atmosphere that
respects students' feelings and abilities.
Recognize when students are
frustrated with an activity so that it
can be modified.
Address issues of fairness.
3. Know and Use Effective
Teaching Practices
Practice Strategies
Provide feedback and
encouragement as students try out new skills.
Provide homework that students
have the ability to complete.
Provide opportunities for
students to role-play and practice
interpersonal skills.
Provide ongoing feedback to
students.
Provide practice of new skills
in a variety of environments.
Instructional Strategies
Use a variety of age
appropriate activities, methods and materials
when teaching.
Create simulations or provide
hands on experiences that help
students understand a new
concept.
Encourage students to try new
ideas, ask questions, and risk failure.
Use examples from your
students lives to teach concepts.
Review daily what has been
taught.
Provide opportunity for
cooperative learning.
Incorporate social skills and
life skills throughout the curriculum.
Crisis Management
Plan for potential crisis
situations that includes necessary building
staff.
Provide a variety of options
for students in crisis and reinforce their
use (i.e., voluntary time out,
going to the counselor, principal).
Teach students in non-crisis
times to use options.
Learn to recognize a crisis,
when to ask for assistance, and when to
follow the crisis procedures.
Individualizing Discipline
Procedures
Write individual plans and
evaluate their effectiveness regularly.
Involve students, their
families and other school professionals in
developing an individual behavior
support plan.
Balance proactive with
reactive strategies and consider students
strengths and needs when writing
behavior plans.
____________________________________________________________________________________
ASSESSMENT STRATEGIES
FOR STUDENTS WITH:
EMOTIONAL DISABILITIES (ED)
(Significant Identifiable Emotional Disability--SIED)
In assessing the learning
of students with emotional disabilities, educators
need to:
1. Consider Evaluation
Methods
Use a variety of ways to test
for knowledge including verbal responses,
portfolios, shortened tests,
open book tests, self-evaluation,
illustrations, computers and
peer evaluation.
Develop the criteria on which
students will be evaluated and provide
those criteria to students at the
beginning of a unit or class.
Include teachers, parents, peers, and other significant
people in the
students' lives in evaluating
how the students are doing in using both
academic and social skills.
Assess students' knowledge
when they are in a non-agitated, non-crisis
mode.
Allow students to use
alternative environments, move around or
change seats during testing, or
complete testing at a later time if that
may improve performance.
Critique works in progress and
provide a series of tests over time so
that the student receives useful
feedback.
Provide students with
information on performance relative to
themselves and their peers.
Provide opportunity to retake
test or redo lessons using feedback from
the first attempt.
2. Consider Environmental
Modifications
Provide people and/or
technology as support (i.e., tape recorders,
scripters, readers, computers).
Be flexible in choosing the
environments in which assessment takes
place (i.e., secluded area).
Make time adjustments when
needed that allow for extra time, shorter
time frames or varied time of
day.
Be flexible in methods of
testing such as written or verbal.
Match written test design to
students' strengths (i.e., multiple choice,
fill-in the blank, true-false,
essay, matching).
3. Include Opportunities for
Demonstrations
Create situations where
students exhibit their skill acquisition and
evaluate their performance.
Evaluate the student's problem
solving process as well as the end
product.
Use portfolios that show examples
of work from the beginning to the
end of a unit or class.
Allow for group presentations.
Assess students in real life
situations and evaluate their use of skills
(i.e., behaving in social
settings, relationships with others in personal
and community settings).
_________________________________________________________________________________________________________
SERVICE OPTIONS
FOR
STUDENTS WITH:
EMOTIONAL DISABILITIES (ED)
(Significant Identifiable Emotional Disability--SIED)
For students with emotional disabilities to have adequate opportunities to
learn, schools need to:
1. Assure that each student has
access to an adult in the building to build
a trusting relationship.
2. Provide opportunities for
collaborative co-teaching to occur between
mental health faculty, special
educators, and general educators through
common planning times, flexible
scheduling, team meetings, and
shared professional development.
3. Use community resources such
as recreation facilities, clubs, and other
experiential education
activities to augment the school curriculum.
4. Coordinate with other human
service agencies to ensure that the
mental health, social and legal
needs of students are met.
5. Provide a variety of career
and work opportunities and the necessary
supports so that students will
graduate from school and support
themselves through work.
6. Provide off-campus learning
opportunities such as job sites in the
community, job shadowing,
service projects, and experiential/outdoor
education.
7. Work with families to involve
them in their student's education
through a variety of means
including the use of conferences, telephone
calls, voice mail, computers,
regular written logs and home visits.
8. Work with families to assist
in providing parenting skills,
understanding their child's
unique needs, understanding legal issues
which relate to their children,
and accessing community resources.
9. Provide students with
opportunities for support in crisis including
access to a supportive adult,
counseling and support groups.
