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Curricula and Strategies for Students with Mild Disabilities

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on 31 August 2014

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Transcript of Curricula and Strategies for Students with Mild Disabilities

Curricula and Strategies for Students with Mild Disabilities
Implementing Appropriate Curricula
It is important for educators to use appropriate curricula for students with disabilities.
Considerations for selecting appropriate curricula:
The curriculum are adaptable to the varying skill levels of each child in the group
Meet needs and interests of student population
Offer open ended activities for children to make choices
Include objectives for the activities offered
Offer a balanced teacher directed and child-led activities
Facilitate an engaging learning environment
Incorporate literacy to support reading and writing

Instructional Strategies
Identify Appropriate Instructional Strategies
http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html
Social Emotional Strategies
Students need to have skills in managing negative emotions, following directions, and navigating relationship with others in a school setting. Social emotional functioning is often a challenge for students with and without disabilities. A student with an emotional disability can display persistent mood of unhappiness or depression, inappropriate behavior or feelings, inability to learn abstract concepts, show tendency to develop physical symptoms or fear related with personal or school problems, or inability to sustain interpersonal relationship with peers or teachers.
Conclusion
Educators must:
use appropriate curricula that are adaptable to the varying skill levels of each child and meet needs and interests of student population
use appropriate instructional strategies to provide students with disabilities access to the general education curriculum.
Provide social emotional skills students need to manage negative emotions, following directions, and navigating relationship with others in a school setting

Pre-Assessment
Reading
Writing
Mathematics
Cooperative Learning Groups
Cooperative learning groups range from two or more students working together to explore, problem solve, justify, and draw conclusions for the problem being explored
Cooperative learning:
Provide frequent opportunities for more students to respond to a question
increase engagement
provides immediate feedback from peers

Hands-on Learning
With hands-on learning:
students can manipulate and visualize abstract problems
verbalize thinking
discuss concepts and ideas
relate real-world situations to educational symbolism
work collaboratively with peers
find a variety of ways to solve problems
develop and strengthen skills such as memory retention, reading, motor skills, hand-eye coordination, and learning awareness

Inquiry-based Learning
With inquiry-learning students are active participants in the learning process. Students engage in investigations by observing, collecting and interpreting data, and deriving to conclusions Students investigate and research possible procedures and solutions instead of depending on teachers to provide information.

Stress Reduction Strategies
Some stress reduction strategies students can use are yoga and meditation. Yoga used as a small group intervention may improve attention in class and adaptive skills, reduced depressive symptoms, behavioral symptoms, and internalizing symptoms. Transcendental Meditation (TM) reduces anxiety and stress.

School-wide Social Emotional Learning (SEL)
Some schools use a school wide Social Emotional Learning (SEL) as routines that include emotional and conflict resolution strategies.
SEL approach:
emphasizes on developing language and communication skills through the recognition and labeling of emotions
creates positive environments that provide supportive relationships with adults and peers create a supportive, empowering, and engaging classroom climate

