CH5+Notes

= Chapter Objectives =
 * Objective 5.1:** Identify and define the characteristics of students with learning disabilities.
 * Objective 5.2:** Explain the procedures and models for identifying students with learning disabilities.
 * Objective 5.3:** Articulate strategies for teaching students with learning disabilities in the general curriculum.
 * Objective 5.4:** Explain progress monitoring techniques for students with learning disabilities using curriculum-based measurements.

** Chapter 5  ** ** Understanding Students with Learning Disabilities  ** After studying this chapter, you should be able to: ·  Identify and define the characteristics of students with learning disabilities. ·  Explain the procedures and models for identifying students with learning disabilities. ·  Articulate strategies for teaching students with learning disabilities in the general curriculum. ·  Explain progress monitoring techniques for students with learning disabilities using curriculum-based measurements. Slide 2: Chapter 5 Objectives // -Present slide 2 and review the chapter objectives // Slide 3: Defining Learning Disabilities // -Present slide 3 and discuss the IDEA definition of learning disabilities and the two criteria for classification // Slide 4: Describing the Characteristics // -Present slide 4 and discuss the academic achievement and social, emotional, and behavioral characteristics of learning disabilities // Remind students: Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions, think about how this student’s situation and educational circumstances might have been different if she didn’t have a supportive family and teachers. Slide 5: Determining the Causes // -Present slide 5 and discuss the causes of learning disabilities // **III: Evaluating Students with Learning Disabilities** Slide 6: The Discrepancy Model // -Present slide 6 and discuss the discrepancy model of identifying students with learning disabilities // Slide 7: Response-to-Intervention Process // -Present slide 7 and discuss the response-to-intervention model // Remind students: Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 2. As you interact with the simulation and answer the accompanying questions, think about how you could adapt this intervention to another subject at the same grade level such as mathematics or science. Go to the Building Teaching Skills and Dispositions section in Chapter 5 of MyEducationLab and complete the activities. As you interact with the simulations and answer the accompanying questions, think about how the RTI model is different from the traditional discrepancy model in successfully determining eligibility for special education services. Slide 8: Explicit, intensive, and/or supportive instruction // -Present slide 8 and discuss explicit, intensive and supportive instruction // Slide 9: Determining the Nature of Specifically Designed Instruction and Services // -Present slide 9 and discuss achievement tests v. intervention and instruction // Slide 10: Partnering for Special Education and Related Services // -Present slide 10 and discuss student involvement in IEPs // Remind students: Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 3. As you watch this video, think back to some of the videos you watched in chapter 4 on Sean Holley’s IEP meeting. Slide 11: Determining Supplementary Aids and Services // -Present slide 11 and discuss curriculum mapping // Slide 12: Planning for Universal Design for Learning // -Present slide 12 and discuss advance organizers and graphic organizers // Slide 13: Planning for Other Educational Needs // -Present slide 13 and discuss transition success skills for college // Slide 14: Early Childhood Students // -Present slide 14 and discuss embedded learning opportunities // Remind students Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions, compare and contrast the embedded learning activity in the video with the discussion in the text. Slide 15: Elementary and Middle School Students // -Present slide 15 and discuss differentiated instruction // Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 5. As you watch these videos and answer the accompanying questions, focus on how the teacher in these videos uses differentiated instruction to help her students’ progress in the general education curriculum. Slide 16: Secondary and Transition Students // -Present slide 16 and discuss learning strategies for secondary and transition students // Remind students: Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 6. As you watch this video and answer the accompanying question, think about how you could use the strategy shown in the video in conjunction with the sentence writing strategy discussed here. **VI: Assessing Students’ Progress** Slide 17: Measuring Students’ Progress // -Present slide 17 and discuss curriculum-based measurement // Remind students: Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 7. As you watch this video and answer the accompanying questions, reflect on how technology is improving this method of CBM. 1. At the beginning of class, have students read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program. 2. Have students create a brochure about the disability addressed in the chapter. The brochure can be trifold and include: a definition of the disability, causes of the disability, characteristics of the disability, inclusion ideas, and disability support/information groups. If students have access to computers they can do the brochure on the computer and print it. If brochures are done for each chapter, give copies to each student in the class to keep for informational purposes for themselves or others. 3. Assign each student or pair of students a disability. Have the students prepare a class presentation of the disability to include definition of the disability, causes and prevalence, characteristics, assistive technology ideas, inclusion ideas, and information/support groups. Students can present each disability during a different class time. You can pair this with the brochure activity and have the students prepare the brochure as a handout to accompany their presentation. 4. Response to Intervention. Response to intervention is a big change from the discrepancy model. Ask the students to write down the pros and cons of each model. A diagram handout is provided 5. //F.A.T. City// © 1989 70 minutes – Show a portion or all of F.A.T. City and allow students to discuss the film. About F.A.T. City - A group of parents, educators, psychologists, and students are lead through a series of exercises specifically designed to cause frustration, anxiety, and tension. This simulates some common feelings students with learning disabilities experience in the classroom. At the end of the workshop strategies to work effectively with students with learning disabilities are discussed. 6. At the end of class, have students revisit the case study at the beginning of the chapter. Use the questions at the end of the chapter, “What do you think?” to facilitate discussion. 1. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions, think about how this student’s situation and educational circumstances might have been different if she didn’t have a supportive family and teachers. 2. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 2. As you interact with the simulation and answer the accompanying questions, think about how you could adapt this intervention to another subject at the same grade level such as mathematics or science. 3. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 3. As you watch this video, think back to some of the videos you watched in chapter 4 on Sean Holley’s IEP meeting. 4. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions, compare and contrast the embedded learning activity in the video with the discussion in the text. 5. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 5. As you watch these videos and answer the accompanying questions, focus on how the teacher in these videos uses differentiated instruction to help her students’ progress in the general education curriculum. 6. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 6. As you watch this video and answer the accompanying question, think about how you could use the strategy shown in the video in conjunction with the sentence writing strategy discussed here. 7. Go to the Activities and Application section in Chapter 5 of MyEducationLab and complete Activity 7. As you watch this video and answer the accompanying questions, reflect on how technology is improving this method of CBM. 1. Go to the Building Teaching Skills and Dispositions section in Chapter 5 of MyEducationLab and complete the activities. As you interact with the simulations and answer the accompanying questions, think about how the RTI model is different from the traditional discrepancy model in successfully determining eligibility for special education services. **Activity 4 - Response to Intervention**. Response to intervention is a big change from the discrepancy model. Give the pros and cons of each model in the diagram below to help your understanding. || ** Response to Intervention Pros ** || || ** Response to Intervention Cons ** || 
 * Chapter Objectives **
 * Chapter Overview/Presentation Outline **
 * I: Introduction **
 * II: Identifying Students with Learning Disabilities **
 * IV: Designing an Appropriate IEP **
 * V: Using Effective Instructional Strategies **
 * Class Activities **
 * MyEducationLab assignments **
 * Activities and Applications **
 * Building Teaching Skills **
 * ** Discrepancy Model Pros **
 * ** Discrepancy Model Cons **