10. Provide students with the
opportunity to remove themselves from the
classroom setting when their
emotional or behavioral needs indicate a
need for a physical change.
11. Allow for flexibility in
scheduling including adjusting start and finish
times to the school day, class
scheduling, use of breaks, involvement in
community activities, and
alternative course options.
12. Consider student-teacher
ratios in programming for students with
social and behavioral needs
which accounts for the need for individual
and small group instruction and
behavior and classroom management.
13. Provide staff development
and continued support to assist personnel
in understanding and working
with students with significant social,
emotional and behavioral needs.
14. Provide critical information
regarding behavior issues to appropriate
school personnel.
_______________________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
THAT IMPACT:
GENDER
Students of both genders
need to learn:
1. A variety of learning
styles.
Need to take risks
Need high expectation
boys need to learn to respect
girls
all students need a conscious
learning of differences in
communication styles based on
gender in world cultures
face failure
(internally).....males
perseverance in the face of
failure (externally).....females
2. Essential learnings for
females
Believe they can learn
That success is OK
Need direct communication
styles, i.e., "no" as opposed to "I don't
think so!" (will have
cultural variances)
Motivate for success. Reduce
the concern about competition from the
perceived conflict between
femininity and achievement.
3. Social/emotional needs
Feel safe-physical safety,
emotional, free from sexual/racial
harassment
Assurance of each students
right to learn
Self expression for all
students needs balance; girls need
encouragement to express ideas
equally and openly (Native
American & Asian Pacific
male and female students may need
additional encouragement and
permission; African American males
may need to be assured that
someone consciously hears their
contribution.)
External affirmation (i.e.,
males need to affirm themselves, other
males, especially girls for
their skills and abilities and not their
appearances; females need to
affirm themselves, other females
especially males for their
sensitivity and nurturing characteristics and
not their aggressiveness and
competitiveness.)
4. Academics
Critical thinking skills....to
recognize unfair representation of females
and males in their environment
in the media.
All genders/races need math,
science and technology - girls tend to
stay away from upper level
courses and minority students are not
encouraged to participate.
Females need to affirm that
they must prepare to be economically
self-sufficient.
Understand the coping skills
needed in a school climate and the
behavior practices that support
them.
Need role models from both
genders in every area of achievement.
Need and understanding that
child rearing is not restricted by gender.
Need balance by gender in
communication.
Sensitize females and males to
appreciate and utilize one another's
interests and abilities.
_________________________________________________________________________________________________________
CLASSROOM PRACTICES
THAT
IMPACT
GENDER
To provide effective
classroom practices for students of both genders,
educators need to:
1. Encourage the display of
equitable responses based on gender.
2. Hold high expectations for
all students, performance (i.e., males being
praised for poetry writing;
females being praised for technological
development).
3. Provide equitable rewards and
consequences.
4. Encourage students to take
pride in their abilities--especially African
American, Native American and
Hispanic females.
5. Use a variety of teaching and
evaluation strategies (i.e., cooperative
activities, and independent ways
of learning).
6. Use gender fair, bias free,
equitable language and behaviors in the
teaching environment.
7. Intervene and confront others
immediately to reduce instances of gender
bias, gender stereotyping and
harassment.
8. Discuss sexual harassment,
sexism and identify their impact and power.
9. Explore the dual cultures and
expectations that confront minority
females and males
10. Develop classroom activities
which may meet the different needs of
females and males of different
culture.
11. Have responsibility for implementing
gender equity through Title IX of
the Education Amendments of 1972
in the classroom.
12. Eliminate traditional
groupings (i.e., lining up by sex for the bathroom or
boys competing against girls).
13. Encourage females and males
into activities, assignments and tasks
where they have historically
been underrepresented.
14. Help students visualize
gender in a variety of new roles as in careers,
especially
the new technology.
ASSESSMENT STRATEGIES
THAT
IMPACT:
GENDER
In assessing the learning
of both genders, educators need to:
1. Provide assessments that are
gender fair.
Language appropriateness
Non-stereotypic model
Inclusivity
2. Offer a variety of assessment
strategies based on gender and cultural
locality.
3. Provide performance or
authentic assessment, based on measurable
gender outcomes of achievement
and learnings.
4. Provide gender relevance to
experience.
5. Develop reliabilities and
validities across gender and ethnic groups.
6. Record assessment results
across gender and ethnic groups.
________________________________________________________________________________________________________________________
SERVICE OPTIONS
THAT IMPACT:
GENDER
For students of both genders to have adequate opportunities to learn, schools
need to:
1. Make community and parent
involvement meaningful.
Seek programs and community
volunteers to lead and encourage
students, especially minority
females and males, participation.
Maximize parents desire to
contribute by creating an award system
for parents time, energy and
commitment.
