Copy of Letter Written by Henry Winkler to Students with Learning Disabilities

http://www.thepilot.com/news/2010/may/14/the-fonz-shares-experiences-of-overcoming/

Dear Students

Yes, I’m learning challenged and now that I’m older my memory seems to have fallen down a dark hole, so I’m really, really, really challenged.

On the other hand my life is good. I’m acting, directing, producing. I have a wonderful wife, three great kids and 2 dogs – a Labrador retriever named “Tootsie” and a King Charles Cavalier named “Monty”.

When I was in school, a lot of subjects were very hard for me. I couldn’t get math, I still can’t spell and when I read, the words started doing the monster mash on the page. It was very hard to focus.

It is very important to know what it is you want to do and it is also very important to know that there is a greatness in everyone of you – all the members of your class.

Just because we are learning challenged does not mean we are stupid. A learning challenge is not a disease, you can’t catch it, and it is not caused by a lack of intelligence. As a matter of fact, we just have to figure out how to solve problems in other very creative ways.

I wish you all luck. I want you to be very proud of yourselves and remember that hard work, and knowing what you want, will all put you in good stead.

Letter from Henry Winkler

Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance Multiple disabilities Hearing impairments Orthopedic impairments Other health impairments Visual impairments Autism Deaf-blindness Traumatic brain injury Developmental delay

• Structure refers to the organization of the components of the lesson. Important for students who have difficulty sustaining attention

1. Tell students the organization and purpose of lesson2. Display outline of lesson and transition points3. Emphasize critical point (main idea)4. Summarize and review the lesson

EXAMPLE:The first thing you’re going to do is get your supplies and go to the aquarium.... The second thing that I want you to do is put your gravel in, which is step number 2 ... [repeats].... The third thing that’s going to happen is that you are going to fill out parts of your activity sheet.... (Mastropieri et al., 1998, p. 18)

Promote clarity in your presentation Speak clearly Provide concrete examples One objective at a time Stay focused on objective Avoid vague language

Use language that is familiar to all students in the class

This is important for students with language and learning disabilities

Redundancy increases learning by emphasizing and reinforcing important aspects of the lesson.

Re-emphasize: Key concepts Procedures Main pointsFocus on important content and provide

opportunities to respond .Students with disabilities require additional opportunities to hear, see and

practice lessons.

Students learn more and appreciate content when teachers are enthusiastic

Make information personally relevant Meaningful task Model enthusiasm and interest in content Monitor student understanding (Don’t

say – Did you understand that? Most people will yes)

Have a brisk rate of presentation (not too fast)

Keep lessons interesting and motivating

Ask frequent questions to make sure students are with you

More time effectively engaged in learning increases student learning

Engaged classrooms: Quality instruction Meet learners needs (provide feedback) Good classroom climate

(positive/encouraging)

Definition: A pervasive pattern of inattention, impulsivity,

and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.

Prevalence 3-5% of population 4% of Adults 3:1 (boys: girls)

Often easily distracted Often forgetful in daily activities Often has trouble organizing activities Often has trouble keeping attention on tasks Often fidgets with hands/feet; squirms in seat Often talks excessively Often blurts out answers before questions

have be finished Often interrupts/intrudes on others

Often does not seem to listen when spoken to directly

Often avoids/dislikes doing things that take a lot of mental effort for extended periods of time

Often loses things needed for tasks/activities Often has trouble enjoying leisure activities

quietly Is often “on the go” or acts as if “driven by a

motor”

“Chunking” Appropriate Pacing Hand gestures Proximity control Remove nuisance items Peer mediation Positive Reinforcement Escape valve outlets

When giving directions: Clear Concise Complete Repeat (teacher and student)

Active Responding (students’) “One say, all say” “tell your neighbor”

Definition: A pervasive developmental disability

significantly affecting verbal and nonverbal communication and social interaction. ASD includes repetitive, stereotypic and restricted interests.

Prevalence Spectrum is so great that no consensus

has been reached (approx. 57/10,000)

Well-developed Rote Memory Difficulty in:

Explaining their own behaviors Predicting others’ emotions/behaviors Comprehending others’ perspectives Participating in conversations Distinguishing fact from fiction Transferring problem solving skills from

one situation to another

Problems with Proxemics (knowing acceptable distance between people)

Inappropriate word choice, syntax, pronunciation, tone, etc.

Unaware of social cues Self-stimulatory behaviors

Rocking, hand flapping, etc. Sensory issues

Visual Supports Lesson Social appropriate responses

Social Story

Consistency (Routines/Procedures) Priming (previews what’s to come) Prompting (physical, gestures, verbal, written) Home Base For kids/youth, consult parent (s)

Mastropieri, Margo and Schruggs, Thomas. The Inclusive Classroom: Strategies for Effective Differentiated Instruction Fourth Edition (2010)

Why? Increase student comprehension Clarify thinking Involve students in the lesson Provide assessment

opportunities/checking for understanding

Enhance retention of the material Aid in classroom management

Effective Questions? Challenge students to think Uncluttered Open-ended Focused on the topic being taught Right amount – not too many or too few Include all students

Random Planned

Are low-level and high-level