Educating Exceptional Learners Workshop #4 Rachel Karlsen 1

Educating Exceptional Learners

Workshop #4Rachel Karlsen

http://xlearners.wordpress.com

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Approximate Schedule

• 6:00-6:30 Greeting, Overview of Class, Assignments Due, Folder Handouts, Quotes, “Me” poster!

• 6:30-7:15 Empathy building activity and notes…Various Disabilities, Visual/hearing/disability

• 7:15-8:00 Universal Design activity (reading and poster)• 8:00-8:30 Break• 8:30-9:15 Video and Discussion: How Difficult Can This Be?• 9:15-9:35 Empathy building activity…paralyzed, Capturing Kids’

Hearts Management Plan• 9:35-9:50 Basic Skills Activity, Wrap Up• 9:50-10:00 Exit papers….

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Learning goals, activities and discussions

• Discuss and identify causes, characteristics, and accommodations of developmental disabilities

• Discuss characteristics and accommodations for students with physical disabilities, visual and hearing impairments

• Discuss characteristics of students with other health impairments and traumatic brain injuries (TBI)

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Focus Questions

• Who are students with developmental disabilities?

• What is the prevalence of developmental disabilities? What is your role in the identification process?

• What are some general guidelines that you, as a classroom teacher, can follow to plan for the needs of students with developmental disabilities in your classroom?

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Focus Questions

• How are visual impairments defined? How can you provide accommodations for students with visual impairments in your classroom?

• How are hearing impairments defined? How can you provide accommodations for students with hearing impairments in your classroom?

• How are physical disabilities, health impairments, and traumatic brain injury defined? What are some areas to consider when developing an education plan for these students?

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Greeting

James 1: 2-4 Consider it all joy, my brethren, when you encounter various trials, knowing that the testing of your faith produces endurance. And let the endurance have its perfect result, so that you may be perfect and complete, lacking nothing.

Classroom connection: Students may be a lot of trouble to deal with, but the more we deal with issues, the more patient and knowledgeable we become.

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Greeting…How R U?

• Step 1: Draw something that represents your day on colored sheet. Note to self.

• Step 2: Give colored sheet to a few classmates (presentation team?).

• Step 3: Write something you appreciate about the person on the colored sheet.

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Perplexing Questions:

• Are all schools (elementary – high school) required to have a psychologist on staff?

• Techniques to use with students with behavior issues

• How are teachers truly able to teach all students, considering the diversity and amount of education required?

• What signs should we watch for to identify disorders and disabilities?

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Perplexing Questions:

• How do I accommodate all of my students?

• Over diagnosis versus under diagnosis of disabilities?

• Who determines if a student moves from special ed to general ed classes?

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Papers in folders

• Discuss each handout and importance• Purple “Important Moments” sheet• Yellow “Exit Sheet”

• Instructor Evaluation

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Assignments due tonight Wkshp #4

• Choose topics for final paper/presentation• Read chapters 10 and 11• Read Curtis, S. E. (2005)• Midterm Exam• Discuss

– Developmental Disabilities– Physical Disabilities– Health impairments and TBIs– Time/Space/Classroom Management ideas (continue)

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Assignments due next week

• Reflection journal (3 page paper)• Read chapters 5 and 15• Read two of the following articles:

– Winebrenner, S (2000) “Gifted students need an education, too.” – Winebrenner, S. (2003). “Teaching strategies for twice-exceptional students.

Intervention in School and Clinic”– Winebrenner, S. (2006) “Effective teaching strategies for open enrollment

honors and AP classes”• Be prepared for debate/discussion, with references and examples

(Use 3 X 5 cards…not scored)• Inclusion• IDEIA, NCLB• Civil Rights • Referral Process• Least Restrictive Environment• IEPs • Adapting Instruction• Cost of special education• State Wide testing (high stakes); impact on students with disabilities and teaching

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Debate Overview

• The class will be divided into two equal teams• Participants will hear the topics and are given

positions (pro/con, etc) by instructor • Teams discuss the given topic and come up with

five points to support their position• Teams deliver their statements and offer main points• Students discuss the opposition’s argument and

come up with rebuttals• Rebuttals delivered• Closing statements made• Everyone will participate. The only way not to be

successful is not to participate.