2. Develop and complement
policies/procedures to support gender equity.
All means all.
3. Be in compliance with federal
and state laws such as Title IX of the
Education Amendments of 1972, Title
VI of the Civil Rights Act of 1964,
504, Carl D. Perkins for
Vocational Education, Americans with
Disabilities Act,
school-to-work, drug free workplace, ethnic
intimidation, family leave, Safe
Schools Act, etc.
4. Utilize community service activities
for all students to connect/expand
the in-school educational
activities.
___________________________________________________________________________________
CHARACTERISTICS
OF
STUDENTS WHO ARE:
GIFTED & TALENTED
Gifted individuals can generally
be characterized by:
1. Extraordinary learning
strength or ability apparent through behavioral
traits, performance, or
aptitude.
2. Capacity to learn with
unusual depth of understanding, to retain what
has been learned, and to
transfer learning to new situations.
3. Capacity and willingness to
deal with increasing levels of abstraction and
complexity in their areas of
talent or intellectual strength earlier than
their chronological peers.
4. Ability to make unusual
connections among ideas, concepts, and bits of
information.
5. Ability to learn very quickly
in their areas of talent or intellectual
strength.
6. Unusually strong curiosity or
inquisitiveness; unusually strong desire to
find answers to questions or
problems that interest them.
7. Unusual insightfulness and/or
intuitiveness, especially in their areas of
talent or intellectual strength.
8. Tendency toward heightened
emotional and/or physical sensitivity.
9. Tendency to hold high
expectations (sometimes unreasonably high) of
ones self and others.
10. Capacity for intense concentration and/or focus.
__________________________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR
STUDENTS WHO ARE:
GIFTED & TALENTED
Students who are gifted
and talented students need to learn:
1. Self-directed learning skills
(e.g., study skills, organization skills, time
management skills, etc.) which
allow them to maximize their learning
effectiveness and to excel at
optimal levels of performance.
2. Critical and creative
thinking skills and problem-solving strategies,
integrated with solid learning
content.
3. Knowledge about and skills
necessary to manage potential difficulties in
learning often experienced by
exceptionally able individuals, such as
perfectionism, risk-taking,
stress, heightened sensitivities, pressure to
perform, and high expectations
of self and others.
4. Attitudes and skills
necessary for accurate and fair self-criticism and
evaluation of ones own products,
performances, and progress in
learning.
5. Research strategies and
skills essential for in-depth study and advanced
learning, taught as early as
possible in students educational career.
6. Knowledge of self (including
learning abilities, learning styles, interests,
nature of giftedness, etc.) and
knowledge about other gifted individuals
as a resource for personal
development.
7. High-level development of
effective communication, collaboration, and
self-advocacy skills.
8. Self-understanding gained
from consistently experiencing learning
situations that are challenging
enough to make hard work necessary.
__________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WHO ARE:
GIFTED & TALENTED
To provide effective classroom practices to students who are gifted and
talented, educators need
to:
1. Use teaching methods and
learning opportunities shown by research and
practice to be especially
effective with gifted and talented students,
including, but not limited, to:
curriculum compacting and
acceleration strategies
fast-paced instruction and
provisions for progress through curricula
at the students personal rate
of learning
direct instruction in basic and
advanced research and study skills and
in the use of a wide variety of
technology
instructional planning that
anticipates differences in diverse learning
needs and characteristics of
individual students (differentiated
instruction, personal learning plans)
interdisciplinary instruction
and cross-disciplinary application of
learning content
thematic instruction
emphasis on involvement of
student choice, interests, and learning
strengths
in-depth learning projects and
independent investigations, done both
individually and in small groups
judicious use of competitions
2. Provide content learning that
requires gifted and talented students to be
engaged a majority of their
learning time in higher-level thinking,
abstract thinking,
problem-solving, creativity and innovation, and high level
research and study skill
development.
3. Use flexible, non-permanent
instructional grouping practices designed to
facilitate accelerated/advanced
academic learning (e.g., cluster-grouping,
cross-age grouping, grouping by
achievement level for specific
instruction, interest grouping,
collaborative problem-solving groups,
etc.).
4. Offer counseling and guidance
strategies specifically designed around the
unique affective needs of gifted
and talented students (e.g., feelings of
being different, effects of
uneven development, need for effective selfadvocacy,
motivation, interpersonal
skills, coping with learning barriers,
etc.).
5. Provide opportunities for
real world investigations and experiences,
both inside and outside of the
regular classroom (e.g., in-depth study of
real problems, work-study,
exploration of local and global issues, career
exploration, community service
experiences, etc.).
6. Use flexible scheduling
allowing for a variety of learning opportunities
and purposes.
7. Provide access to scholars,
expert practitioners, and gifted role models
(especially important for gifted
female students and gifted minority
students).
