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Page 1: Students with Learning Disabilities in the Classroom Chapter 8

Students with Learning Disabilities in the Classroom

Chapter 8

Page 2: Students with Learning Disabilities in the Classroom Chapter 8

Adaptive Behavior

Task Orientation: interaction between discrete aspects of attention

Disruptive Behaviors: range from passively staring out the window to throwing a desk

Hyperactivity: major problem with LD, usually out of seat behaviors and increased body movement

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Behavior in Instructional Groups

Individual seat work: students with LD are more off task

Small group work: more on-task but need to monitor behaviors closely

See Teaching Tips pg. 245

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Elementary Teacher Interactions

Teachers interact more frequently with students with LD but focus more on behavioral management issues rather than instructional issues.

Instructional Statements: need to carefully consider the appropriate level of questions to foster academic growth Start with lower level questions for acquisition Provide high-order questions once students learn

concepts

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Differentiated Classroom Varying the question complexity Cubing: technique to consider a concept from six points of view

Cube Side Function Terms

Side 1 Describe itRecall, name, locate, list

Side 2 Compare itContrast, example, explain, write

Side 3 Associate it Connect, make, design

Side 4 Analyze itReview, discuss, diagram

Side 5 Apply itPropose, suggest, prescribe

Side 6 Argue itDebate, formulate, support

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Differentiated Curriculum – Layered Curriculum

http://help4teachers.com/

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Cognitive Characteristics of Adolescents with LD Cumulative deficit: due to deficits in

achievement, they fall further and further behind their peers (see figure 8.1 pg. 251)

Academic plateau: improvement ceases altogether (e.g., reading at 5th grade level in the 10th grade)

Working-memory-strategy problems

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Social & Emotional Characteristics in Secondary Classrooms Motivation: problems due to repeated failure Self-Concept: generally think they are OK as a

person but low self-concept in academics Locus of Control: students with LD demonstrate

a more external-locus-of-control Depression & Suicide: 20% males and 32%

females with LD are severely depressed Among suicides in Los Angeles, 50% involved

adolescents with LD (Peck, 1985).

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Program Options for Adolescents with LD Tutorial model: special education is used as a tutoring

program for content areas Basic-skills remediation model: special education class is

used in reading, language arts, and math instruction Work-study model: emphasizes job skills and experience Functional-skills model: instruction in various survival

skills (complete job application, tax forms) Learning-strategies model: assist in coping with the

demands of the standard high school curriculum Inclusive service delivery: team teaching with spec.ed.


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