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Final presentation (Case Study if possible)Individual

• CHOOSE TOPIC TONIGHT, IF READY• About 10 to 15 minutes• Intro/Concl• Diagnosis/behavior/treatment• Teaching techniques• Annotated reference page for each person in class • Disability from any category

– Physical– Psychological– Learning– developmental,– Other

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Final paper (same topic as presentation)

• 8 to 10 pages, APA– Diagnostic criteria– Behaviors associated with criteria– School’s legal responsibility– Assessments that would aid student– Helpful teaching techniques and tips– Ideas to assist and educate parents of disabled

children– Least Restrictive Environment– Create a hypothetical Case Study, which combines

these components

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Possible topic (screen 1 of 3)http://psychology.about.com/od/psychotherapy/tp/list-of-psychological-disorders.htm

• PHYSICAL DISABILITIES:– muscular dystrophy– multiple sclerosis – cerebral palsy– amputation– heart disease Some persons may have hidden (nonvisible) disabilities which include

pulmonary disease, respiratory disorders, epilepsy and other limiting conditions.

• PSYCHOLOGICAL DISABILITIES/DISORDERS:– depression– anxiety disorder– panic disorder– post-traumatic stress disorder– separation anxiety

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Possible topics (screen 2 of 3)http://psychology.about.com/od/psychotherapy/tp/list-of-psychological-disorders.htm

DEVELOPMENTAL DISABILITIES/DISORDERS:• Developmental disorders, also referred to as childhood disorders, are those that are

typically diagnosed during infancy, childhood or adolescence. These psychological disorders include:

• Mental retardation• Learning disabilities• Communication disorders• Autism• Attention-deficit hyperactivity disorder• Conduct disorder• Oppositional defiant disorder

EATING DISORDERS:• Eating disorders are characterized by obsessive concerns with weight and disruptive

eating patterns that negatively impact physical and mental health. Types of eating disorders include:

• Anorexia nervosa• Bulimia nervosa

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Possible topics (screen 3 of 3)http://psychology.about.com/od/psychotherapy/tp/list-of-psychological-disorders.htm

IMPULSE CONTROL DISORDER:

Impulse-control disorders are those that involve an inability to control impulses, resulting in harm to oneself or others. Types of impulse-control disorders include:

• Kleptomania (stealing)• Pyromania (fire-starting)• Trichotillomania (hair-pulling)• Dermatillomania (skin-picking)

OTHER HEALTH ISSUES:• Asthma• Allergies

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Case Study Example: TBI http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm

• Phineas Gage– railroad worker in 1848 – accident at work.

• forcing gun powder into a rock with a long iron rod • gun powder exploded.

– iron rod shot through cheek and out through top of head– damaged frontal lobe. – did not appear very hurt.

• memory and mental abilities were intact • could still speak and work.

– personality totally changed (ill-tempered, dishonest)– drove coaches; worked on a farm

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Compassion for people;passion for teaching.

• “The most consistent characteristic among students with emotional and behavioral disorders is that they are unable to maintain satisfying relationships with others.”

• “Both classrooms left me very tired at the end of the day and both classrooms made me feel satisfied that I had put in some good work.”

• “…I have to create a classroom environment that is predictable because…the classroom may be the only safe haven from unpredictability.”

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Compassion for people;passion for teaching.

• “…as a teacher I must first be patient with the students and try to understand him or her.”

• “I need to know enough to help the students in my classroom. I can use the resources available to me…”

• “The students….in my classroom teach me the importance of communication with the parents and how teaching is done in the whole community.”

• “Things are really not set in stone.”• “I believe active listening, trust and relevance to be key

to my teaching philosophy.”