8. Provide opportunities for
students to demonstrate achievement and
excellence through competitions,
exhibitions, performances,
presentations, etc.
9. Provide exposure and access
to advanced ideas, research, and works of
eminent producers in many
fields.
10. Provide frequent and regular
opportunities to learn and work with peers
of like ability and interest.
____________________________________________________________________________________
ASSESSMENT STRATEGIES
FOR
STUDENTS WHO ARE:
GIFTED & TALENTED
In assessing the learning of students who are gifted and talented, educators
need to consider:
1. Allowing gifted students to
test out of required course work,
challenging a class or unit of
study, or waiving requirements based on
satisfactory demonstration of
prior knowledge, skill, or ability.
2. Pre-testing before
instruction in order to make decisions about
appropriate instruction for the
student.
3. Creating assessment tasks
that require complex and abstract thinking, are
appropriately challenging, allow
divergent responses, emphasize both
the depth/breadth and quality of
the students learning, and motivate
students to show their highest
level of performance.
4. Using portfolios of the
students work and/or performance over time
that
Keep track of continuous
progress in the curriculum
Incorporate evidence of
learning through a variety of assessment
methods
Make accommodation for
different learning styles
Show evidence of complexity of
learning
Provide opportunity for timely
and constructive feedback on
students products or
performances, including opportunity for
student to revise or improve
his/her work
Give evidence of affective
growth and development
5. Emphasizing student
self-evaluation using agreed-upon or predetermined
standards of excellence in
evaluation criteria.
6. Providing supportive
assessment environments that both encourage
and allow high-level performance
and risk-taking.
7. Using out-of-level tests
(e.g., 5th grade level test for a student currently
in 3rd grade, end of unit exam
from a class above current grade level,
taking Scholastic Aptitude Test
as a seventh grader, etc.) to determine
student knowledge and/or
aptitude in a curricular area.
__________________________________________________________________________________________________________
SERVICE OPTIONS
FOR
STUDENTS WHO ARE:
GIFTED & TALENTED
For students who are
gifted and talented to have adequate opportunities to
learn, schools need to:
1. Offer accelerated learning opportunities
and settings in the regular
school program (e.g., advanced
academic classes, advanced classes in the
arts, advanced placement
programs, honors classes/programs,
International Baccalaureate
Program, grade-skipping opportunities, early
admissions, etc.).
2. Provide grouping arrangements
that provide intellectual and interest
peer group interactions (e.g.,
cluster groupings, pull-out programs,
seminars, magnet programs,
collaborative problem-solving groups, self-contained
programs, pre-school programs,
etc.).
3. Create personalized Learning
Plans developed cooperatively by students,
parents, teachers, and
counselors, covering a variety of time frames (e.g.,
unit of study, semester, school
year, multiple years, etc., especially for
highly gifted students).
4. Offer supplemental
inside-of-school and outside-of-school enrichment
and extended learning programs
and activities (e.g., Super Saturdays,
summer academic and enrichment
programs, clubs, field trips, extended
travel, student exchange
programs, academic contests and competitions,
mentorships/internships,
community service activities, etc.).
5. Provide career exploration
and career counseling programs, including
future education planning,
counseling, and guidance.
6. Offer counseling and guidance
services especially for gifted students
provided by educators with
expertise in gifted and talented student
education (e.g., self-awareness
programs at the elementary level, advisor advisee
groups at middle school, special
counseling and advisement at
high school).
7. Offer support services in the
school for gifted and talented students
provided by persons with
expertise in both gifted and talented education
and specialty areas (e.g., counselors, special education
personnel, teachers
for the visually and/or hearing
impaired, teachers for students with
limited English proficiency,
etc.).
8. Design efforts to coordinate,
combine, and/or share resources, people
and facilities within a district
or building in order to maximize access to
and utilization of available
resources for supporting student learning
(e.g., very talented younger
students utilizing studios or laboratories at
high school or college, high
school teachers working with talented
middle level students in
accelerated academic programming, etc.).
9. Offer programs for providing
information and training in gifted and
talented education for parents,
teachers, and administrators.
10. Offer support and
information services for parents and professional
educators provided by trained
persons who have responsibility for gifted
and talented education
programming (e.g., state director of gifted
programming, district and
building coordinators, school-based resource
teachers, etc.)
11. Facilitate cooperative
agreements between K-12 schools and institutions
of higher education providing
for concurrent enrollment, dual credit,
and other advanced and/or
postsecondary options.
_________________________________________________________________________________________________________
CHARACTERISTICS
OF
STUDENTS WITH:
LEARNING DISABILITIES
(Perceptual/Communicative Disability)
1. Students with learning
disabilities often tell us things like:
Its just harder for me to
learn than for the other kids.
I feel frustrated when I
can't do it.
Sometimes I don't feel very
smart.