References
Bargerhuff, M.E. (2013). Meeting the needs of students with disabilities in a stem school. American Secondary Education 41(3), 3-20.
College Preparatory Mathematics (2014). A Complete balanced mathematics program for grades 6-12. Retrieved from www.cpm.org
Grosswald, S. & Travis, J. (2009). New study: Transcendental meditation technique reduces ADHD symptoms. Maharishi University of Management. Retrieved from http://www.mum.edu/Customized/uploads/about/publications/achievements/2009_01_30.html
Kolloffel, B., Eysink, T. H. S. & de Jong T. (2011). Comparing the effects of representational tools in collaborative and individual inquiry learning. Computer-Supported Collaborative Learning, 6, 223–251. DOI 10.1007/s11412-011-9110-3
Kunsch, C. A., Jitendra, A.K & Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research & Practice, 22(1), 1–12.
Mountain Math (2014). Helping students reach the top. Retrieved from http://www.mtmath.com\
Moving With Math (2014). Moving with math makes math easy. Retrieved from https://www.movingwithmath.com
Preventing Academic Failure (n.d). A program to prevent and remediate academic failure. Retrieved from http://www.pafprogram.com/
Sayyed Obaid, M. A. (2013). The impact of using multi-sensory approach for teaching students with learning disabilities. Journal of International Education Research, 9(1), 75-82.
Selecting Developmentally Appropriate Curriculum (2008). Teacher Enrichment Training Solutions Newsletter, 3(5). Retrieved from http://www.cceionline.edu/newsletters/May_08.html#LETTER.BLOCK3 The Road to Reading (2014). Intervention for struggling learners. Retrieved from http://www.theroadtoreading.com/
Steiner, N. J., Sidhu T. K., Pop, P. G., Frenette, E. C., & Perrin E. C. (2013). Yoga in an urban school for children with emotional and behavioral disorders: A feasibility study. Journal of Child and Family Studies, 22, 815–826. DOI 10.1007/s10826-012-9636-7
Step Up to Writing (n.d.). Teaching writing with proven strategies, creating great writers one Step at a time! Retrieved from http://www.soprislearning.com/literacy/step-up-to-writing
SQ Write, An Executive Functioning Writing Curriculum(2013). Retrieved from http://sqwrite.com/
Wilson (2013). Achieving literacy for life: Wilson at work. Retrieved from http://www.wilsonlanguage.com
WriteReflections (2011). Research-based elementary and junior and senior high writing curriculum. Retrieved from http://www.writereflections4u.com

Post-assessment
Name at least one site where you can locate

• Math curricula:____________________________
• Reading curricula:_________________________
• Writing curricula:__________________________
Name at least two sites where you can locate instructional strategies
1. ______________________________________
2._______________________________________
Name at least one cite where you can locate social emotional strategies
1. ______________________________________
Name at least one cite where you can locate stress release strategies
1._______________________________________

Lets Explore
Achieving literacy for life: Wilson at work
http://www.wilsonlanguage.com
Preventing Academic Failure

http://www.pafprogram.com/
The Road to Reading
http://www.theroadtoreading.com/

Lets Explore
SQ Write, An Executive Functioning Writing Curriculum
http://sqwrite.com/
Step Up to Writing
http://www.soprislearning.com/literacy/step-up-to-writing
WriteReflections
http://www.writereflections4u.com
Lets Explore
College Preparatory
http://www.cpm.org/
Mountain Math
http://www.mtmath.com\
Moving With Math
https://www.movingwithmath.com
Lets Explore
Concept to Classroom: Inquiry Based Learning

http://www.thirteen.org/edonline/concept2class/inquiry/
http://www.thirteen.org/edonline/concept2class/inquiry/video_p1-1.html

Why Inquiry Learning is Worth the Trouble
http://blogs.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/
Lets Explore
Cooperative and collaborative Learning
http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

Connecting Standards-Based Curriculum to Instructional Planning
http://iris.peabody.vanderbilt.edu/module/cnm-5/
It is important to use appropriate instructional strategies to provide students with disabilities access to the general education curriculum. Instructional strategies can affect the classroom environment, learning experience, and student engagement. Some appropriate instructional strategies that provide students with disabilities access to the general education curriculum include collaborative learning, hands-on learning, and inquiry-based learning

For other strategies explore:
Colorin Colorado:Cooperative Learning Strategies
http://www.colorincolorado.org/educators/content/cooperative/
Teacher Vision: Cooperative Learning Teaching Strategies
https://www.teachervision.com/cooperative-learning/resource/48649.html


Hands-On, Minds-On Activities
http://www.scholastic.com/browse/article.jsp?id=3751901

Lets Explore
Hands-on learning help students understand abstract concepts
Lets Explore
RULER
http://ei.yale.edu/ruler/ruler-overview/
Positive Behavioral Interventions and Supports: Effective School wide Interventions
http://www.pbis.org/
Social and Emotional Learning
http://www.edutopia.org/social-emotional-learning
CASEL social and emotional learning
http://www.casel.org/
Lets Explore
Transcendental Meditation Technique
Reduces ADHD Symptoms
http://www.mum.edu/Customized/uploads/about/publications/achievements/2009_01_30.html
Yoga Calm
http://www.yogacalm.org/about.asp
The Quiet Time Program
https://www.davidlynchfoundation.org/schools.html
Hands2Mind
http://www.hand2mind.com/resources/benefits_hands_on_learning.js
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