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Compassion for people;passion for teaching.

• “The condition of emotional behavioral disorders is an obstacle toward academic success, but is not an insurmountable obstruction.”

• “A lot of teaching is in the environment and classroom management.” “Respect the student; dislike the behavior.”

• “I have come to the understanding that each student will have his or her uniqueness and needs and that as a teacher it will be up to me to do a little research, get to know my students, be a good listener, and use praise…”

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Compassion for people;passion for teaching.

• “I hope that as teachers, mentors and parents, we will be able to…work with students while continually seeking solutions that are most beneficial…”

• “Teaching is a profession that should encourage children to be the person that they were meant to be.”

• “I believe that any child is able to learn something daily under the teacher’s guidance.”

• “The acceptance and early intervention/treatment…is vital at an early stage to help that child find success in the classroom.”

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Visual, hearing, fine motor impairment:Group work (Empathy building activity)

• Break into groups of three people each• Supplies for each group: 10 sheets of paper, 1 tennis ball, 1 meter

tape, 10 paper clips• In each group, people will choose and role play from the following

disabilities: one deaf or blind, one with fine motor impairments (tape four fingers together) and one without a disability.

• Rules: Create a tower using only the supplies given. The tower must be as high as possible, free standing and hold a tennis ball at the highest point. All members must be active participants. NO TALKING. Highest free standing tower (10 seconds minimum) wins!

• Ten minutes.• Follow up discussion: Thoughts? Reactions? Feelings during

activity?

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Types of Developmental Disabilities

• Developmental disabilities (DD) are mental or physical disabilities that impair the person’s functioning in language, learning, mobility, self-care, or other important areas of living

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Intellectual Disabilities

• Students with intellectual disabilities (also referred to as mental retardation) have limited cognitive functioning, which affects their learning.

• Students with intellectual disabilities have slower rates of learning and are challenged by complex and abstract tasks.

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Assumptions of AAMR Definition

• Limitations in present functioning must be considered within the context of community environments.

• Valid assessment considers cultural and linguistic diversity, differences in communication, sensory, motor, and behavioral factors.

• Within an individual, limitations often coexist with strengths.• An important purpose of describing limitations is to develop a profile

of needed supports.• With appropriate personalized supports the life functioning of the

person with mental retardation will improve.

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Dimensions of AAIDD Definition

• Individual with intellectual disabilities may need support:– Intellectual functioning in school and daily living– Adaptive behavior– Participation in social, educational, and professional

arenas– Environmental and personal contextual factors

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Physical Causes of Intellectual Disabilities

• 50 potential causes of intellectual disabilities• 40% to 50% of individuals with intellectual disabilities may not know

the cause• Most causes of intellectual disabilities are:

Chromosomal Malnutrition

Fragile X syndrome Toxic exposure

Fetal alcohol syndrome Child abuse

Infections Neglect

Low birth weight Poverty

Diseases Lack of stimulation

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Severe Disabilities

• Severe disabilities are described as conditions in which typical life activities are significantly affected.

• Those individuals considered to have severe disabilities include:– Students with severe and profound intellectual

disabilities– Students with multiple disabilities– Students with dual sensory impairments

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Prevalence of Students with Developmental Disabilities

• Prevalence is difficult to determine due to different definitions and methodologies used

• Estimated prevalence is about 1% of the school population.

• Federal government identified 487,854 students being served under the mental retardation category.

• Federal government identified 13,347 students being served under the multiple disabilities category.

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Identification of Students with Developmental Disabilities

• Initial identification is usually a medical diagnosis at or shortly after birth.

• Mild mental retardation initial identification occurs during preschool

• Areas to be assessed include:– General intelligence– Adaptive behavior

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Teacher’s Role in Identifying Students with Developmental Disabilities

• Document your observations of students you have concerns about

• Follow procedures in school district for whom to contact first

• Participate in prereferral interventions• Provide input on adaptive behavior assessments• Provide anecdotal records, student test scores, and work

samples• Communicate and collaborate with parents in positive

ways.