2. Teachers often say things
like this about students with learning
disabilities:
I know shes bright, but she
cant perform tasks that other students
can. She has so much trouble
reading (or writing, or doing math).
Hes so disorganized, nothing
ever gets done.
3. Parents may tell us things
like:
She doesnt have many
friends.
He doesnt like school.
"She's just slower than
her younger sister."
"He's just not
motivated."
4. Research and experience tell
us:
Students with learning
disabilities:
are capable of learning and
can be productive, participatory
students and citizens.
form a heterogeneous group
with a wide range of skills, talents and
needs.
may experience difficulty
learning throughout their lives.
Learning disabilities are
related to differences in central nervous
system functioning which affect
perception and language and cognitive
processing. This leads to
difficulty acquiring academic and social skills.
As a result students may be less
actively involved in learning and may
be less efficient learners.
Students with learning
disabilities may experience difficulty:
developing effective social
skills
acquiring academic skills
applying what they've learned
making appropriate decisions
expressing themselves and
understanding others
remembering information
utilizing effective, efficient
learning strategies
Learning disabilities are not
caused by mental retardation, emotional
disturbance, sensory
impairments, or other disabilities.
_________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR
STUDENTS WITH:
LEARNING DISABILITIES (LD)
(Perceptual/Communicative Disability)
Students with learning disabilities
need to learn:
1. The essential, component
skills necessary to learn to read, write and do
mathematics.
The skills of reading, writing,
speaking/listening and mathematics are
essential learnings for students
with learning disabilities and are inherent
to the acquisition of all other
learning. The development of these skills
are ongoing and should be
incorporated across content and grade levels.
Essential, component skills
for reading that may prove difficult for
students with learning disabilities
include:
decoding skills
vocabulary skills
accessing essential background
knowledge
comprehension skills
summarization
self-monitoring for accuracy
and comprehension
Essential, component skills
for writing that may prove difficult for
students with learning
disabilities include:
development of ideas
retrieval of background
information
organization for and of
writing
sentence formulation
mechanics and spelling
accuracy
penmanship
self-monitoring of writing
process
Essential, component skills
for mathematics that may prove difficult
for students with learning
disabilities include:
understanding the language of
math
understanding and applying
math concepts
fluency and automaticity in
using math facts and procedures
2. Effective techniques,
strategies and tools to compensate for their learning
difficulties.
Memory strategies
Study strategies
Listening strategies
Attending strategies
Computers and calculators
Manipulatives
Multi-sensory strategies for
perceptual deficits
3. The self-management skills
necessary to control their learning, their
behavior and their lives.
Self-monitoring techniques
Time-management techniques
Effective organizational
strategies
Long and short term goal
setting techniques
Coping/stress management
techniques
Conceptual maps and notebooks,
clear assignment sheet for grades
4. The social skills
necessary for successful interpersonal relationships.
Initiating and maintaining
conversations
Cooperating with peers and adults
Interpreting verbal and
nonverbal cues
Resolving conflicts through
positive and socially acceptable methods
Identifying and using various
roles appropriately in the family,
community and school
5. The skills necessary to be
an effective self-advocate.
An understanding of their own
personal strengths, skills and needs
The ability to build on and
develop strengths and talents
The reasons for personal
success and failure, including understanding
the positive results of
persistence
Negotiation skills
The ability to seek
assistance, including knowing when, where, and
what to ask of whom
6. The problem solving
techniques to respond flexibly in various situations.
Decision-making
Critical thinking
Awareness and knowledge of cause
and effect
determining appropriateness of
risk taking
7. Practical life skills
necessary to function effectively and with satisfaction at
home and in the community.
Maintaining health and hygiene
Developing leisure activities
Managing personal finances
Choosing and maintaining
appropriate living arrangements
8. Career development skills
to make and pursue appropriate personal
employment choices.
Behaviors necessary for
successful employment and training
Awareness of career interests
and aptitudes
Skills for considering and
pursuing future education and training
options
The specific skills necessary
to obtain and maintain targeted
employment when needed
9. Language skills necessary
to adequately express themselves and
understand others.
Vocabulary
Grammar
Pragmatics
_________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WITH:
LEARNING DISABILITIES (LD)
(Perceptual/Communicative Disability)
To provide effective
classroom practices to students with learning disabilities,
educators need to:
1. Teach using effective
instructional strategies.
Present the same information
and directions through various
modalities.
utilize materials such as charts,
maps, tapes, overheads, flannel
boards, chalk boards, VCRs,
video cameras, and hands-on materials
to present information
color code written material
provided to students when appropriate.
