Teach_It_3_Learning Disabilities_31_May

Hello, everybody.

And thank you for joining me today as we go

over week threes lesson for teach it today is learning

that this is a learning disability that we're gonna be

discovering and talking about a little bit.

Just cover some main points about the strengths and weaknesses

of students with learning disabilities and its relation to positive

niche construction.

So, for today, we have a few different things that

we're gonna talk about.

And I hope this lesson is informative for you.

And I hope you're able to follow along with me

and again, Thank you for taking some time out of

your schedule.

So when it comes to the things that we're gonna

talk about today the strengths and weaknesses of students with

learning disabilities, what does it look like in your classroom?

Do you highlight the strengths?

Do you, um encouraged the students to work through their

weaknesses as we went over this particular weeks?

Lessons. Ah, bunch of different things came to mind and

it gave me a bunch of inside on things that

I could do differently.

It gave me a bunch of insight on ways I

can make things better for the learning disabled Children that

I come in contact with every day.

One of the things that I did this week was

I did a little bit of it.

I got a little bit of information on Universal of

design for learning.

The one thing that I actually learned was that when

the term universal design first came about, it was actually

known as barrier free design.

And it was a growing idea and concept in Europe,

in Japan and in the United States, where is best

described as early stages of, ah, global awareness that was

becoming known in the building environment as people in the

architecture feel were building buildings or constructing streets or even

something as simple as the sidewalk attached to um, the

building, they started doing something known as a curb cut.

The Kurt cut actually was a slight ramp, that transition

from the sidewalk to the street seamlessly without having someone

to jump up or down a curb if they were

in a wheelchair.

So it was just a smooth transition.

But when this particular cup Kurt cut was initially made,

a lot of designers noticed that people in wheelchairs could

use it, which was what it was designed for.

But people with skateboards or on roller skates?

A mom pushing a stroller, someone who just left a

grocery store with a shopping cart.

They noticed that everybody was able to use this ramp

that they made specifically for disabled people.

So when it comes to the universal design for learning,

it may be initially created for someone in particular.

But as we get more and more accustomed to this

term, and as it becomes more widely known and that

not only needs to be specific for the learning disabled

Children, but it should be something that everyone can easily

adapt to.

Mawr institutions around the world are actually realizing that is

not such a level field when it comes to providing

adequate learning tools and accommodations for students with differing needs

or disabilities.

This particular broadcast that we're doing not only want to

highlight this shortcomings, but we also wanna honor on these

students who ever experienced discrimination or discomfort associated with their

disability. I'm from appear from an educator again.

This is a moment to honor you as well as

to bring focus on two things that we can do

better again.

An inform everyone.

How universal access universal design, the universal design for learning

all have something to offer everybody.

When it comes to your particular classroom, there are a

couple of different things that you can do as an

educator that's gonna make things a little bit better.

One thing is known as environmental modifications.

Environmental, much modifications is something that everyone can do, and

it's just broken down as easily as this.

Educators have many options for tweak in the classroom and

school environment, so they mesh with the needs of individual

students. For example, students with autism often have acute sensitivities

to noise and physical contact.

Strategies that muffle sound through earplugs may result in fewer

emotional meltdowns or negative social interactions for students with emotional

or behavioral difficulties.

Providing a quiet room somewhere in the school where they

can go voluntarily when they feel out of controlled may

help prevent or modulate outburst or other classroom disruptions.

Positive niche construction requires that educators view the entire school

has a complex network of environments, any one of which

conserve at any given time as an effective micro habitat

from meeting a specific need of a neuro diaper student.

Because diversity is ultimately a good thing for everybody.

It makes sense whenever possible to include neuro diverse students

in a regular classroom, which already contained students with diversities

of race, gender, cultural background and sexual orientation.

I like Prelude on your Own time to view the

January through June 2012.

Classroom Graduate Special on PBs dot org.

For more information on this topic, something additional that you

as a educator can do in your particular classroom is

to make a flexible learning space for your students.

This means you need to have a flexible workspace for

students. This may look different in some classrooms, but includes

something a simple as a bungee cord strapped across the

bottom of the desk.

At the bottom of the death, students can stretch their

legs and their feet without needing to stand up by

exercising with the bungee court.

You can also include something like a being bag or

a wobble chair instead of a traditional chair, or allow

the use of headphones to prevent distractions or noise.

And the use of headphones is actually something that I

should do because somehow or somewhere reluctant on my behalf,

because some of the students abuse cell phones and cell

phone technology, so I have just allowed them in my

class. But allowing the cell phone and cell phone technology

students with learning disabilities especially, can utilize the different maps

that are on the cell phones so that they can

further increase their ability to complete some of the assignments

that they may be having students today and students years

ago are wired differently.

