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Ready or Not Here We Come

What General and Special Educators Need to Know for Success with Special Education Students in General Education Classes

Jessie Weber

on 2 February 2013

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Transcript of Ready or Not Here We Come

Attitude & Mindset Collaboration Effective Classroom
& Teaching Practices To improve the academic performance/success of special needs learners in general education classes by enhancing your attitude, preparation, and effectiveness relative to teaching special needs learners in general education classes. Learning Outcome A mnemonic device is any learning technique that aids information retention. It transfers information into a form that the brain can learn better.
Mnemonics Neatly Eliminate Man’s Only Nemesis- Insufficient Cerebral Storage
Students with learning disabilities who receive instruction with mnemonics will achieve better than 95% of students not receiving instruction with mnemonics (ES= 1.62) USE MNEMONICS WEIGHTED EFFECT
SIZE (ES) Build instruction on student's
intelligence preferences
learning styles
interests IDENTIFY AND BUILD ON STUDENT LEARNING PROFILES/INTERESTS “Children will find in the eyes of parents and teachers who raise them, mirrors in which they discover themselves.” Acrostics
My Very Educated Mother Just Served Us Nine..
Please Excuse My Dear Aunt Sally
Key Word Method
COMMON MNEMONIC DEVICES For this presentation, refer to this as ‘the other’ curriculum compacting FOCUS ON VARYING EXPECTATION/PERFORMANCE
Parallel Teaching
Complementary Teaching
Student and teacher demonstration on board or overhead projector
Students volunteer usually
Public correction
Begin homework in class
Assigned homework four nights a week
Weekly quizzes Bi-literate in Spanish and English
Good sense of humor
Abuela and Chris are important
Throws objects
Refuses to do board work
Polishes nails
Listens to I-Pod
Easily frustrated ROSA AND A MIDDLE
Randy Soffer, Ph.D.
sofferr@stthom.edu What do you want to leave here remembering from this session? CLOSURE PUT YOURSELF IN
STUDENT’S SHOES Student with disability as:
reciprocal tutor-tutee
cross age tutee
cross-age tutor
same age tutor WHAT FORM OF
WORKS BEST? Co-teach with other professionals and paraprofessionals
Use peer mediated instruction
Problem-solve with colleagues, parents, and students to create a student-learning environment match WORK WITH AND
THROUGH OTHERS Reading of classic novels (e.g., Animal Farm)
Teacher and authors use idioms and figurative language
Conceptual demands: understanding of symbolism, generalize themes to real life, abstract vocabulary
Round robin reading
Class starts with rapid fire questions
Independent chapter readings
No visuals in novels
Lecture and whole class discussion format only 16 years of age
Strong interpersonal skills
Auditory processing problems
English language learner
Relies on phonetic structure to decode
Independent reading level is significantly below grade level
Visual learner
Knowledgeable about plants and animals CHANG AND A HIGH SCHOOL
LANGUAGE ARTS CLASS Materials written at 4th grade readability
Oral reading
Short written answers to textbook questions
Published tests and teacher designed quizzes
Small group activities 1X a month
Independent research paper
in science or social
studies Reads and writes independently at 2nd grade level
Good decision-maker
Likes being in a leadership role
Relates well with younger children
Never does homework
Walks out of class when frustrated KEVIN AND 4TH GRADE
How enthusiastic are you about teaching students with special needs in general education classrooms?
(1: not at all TO 5: very much)
To what degree do you feel prepared (know what to do) to help students with special needs to be successful in general education?
(1: not at all TO 5: very much)
To what extent do you feel you can be effective in teaching students with special needs in the general education classroom?
(1: not at all TO 5: very much) PRE-ASSESS SEE THE STUDENT
NOT THE DISABILITY 1.People have needs and wants that are met by different roles within a community
2. All cultures contain some of the same elements

1. Natural signs can be used to predict weather
2. Clouds can be indicators of different weather Participants will acquire at least three new ideas/strategies that they are excited about using. Session Objective Three Assumptions Big Idea #1 --- William Glasser Rebecca is 12 years-old and has Down Syndrome. Her IQ is 55. She has moderate mental retardation. Her receptive and expressive language are at the 6 year 6 month level. She has minimal basic academic skills. She hates changes in her daily routine. Time on task and task completion skills are poor. Ann is an active 12 year-old who enjoys being with other students and making friends. She has a good memory for details and for following through on activities that are part of her daily routine. She likes doing things independently. She is good at operating electronic devices such as her I-pod. WHO WOULD YOU RATHER
IN YOUR STUDENTS Big Idea #6 Ann Rebecca Big Idea #9 Big Idea #5 What form of Co-Teaching is
going on in these examples? Big Idea #10 Big Idea #2 Big Idea #3 Student Instruction Student Instruction Student Instruction Big Idea #4 Big Idea #7 Example: Physical Education
There is more than one level of expectation/performance for dribbling a ball. 1. Specific sounds correspond to letters in the alphabet
2. Passages from texts can reveal a character’s personality

1. We can combine coins in different ways to make the same amount of money
2. Using geometric terms is one way to describe the structure of our environment Social Studies/History Science Language Arts/English Math Big Idea #8 Develop a mnemonic device to help you to remember what was most important about this session for you or yourself and others. 1 . You are doing a lot of things right when it comes to teaching
students with disabilities in general education classes.
YES or NO?

2. In spite of all that you are doing right, there is room for
YES or NO?
3. I can help you improve! 1. Multiple Intelligences, Learning Styles, and Student Interest Surveys
2. Effective Instructional Strategies
3. Effective Positive Behavior Development Strategies
4. Co-Teaching
5. Peer Instruction/Tutoring
6. Curriculum Compacting
7. Mnemonics Which topic are you most interested in learning more about? 1. Multiple Intelligences, Learning Styles, and Student Interest Surveys
2. Effective Instructional Strategies
3. Effective Positive Behavior Development Strategies
4. Co-Teaching
5. Peer Instruction/Tutoring
6. Curriculum Compacting
7. Mnemonics Which other topic would you
like to investigate further? 1. Multiple Intelligences, Learning Styles, and Student Interest Surveys
2. Effective Instructional Strategies
3. Effective Positive Behavior Development Strategies
4. Co-Teaching
5. Peer Instruction/Tutoring
6. Curriculum Compacting
7. Mnemonics Which topic do you feel you need the most help with?
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