(For example, all information
that needs to go home could be on
yellow paper, all science
material could be on blue paper, the
student can edit or highlight
with different colors, or written
directions can be consistently
highlighted in the same color.)
give directions in both oral
and written formats. Written directions
may be on the chalkboard, on the
overhead, on chart paper, or on
handouts or outlines
Provide opportunities for
active learning.
provide a variety of
experiential activities such as math
manipulatives, music and physical
movement, role playing, science
experiments
provide opportunities for
students to have frequent, short exchange
of ideas and information with
each other
present challenging, relevant
problems to students to solve
Establish relevance so the student
can relate learning to real life
experiences.
provide opportunities for
community members to work with
students to enhance the
relevancy of the skills being taught
provide opportunities for
students to learn and apply skills outside
the school setting
Provide outlines, study
guides, and graphic organizers prior to and
during instruction.
have visual charts and
diagrams to help students see relationships
between and among concepts
help students learn to develop
their own visual organizers
Modify assignments and tests
when appropriate.
provide a) alternative
assignments, b) shortened assignments,
c) alternative resources (large
print books, reading materials on tape,
calculators, alphabet strips,
Franklin spelling devices) and d) worksheets
with clear and limited print
Give students more time and
support to process information.
allow extra time for students
to answer oral questions or
opportunities to
"pass" and answer later
provide quiet time and/or
extra time to facilitate the processing of
new information
ask students to repeat or
rephrase directions
redefine terms or rephrase
information to facilitate student
understanding
Thoughtfully and deliberately
select and use specific instructional
methods for students needing alternative
approaches to develop
essential reading, writing and
mathematics skills.
select from a variety of
approaches so that the instruction matches
student's learning style and
needs
select from a variety of
approaches including direct, explicit
instruction and exploratory,
discovery activities as determined by
student need and task
constraints
select from a variety of
approaches including multi-sensory
phonetic, linguistic, and whole
language to teach language skills
Check frequently to ascertain
student understanding.
have students paraphrase or
put information in their own words
have students use hand signals
to indicate whether they are with
you or not (thumbs up,
"yes", thumbs down, "no")
use frequent, short quizzes
2. Establish supportive
classroom environments.
Group and regroup students
using a variety of arrangements.
group and regroup students by
multi-age, ability and mixed ability
levels, learning styles, and
cooperative learning
provide small group or
one-on-one instruction
Arrange the classroom so there
are quiet places and social places.
provide areas in the classroom
for students to be away from others
(a study carrel, sofa, bean bag,
or desk which is separated from the
other desks)
provide seating arrangements
and activities to facilitate
development of social skills
Establish and communicate
high, yet realistic and specific expectations
for performance.
provide opportunities for
learning from errors and for overlearning
through review, repetition, drill
and practice, direct
instruction
provide grading criteria prior
to student beginning a project so
student knows what is expected
of him/her
consistently and positively
reinforce students when they meet the
expectations
consistently provide immediate
and informative feedback on
student performance when
appropriate
allow opportunities for the
student to monitor, evaluate and
describe to others his/her own
progress and record growth and
changes on graphs, learning or
behavior contracts, or incentive
charts
provide ongoing home-school
communication about student
progress, resources for
appropriate emotional and academic support,
and appropriate way parents can
help students
establish and follow classroom
routines
teach with enthusiasm
Provide frequent opportunities
for student success and acknowledge
the strengths and positive
aspects of students' work and behavior.
provide opportunities for
enriching, challenging work in strength
areas
assist students in
understanding and using their strengths and
talents
assist students to understand
and explain to others their learning
strengths and needs
3. Deliberately focus
instruction on what students need to learn.
Identify and focus on the most
important information/concepts of the
curriculum.
develop a master list of
essential information to be learned for each
class, unit, or subject area and
teach it
model and provide guided
practice of material presented in class
before expecting the student to
practice on his/her own
teach concepts in several
different ways to facilitate student's
application to several different
situations
Make sure that the important
terminology is clear.
provide direct, explicit
instruction in essential vocabulary
teach procedural terms as well
as subject and concept vocabulary
Develop students' thinking
skills.
provide direct instruction,
modeling and practice to develop
problem solving and decision
making skills
plan activities that require
students to remember facts, understand
information, apply learned
information, synthesize information,
analyze information, and
evaluate information
Teach specific skills
necessary to be a successful student and learner.
provide instruction, modeling
and practice in listening, speaking,
and attending
provide instruction, modeling,
and practice in memorization
strategies such as clustering
and mnemonic devices
provide instruction, modeling
and practice in self-monitoring and
regulation skills
teach the skills necessary to
be successful in cooperative learning
activities in which each student
is responsible for decision making,
responsibility, and sharing
his/her portion of the work
Provide and teach the
students to use learning aids and technology.
alphabet strips, number lines,
Franklin spelling devices, calculators,
word processing, computer-aided
instruction, tape recorder,
amplification devices, and spell
checkers when appropriate
Teach career related skills.
provide career awareness,
exploration, choice and preparation
experiences as part of various
thematic units
__________________________________________________________________________________________________________
ASSESSMENT STRATEGIES
FOR
STUDENTS WITH:
LEARNING DISABILITIES (LD)
(Perceptual/Communicative Disability)
In assessing the learning of students with learning disabilities, educators need
to:
1. Consider the following
factors in the development, norming and
standardization of tests used to
determine whether students meet a
standard:
Alternative assessment methods
that are specific to individual
strengths and needs (i.e.,
portfolios, paper-pencil tests, demonstrations,
interactive computer
presentations).