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Role of the General Education Teacher

• Three key roles general education can do to guide students with disabilities:– Take ownership of students with disabilities by

demonstrating students are members of the class and are valued.

– Become familiar with the full range of goals and objectives on the student’s IEP.

– Plan the curriculum and adaptations for students collaboratively with special educator. Paraprofessionals should not be in charge of planning curriculum.

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Planning Systems

• Planning systems include:– Planning Pyramid– McGill Action Planning System (MAPS)– Choosing Outcomes and Accommodations for

Children (COACH)– Person-Centered Planning

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Functional Assessment, Discrepancy Analysis, and Task Analysis

• In a functional assessment, each goal or activity is broken into steps or subskills, and the student’s present level of performance is determined for each subskill

• A discrepancy analysis reviews each specific step or skill and determines how the student performs the skill in comparison to nondisabled peers

• A task analysis is a further breakdown of each individual step or skill

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Authentic and Alternate Assessment

• Authentic assessments – makes a link between goals and objectives for students and documentations of progress toward meeting goals and objectives.

• Types of authentic assessments:– Curriculum-based assessment (CBA)– Portfolio assessment

• Alternate assessments – are based on alternate achievement standards for students with disabilities

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Additional Instructional Guidelines

Partial or parallel participation Make environmental accommodations

Curriculum adaptations Cooperative learning

Peer support and peer tutoring Provide hands-on instruction

Strategies to support students in the general education classroom

Teach self-determination

Increasing student’s sense of belonging

Provide opportunities for functional practice

Using routines to ensure safety Encourage family involvement

Accepting varied learning goals

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Definition and Types of Visual Impairments

• Legal definitions:– Legal blindness – defined as a visual

acuity of 20/200 with best correction in the best eye or a visual field loss in a visual field of 20 degrees or less

– Visual acuity – the ability to see detail clearly

– Visual field – how well a person can see using peripheral or side vision

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Definition and Types of Visual Impairments

• Legal definitions:– Total blindness – a very small minority of

individuals who are unable to see anything.– Partial sight – individuals who have a

visual acuity in the range of 20/70 to 20/200.

– Low vision – individuals with visual acuity in the above range who have difficulty with vision even with corrective lenses.

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Definition and Types of Visual Impairments

• Educational definition:– Emphasizes academic tasks, particularly

reading more and visual acuity less.– Visual impairment including blindness –

means an impairment in vision that even with correction, adversely affects a child’s educational performance (IDEA 300.8 [c][13].

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Causes of Visual Impairments

• Structural impairments– Damage to one or more parts of the visual

system

• Refractive errors– Inability of the eye to focus the light rays onto

the retina correctly

• Cortical visual impairments– Problem with the neurological pathways

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Characteristics of Students with Visual Impairments

• Possible delays in development include:– Concept development– Communication– Motor skills and mobility– Self-help– Social skills

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Prevalence of Visual Impairments

• Visual impairments are a low-incidence disability• During 2005-2006 school year 25,855 school-age

students (ages 6-21) with vision impairments were served under IDEIA

• 1,310 deaf-blind students also received services• 25% of visual impaired students are visual readers• 7% of visual impaired students auditory readers• The remaining visual impaired students are prereaders

or nonreaders.