I have a two year old niece who can not

only operate a cellphone by just pressing buttons, but she

confined videos and actually start the video to play.

That is an indicator to me that her brain is

wired. Lee wired different differently, Then someone from my generation

not saying that my generation couldn't have figured it out

eventually. But with the wide range of technology that exists

right now, younger students on younger Children are able to

figure out things at an earlier age.

Secretary of Education under President Clinton noted that we're currently

preparing today's students for jobs that don't exist.

You with technologies that have yet to be invented in

order to resolve problems that that don't even exists or

don't are not even viewed as problems, so It's interesting.

Way back in, around 1997 the secretary of education made

the statement.

So think about how advanced we've become since then and

think about how far we still have yet to go.

Multisensory approach is something that I discussed last week in

my week twos lesson.

When it comes to the multi sensory approach, that is

just a way to get all of your senses involved.

So I made include some auditory and may include some

speaking. It may include Cem tactile, so you get multiple

senses involved in this particular approach does work in many

cases, but there are some cases that it doesn't work

as well as it was initially thought to him be

ableto work our brain friendly strategies for the classroom or

for inclusion in the classroom.

Chapter four noted that multisensory lessons did not work because

their designated right brained or left brain.

Rather, the multi sensory input stimulates more than one specific

sensory receptor region in the brain.

When multiple brain regions are activated and formed neural connections

to the new content.

That information is more likely to be successfully coded pattern

and story and multiple sites.

For example, a lesson that uses both manipulative XAS concrete

representations of a math concept and formulas to represent the

concept in abstract form will stimulate both hemispheres.

The opportunities for comprehension and retention will increase because of

that stimulation of multiple brain sites.

Most students have some ability to process information through all

the sensory learning more modalities.

Although they tend to rely on their strongest learning preference

when the activity or information is particularly challenging, the moral

lesson connects to students.

Most developed neural pathways, the more their dominant sensory process

instruments will engage them in a lesson.

Once students are engaged, they can be exposed to the

information through there in less developed intelligence is.

For example, students with a strong preference for visual learning

will have more initial activity in their occipital lobes visual

cortex during a multisensory lesson.

But as the lesson continues there, other associated brain areas

will be brought online to process the new information.

If students with a strong preference for auditory processing are

presented with the same multisensory lesson, there were first your

increased metabolic activity in their temporal lobes, auditory processing centers

before the brain's activation spreads to other areas of the

brain I know that was alive, but it was another

way to say this.

If you use the multisensory approach, you will be successful

eventually, sometimes and may not work initially.

But that just means you have to find a way,

a different way.

A different multi censoring approach toe work for your particular

student. So today I know we covered a little bit

of background.

We talked a little bit about the multisensory approach, and

we talked a little bit about some flexible learning space.

Last thing I want to do is a teachable moment

where all you're going to do is tow.

Watch a video.

This is a two minute video that gives a different

approach to something that you can do in your classroom

again, reading while walking or standing in a classroom.

Can this work?

Let's see what this video has to say and again,

thank you for your time and attention today.

Enjoy the video.

Do you recommend teaching techniques that incorporate all kinds of

learners? I have had multiple students with learning disabilities in

my classroom as well as Children who are it to

talented the same classroom and Children or just below level.

But don't require special service is for learning disability.

So I've had to differentiate my instruction on multiple levels.

One instance where this became incredibly important Waas that I

had multiple Children who had hyperactivity disorders along with a

reading disability.

So they had 80 HD with reading, learning, disability compact

and on top of it.

And in order for me to give them to actively

read a book, we couldn't sit down as a whole

group and have this nice, open book top where everybody

was, um, you know, paying attention to me because obviously

these four Children were not.

So I had to restructure my classroom.

And with the help from those parents, one parent said

that their child enjoyed beating while standing and walking.

So I created a differentiated reading Learning centers where the

Children could and these Children were nine.

They get up and they would walk to their learning

center and they would choose their book and they would

have a skill that they were to practice.

But it was very mobile, and the Children were up

and they were moving.

I fit all my L D Children into one particular

group, and I could get up and move with that.

So they were still moving.

They were still reading.

They were still a part of the group as a

whole, but they were still receiving.

Their special education service is from me.

But they were inside the classroom with the group not

pulled out.

And everybody was happy and learning.

And it was really a fantastic thing.

A lot.

So again, thank you for your time today.

I hope the video played.

If not, I'll shoot you.

A link where you can watch it again.

It's about a two minute video.

Thank you for your time.

Take care.

Teach_It_3_Learning Disabilities_31_May_Newton

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