Language and readability
levels (i.e., simple instructions with
controlled vocabulary and short,
declarative statements are most easily
understood).
Test format
variety of question formats
(multiple-choice, fill-in-the-blank,
matching, etc.)
computerized presentation
versus paper-pencil tasks
enlarged print as appropriate
white space on paper to
provide organizational cues, work space for
problem-solving and assist in
visual tracking
Assessment of a range of
thinking skills (for instance, representative of
a hierarchical taxonomy, i.e.,
Blooms).
Test design to allow for
various response methods
untimed administration
expression of learning through
oral, written and graphic/pictorial
responses
oral versus written responses
short and long forms of the
test
score is based on content
mastery rather than quality of written
response (i.e., avoid grading
content acquisition based on
grammatical structure, spelling,
neatness)
2. Consider the following in
administrating standards-based assessments:
Provide for technological
accommodations for student responses
computer access, calculator,
tape recorder, an extra copy of the test
(to mark or write on), etc.
Provide individuals with
procedural accommodations
readers, writers for oral
responses,
extra paper for making notes,
extended time
more than one opportunity to
take the test
people to supervise procedural
changes, i.e., when the time allowed
for taking the test is extended,
when the test is administered a
second time, when taped
administration/ responses are to be used.
Provide for environmental accommodations
preferential seating based on
specific needs (seating away from
windows or hall noise)
control for distractions
(separate room or smaller room rather than
a large group setting)
3. Consider the following for
classroom assessments of standards.
Teacher observation across
time and settings
Anecdotal records
Student self-assessment
Mastery of skills related to
essential learnings
Hands-on performance
Demonstration of learnings
(written, oral, projects, visual arts,
performing arts)
Interviews of students
Assessments of developmental
milestones for age appropriate skills
Social skills assessment
Reports/observations from
internships and vocational experiences
Products from cooperative
groups
Grading assessments using alternative
grading methods
________________________________________________________________________________________________________
SERVICE OPTIONS
FOR
STUDENTS WITH:
LEARNING DISABILITIES (LD)
(Perceptual/Communicative Disability)
For students with learning disabilities to have adequate opportunities to
learn, schools need to:
1. Provide staff development and
follow-up activities to assist staff in
working with students with
learning disabilities.
2. Provide trained staff to help
students acquire communication skills,
motor skills, social skills,
academic skills, and affective skills.
3. Support collaboration between
special educators and classroom teachers
by establishing common planning
time, flexible scheduling, and team
meetings.
4. Utilize teams (including
parents, teachers, students, and agencies) to
problem-solve and determine
appropriate and timely interventions for
students experiencing
difficulties.
5. Adjust student-teacher ratios
to allow for effective instruction, frequent
student feedback, opportunities
for individual instruction, and effective
classroom management.
6. Provide opportunities for
students to receive direct instruction in small
group and individual
settings--in or outside the regular classroom--to
address student needs.
7. Provide alternative
scheduling options for students
8. Enhance the learning
environment through the use of current
technologies and multimedia
equipment to compensate for students
learning differences.
9. Provide planning and
instruction for students post secondary goals.
10. Collaborate with parents and
families to gain mutual understanding of
their childs needs and
strengths.
11. Provide opportunities for
students to help other students.
12. Help parents and students explore
community resources to provide
experiences for students to
participate in community groups and
activities.
13. Collaborate with community
agencies to help students, preschool - 12th
grade, attain the skills needed
for educational success and independent
living.
_________________________________________________________________________________________________________
CHARACTERISTICS
FOR
STUDENTS WITH:
LIMITED ENGLISH PROFICIENCY (LEP)
Research has shown that students
acquire a second language in the same way
that they acquire the first
language. It is an exploratory process with verbal
expression increasing as
confidence and knowledge are gained through trial
and error. Researchers have
defined the following stages with corresponding
expectations. Since language
acquisition is an ongoing process, stages may
overlap and growth may occur at
varying intervals.
1. Silent/Receptive Stage
The student does not verbally
respond to communication in the second
language although there is
receptive processing. The student should be
actively included in all class
activities, but not forced to speak. Employing
the natural approach and total
physical response strategies will allow the
student time and clues to
encourage participation. Students are likely to
respond non-verbally to peer
buddies, inclusion in general activities and
games, pictures, audiovisuals,
and hands on projects. As students
progress through this stage,
they will provide one word verbal responses.