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Identification and Assessment of Students with Visual Impairments

• Common physical characteristics that indicate visual impairments include:

Red-rimmed, swollen, or encrusted eyesExcessive blinkingItchy eyesEyes that are tearingEye(s) turn inward, outward, upward, or downwardExtreme sensitivity to light tilting or turning head to see objects

SquintingCover one eye to view objectsThrust head forward to view objectHeadache, fatigue, dizziness after doing close workTripping, bumping into objects, or appearing disorientedRecurring sties

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Identification and Assessment of Students with Visual Impairments

• Assessments used by visual impairments teacher include:– Functional vision assessment– Learning media assessment– Compensatory skills

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Instructional Guidelines and Accommodations for Students with VI

• Some of the accommodations include:– General accommodations– Use of Braille and Braille devices– Orientation and mobility skills– Optical, nonoptical, and instructional aids– Testing accommodations

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Examples of Nonoptical Aids

• Nonoptical aids include:– Lamp– Reading stand– Bold-line paper– Hats and visors– Color acetate– Cranmer abacus– Raised-line paper– Writing guides– Measurement tools

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Testing Accommodations

• Modifications may include:– Assigning alternative items– Orally reading sections of the test – Using large-print or braille answer sheets– Providing real objects for items shown in

pictures– Coloring pictures to make them easier to see

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Definitions and Types of Hearing Loss

• Hearing loss can result from several factors:– Heredity– Illness or disease– Excessive prolonged exposure to loud noises

• Prelingually deaf – children who lose hearing prior to learning language

• U.S. federal government definition of hearing loss

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Definitions and Types of Hearing Loss

Type of Hearing Loss• Unilateral

• Bilateral

• Conductive

• Sensorineural

• Mixed

Definition• Loss of hearing in one ear

• Loss of hearing in both ears

• Outer and middle ears do not transfer enough acoustic energy to inner ear fluids

• When there is damage to the cochlea or auditory nerve

• Loss is both sensorineural and conductive

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Characteristics of Students with Hearing Loss

• Normal hearing falls within the range 0-15 dB.

Degrees of Hearing Loss

16 – 25 dB = minimal loss25 – 40 dB = mild hearing loss

40 – 65 dB = moderate hearing loss65 – 90 dB =severe hearing loss

Greater than 90 dB = profound hearing loss

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Characteristics of Students with Hearing Loss

• Hard of hearing – person with a mild to moderate loss

• Deaf – person with severe or profound loss• Residual hearing – amount of hearing remaining

after a hearing loss• American Sign Language (ASL) – primary mode

of communication for deaf students• Finger spelling – system for representing the

English alphabet manually

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Prevalence of Hearing Loss

• In a survey of 37,352 hard of hearing students: – 42.4% received instruction in the general education setting, and – 12.1% received instruction in a resource setting. – The remainder received services in self-contained, special

schools or were home-schooled

• In the 2005-2006 school year 71,332 students with hearing impairments received special education services.

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Identification and Assessment of Students with Hearing Loss

• Mild to moderate loss detected during kindergarten screening or by teacher

• Moderate, severe, and profound losses detected prior to school

• Identification and intervention are key to development of language and learning

• Infants should be screened for hearing loss before hospital discharge

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Identification and Assessment of Students with Hearing Loss

• Warning signs to look for in classroom:Daydreaming Lethargy Articulation

errorsInappropriate response to questions

Mouth breathing

Inattention Failure to follow simple verbal commands

Limited speech or vocabulary

Difficulty decoding phonetically

Persistent colds

Behavior problems and frustration

Verbal expressions of misunderstanding(“Huh?”)

Difficulty with verbal tasks

Unusual voice quality

Watching other students for instructional cues

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Instructional Guidelines and Accommodations for Students with Hearing Loss

• Use of amplification– Hearing aids– Implants

• Make classroom accommodations• Use of assistive technologies

– Personal FM system– Sound field FM system

• Use of interpreters and note takers

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Definitions and Types of Physical Disabilities, Health Impairments, and

Traumatic Brain Injury• IDEIA Categories

– Orthopedic impairment or physical disabilities– Other health impairment– Traumatic brain injury

• Neuromotor Impairment– Muscular dystrophy, polio, multiple sclerosis

• Neurological Impairment– Seizure disorders, cerebral palsy, spina bifida

• Other Health Impairments– Medically fragile– Technologically dependent

• Traumatic Brain Injury

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Characteristics of Students with Physical Disabilities, Health Impairments, and TBI

• Types of disabilities include:– Asthma– Cerebral Palsy– Spinal Bifida– Epilepsy– Muscular Dystrophy– HIV and AIDS– Traumatic Brain Injury

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Prevalence of Physical Disabilities, Health Impairments, and TBI

• Prevalence figures on the rise• Chronic health conditions vary from .22% to 44% of

children in the U.S.• During 2005-2006 school year 60,100 students had

orthopedic impairments and 625,187 with health impairments.