Characteristics:
verbally unresponsive
advancing to one word responses
hesitant, often confused and
unsure
indicate comprehension
nonverbally
develop listening skills
associate sound and meaning
2. Early Production
The student begins to respond
verbally using one or two words and to
develop the ability to extract
meaning from utterances directed to them.
The student continues to develop
listening skills and builds up a large
recognition (passive)
vocabulary. As students progress through the stage,
two or three words may be
grouped together in a short phrase to express
an idea.
Characteristics:
relate words to environment
improve comprehension skills
grasp main idea without
understanding all parts
focus on key words and
contextual clues
one word verbal responses
advancing to groupings of two or three
words
3. Speech Emergence
The student begins to respond in
simple sentences if he or she is
comfortable with the school
situation and engaged in activities in which
he or she is receiving large
amounts of comprehensible input. All
attempts to communicate
(gestures, attentiveness, following directions,
etc.) should be warmly received
and encouraged. It is especially important
that neither instructor nor
students make fun of or discourage attempts at
speech.
Characteristics:
produce words that have been
heard many times and understood,
but may be mispronounced (Young
students pronunciation will
improve naturally as they
interact with peers.)
errors of omission
produce what is HEARD such
as common nouns, verbs, and
adjectives
4. Intermediate Fluency
The student gradually makes the
transition to more elaborate speech so
that stock phrases with
continued good comprehensible input generates
sentences. The best strategies
are to give more comprehensible input,
develop and extend recognition
vocabulary, and give students a chance to
produce language in comfortable
situations.
Characteristics:
errors more common as
utterances are more complex
grammar not acquired yet
(Concentrating on grammatical elements
is counterproductive to the
process of language development.)
extensive vocabulary
development
5. Advanced Fluency
The student begins to engage in
non-cued conversation and to produce
connected narrative. This is
appropriate timing for some grammar
instruction, focusing on
idiomatic expressions and reading
comprehension skills. Provision
should be made for activities designed
to develop higher levels of
thinking, vocabulary skills and cognitive skills,
especially reading and writing.
Characteristics:
level of comprehension higher
but not advanced enough for all
academic classroom language
can interact extensively with
native speakers
fewer errors in grammar
many students in transitional
English reading program
although many reading skills
transfer from one language to
another, extensive vocabulary
development in English is still
required
student may still be
functioning in BICS (Basic Interpersonal
Conversational Skills) language
proficiency level
Adapted from Project Talk, a
Title VII Academic Excellence Program,
Aurora Public Schools.
_________________________________________________________________________________________________________
ESSENTIAL LEARNINGS
FOR
STUDENTS WITH:
LIMITED ENGLISH PROFICIENCY (LEP)
Students with Limited
English Proficiency need to learn:
1. Language
Since thoughts and rhetoric
vary across languages students need an
understanding of these patterns.
The student needs to learn
listening with comprehension.
The student needs to learn
speaking with clarity.
The student needs to learn
reading for understanding.
The student needs to learn
writing for effectiveness.
The student needs supplemental
instruction and support to learn
social and academic language.
The student needs supplemental
instruction and support to learn
content area vocabulary,
idiomatic expressions, modals (i.e., will,
could, should) and tag verbs
(i.e., make: make-up, make-believe,
make-out).
The student needs supplemental
instruction and support to learn
note taking.
The student needs supplemental
instruction and support to learn test
taking.
The student needs supplemental
instruction and support to learn
phonics, spelling, and grammar,
in addition to the syntactic and
semantic aspects of the second
language.
2. Classroom
Skills and strategies in
cross-cultural communication include:
How to express opinions and
thoughts.
How to seek and interpret
feedback.
Understanding strengths and
capitalizing on those strengths.
Strategies of active learners.
How to work competitively as
well as cooperatively.
How to ask for help.
How to take risks.
3. Rights and
Responsibilities
Skills and strategies in
cross-cultural communication include:
Learning attendance,
discipline and all other school and district
policies such as grading,
holidays, standards and assessments.
Learning grievance policies
and procedures.
Learning strategies and
knowledge for successful interaction both
within/without own culture.
_________________________________________________________________________________________________________
CLASSROOM PRACTICES
FOR
STUDENTS WITH:
LIMITED ENGLISH PROFICIENCY (LEP)
To provide effective
classroom practices for students with limited English
proficiency, educators
need to:
(These recommendations need
to be evident in every classroom with a
language minority student at
the elementary and secondary levels.)
1. Use Effective Teaching
Strategies
There is a broad range of
instructional practices and strategies that need to be
employed in assisting language
minority students to learn content area
concepts as they learn the
English language. These teaching strategies
include, but are not limited to:
Giving students flexible time
for learning.