• 23,805 students with TBI received special education services.

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Identification and Assessment

• Students are assessed in the following areas:– Activities of daily living– Attention, concentration, initiation, or sustained effort– Adaptations for learning– Communication– Mobility– Physical abilities and limitations– Psychosocial development– Transition skills

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Instructional Guidelines and Accommodations

• Transdisciplinary teaming

• Use assistive technology

• Make environmental modifications

• Provide instruction for motor skills

• Promote literacy development

• Educate classmates

• Deal with chronic illness and death

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Instructional tips and guidelinesfor students with health

impairments• Check for ideas with specialists (special ed teachers, speech/language pathologists,

school psychologists, parents)• Clear pathways in classrooms and hallways, with something to feel to mark certain

areas (tape/velcro on walls)• Objects to represent activities• Encourage students to make choices, but limit the number of choices• Peer tutoring• Example of modification: instead of drawing a picture, use cut out pictures and paste

them on to a paper• Announce your presence• Leave doors and cabinets fully opened or fully closed• Allow early dismissal for slower movement through hallways• Allow more time on tests• Consider classroom seating arrangements• Shorten test questions (for example: make into multiple choice rather than essay)• Check student IEP…..there will be ideas on that• Other ideas?

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Speech/Language Accommodation ideas

• Create an accepting classroom community

• Avoid competition

• Multiple readings of content area to promote fluency

• Demonstrate connections between concepts

• Promote language through conversation

• Other?64

Universal Design for Learning(Universal Strategies)

Universal design for learning (UDL)

• Set of principles for designing curriculum

• Provides all individuals with equal opportunities to learn.

• Research –based (learner differences and effective instructional settings) 

UDL principles call for varied and flexible ways to

– Present or access information, concepts, and ideas (the "what" of learning),   

– Plan and execute learning tasks (the "how" of learning), and

– Get engaged--and stay engaged--in learning (the "why" of learning)

• Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research.

Source URL: http://www.udlcenter.org/aboutudl/whatisudl

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Universal Design for Learning (Universal Strategies)

Curriculum includes the goals, methods, assessments and materials we use to teach and learn.

Traditional curriculum • Often "fixed" and inflexible. • Individual differences become learning barriers • Individual styles, skills, and abilities often overlooked to fit the

curriculum, at the expense of genuine learning

Universal Design for Learning • Curriculum is made flexible and customizable so that individuals can

learn in ways that work best for them.• Common aim of learning effectively and efficiently• High standards are reached through many different means

Source URL: http://www.udlcenter.org/aboutudl/whatisudl

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Instructional Guidelines for Universal Design planning

• Use multiple means of representation

• Use multiple means of expression

• Use multiple means of engagement– See handout for specific information

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Universal Design Articles

• Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan)– This article discusses teaching at-risk students and gives

specific ideas for study guides.

• Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray) – This article explains the three main principals of Universal

Design: Representation, Expression and Engagement.

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“Go Around All” protocolTime: 20 minute check

1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4)• Group #1 reads “Using Universal Design to unlock the Potential…” p. 22-26• Group #2 reads “Using Universal Design to unlock the Potential…” p. 27-31• Group #3 reads “Accurate for All…” p. 23-26• Got a computer? Group #4 researches “Universal Design for Learning” online

2. While reading or researching, record/highlight important ideas

3. In small group, first person reports all of the information that she/he has recorded and is comfortable reporting.

4. While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay).

5. After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above.

6. Repeat until all group members have reported.

7. Discuss and make a visual, using poster boards or other method to report to entire class.

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ParalyzedAn empathy building activity

Activity goal: to experience simulated sensory deprivation in an instructional setting.

Participate as you are able to…this activity may be uncomfortable, so be careful to DO NO HARM to yourself or others.

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“Molecule in a Water Cycle” Stations: An Activity (appropriate for approx. 3-6 grade)

Learning goal: Understand and use ideas for placing students in learning groups.

Directions: • We are going to do an activity where you will be working in groups

of three people. • Take thirty seconds to get into groups with two of your best friends.• Discuss: How might this very common activity feel to students with

disabilities? What are two (or more) ways of setting up learning groups so students don’t feel marginalized?

• Example: Stations. Place the water cycle and score card on your clipboard. Go to each station, fill out score card and follow directions on strips of paper inside envelopes.

• Return to seat, following instructor’s verbal directions, or directions on sheet.

• Learning goal: Using stations in the classroom provide a way for students to learn actively, at varying levels of understanding, with other students. Students learn teamwork skills as well as concepts.

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“Capturing Kids’ Hearts” management planSpecifically designed to incorporate students with special needs

• Five key components– Meet and greet– Affirmations-good things– Entry task– Social contract

• 4 sections: How do you want me (teacher) to treat you? How do you want to treat each other? How do you think I want to be treated? How should we treat each other when there is a conflict?

– Four behavior questions: post and use these (make it heavy)• Excuse me (name) what are you doing?• What are you supposed to be doing?• Were you doing it?• What are you going to do about it?

– If needed, add #5• So what will happen if you do it again?

» I modified this plan to a “Make Your Day” plan (see handout)

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VideoVideo

How Difficult Can This Be?How Difficult Can This Be?

InclusionInclusion

Management ideasManagement ideas

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Behavior idea: Teaching tips and Behavior idea: Teaching tips and techniquestechniques

Social Skills Activity (this would take more Social Skills Activity (this would take more than one day; see worksheets) than one day; see worksheets)

Purpose: To identify and encourage positive Purpose: To identify and encourage positive behavior in studentsbehavior in students– Learning goal: Middle and high school students Learning goal: Middle and high school students

will identify, visualize, describe and understand will identify, visualize, describe and understand aggressive, passive and assertive behavior in aggressive, passive and assertive behavior in themselves and others themselves and others

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Things you will never hear a teacher Things you will never hear a teacher say (from the file)say (from the file)

““Our principal is soooo smart. No wonder he’s in administration!”Our principal is soooo smart. No wonder he’s in administration!” ““Thank goodness for these evaluations. They keep me focused.”Thank goodness for these evaluations. They keep me focused.” ““I’d like to see Red Lobster offer a meal like this!”I’d like to see Red Lobster offer a meal like this!” ““I can’t BELIEVE I get paid for this!”I can’t BELIEVE I get paid for this!” ““Here, class, just put all your gym shoes in this box next to my desk.”Here, class, just put all your gym shoes in this box next to my desk.” ““I bet all the people in our administration really miss teaching!”I bet all the people in our administration really miss teaching!” ““It must be true; the superintendent said so!”It must be true; the superintendent said so!” ““I think the discipline around here is just a little too strict!”I think the discipline around here is just a little too strict!” ““It’s Friday already?????”It’s Friday already?????” ““I believe schools would run better if only a few more ex-coaches would go into I believe schools would run better if only a few more ex-coaches would go into

administration.”administration.” ““The in-service training has just been fabulous.”The in-service training has just been fabulous.” ““We’d be able to better educate our children if they’d let us teach through June, We’d be able to better educate our children if they’d let us teach through June,

also.”also.” ““Have you noticed that teachers drive better cars than the students?”Have you noticed that teachers drive better cars than the students?”

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Wrap up and Exit papersWrap up and Exit papers(9:50ish)(9:50ish)

Review goalsReview goals

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