Online LD resources

http://www.readingrockets.org/reading-topics/learning-disabilities

ReadingRockets has a section discussing how to best understand and educate children with LDs. There are many interesting videos I would recommend to help get a different perspective and appreciation.


https://www.acres-sped.org/

The American Council on Rural Special Education (ACRES) is a non-profit organization comprised of special educators, general educators, related service providers, administrators, teacher trainers, researchers, and parents who are committed to the enhancement of services to children and adults with exceptionalities living in rural communities. A key online resource is the https://www.acres-sped.org/ruralink  RuraLink -  
ACRES Headquarters staff, Board members, and others post information about ACRES activities in particular (such as conference announcements, new publications advertisements, election results, etc.) as well as information about topics and issues that may be of interest to those whose focus is special education and disability services in rural communities (such as national news, policy developments, emerging research, new books and reports, webinars and workshops, etc.).



http://www.interdys.org/

International Dyslexia may only focus on Dyslexia, but it is extremely comprehensive. The site even has a self assessment exam!

Keystone

According to the SETT Framework a collaborative team uses this to create student centered, environmentally useful and tasks focused tool systems. Since I could not be a part of a collaborative team, I collaborated with the classroom teacher and paraprofessional to plan for the students needs. We spoke about the needs of the boy and how they can best be achieved. We also used the UbD format to plan the lessons.

            Our discussion centered around one boy in the 12:1:1 classroom, a first grader. Baruch a pretty sweet friendly boy was able to decode words. If one were to listen to him “read”, he “sounded” as if he were an excellent reader. However, Baruch was a decoder not a reader. He was not able to comprehend what he was reading. His listening skills were also quite weak and thus he needed very basic skills of comprehension and listening. The teacher was aware of this and would always try to have an adult, either she or the para work with him one to one. Sometimes he was paired with one of his peers who lacked decoding skills, but could listen and comprehend. As Baruch would decode, Mike would understand could ask Baruch questions. In turn Baruch would help Mike with decoding. The functional areas of concern for Baruch were comprehension and listening skills. He tried very hard to listen and comprehend. His behavior was never an issue. He was sociable and participated in any and all activities.

            The environment of the classroom was warm, encouraging supporting and caring. There was a sense of mutual respect for everyone. The students were reliable and responsible. The expectations of everyone were success and achievement.

One of Baruch’s IEP goals was that he would read a book with 85% accuracy in comprehension. Another was that he would listen to a story. A video or anything auditory and be able to comprehend with a 90% accuracy.

The class has been working on a unit relating to the circus and fairs. As part of the unit, they had endeavored to transform their classroom to a fair environment. They had set up a “Ferris wheel”, booths, rides etc. They were even going to “sell” things. I decided to do a unit on cotton candy with Baruch.

I developed three consecutive lessons designed to address his age, grade level and specific learning challenge.

Using the Understanding by Design framework, I decided on the essential question and big idea. I thought purposely about the unit planning. I focused on the development and deepening of Baruch’s understanding and his ability to effectively use content knowledge and skills. When Baruch would be able to explain, interpret, apply, empathize and self assess, it would indicate understanding. I planned backwards from long term, desired results through the process of desired result and evidence. I wanted to ensure that learning would take place not just teaching. I built in constant review to enhance the quality and effectiveness of the lessons. I was hoping to see a continual improvement in the student’s achievements.

The Lessons:

Big Idea:

What is cotton candy and how is it made?

Learning Objectives:

Upon completion of these lessons Baruch will be able to:

• List the ingredients of cotton candy
• Sequence the process of making it
• Give at least 5 details about the history of cotton candy

Curriculum Standards:

• RI 1.1 Cite textual evidence to support analysis of what the text says explicitly

• RI 1.2 Determine a central idea of a text or a video and it is conveyed through details.
• RI1.3 Analyze in details at least 5 , how a key idea, or event is introduced, illustrated and elaborated.

Lesson 1

Baruch was able to identify “cotton” candy”. He tasted it and said that it was sweet. We brainstormed as to what could make it sweet. He thought about sugar and honey. We wondered what made it “fluffy”. He thought that maybe cotton and sugar were used. We tasted it a few times as he discovered that it melted in his mouth. he didn’t think cotton would melt in his mouth. Baruch used his listening skills and answered each question.

We then made “Cotton Candy Puffy Paint”. Baruch listened carefully and followed all directions, after first repeating each one in his own words. The objectives were for him to express himself through paining and increase his listening and comprehension skills.

            Each step was written down on a sentence strip, read, reread and explained. We mixed 1 cup of flour, 3 teaspoons baking powder, one teaspoon salt, a few drops pink food coloring and later blue food coloring and some water till it was a good consistency.

            We combined all ingredients and Baruch was able to explain what he had done. He could read the sentences on each strip and after answering questions put them in order.

            He loved playing with his own “cotton candy” and creating “cones” and his own masterpiece.

He was excited to go home and make it for her siblings. (I gave him the recipe)

Lesson 2

We reviewed the lesson from the previous day. He explained how he was the star at home and he made his cotton candy. He brought in some samples, which were very well done. He had comprehended the lesson and it showed.

This lesson was focusing on “How is Cotton Candy made”? ‘Cotton Candy’, (https://www.foodnetwork.com/videos/cotton-candy-96753). We watched it the first time straight through. We then watched it again stopping to jot down important information. Baruch was able to answer questions. He saw and was able to state that cotton candy was made of sugar that is spun in a special machine. We then watched “kids cotton candy machine” 2:05, once again we watched it straight the first time and then re-watched it pausing and clarifying.

Baruch was very excited, especially when his friend, Mike, joined us. Baruch explained to him exactly what we had done the previous day and what we were watching during lesson 2.

We then all watched 1:55 “How to Make Cotton Candy” By TeSize science, Baruch was proud to show off his knowledge to Mike. He beamed as he explained the process.

Mike asked the perfect questions. As if on cue, he asked, “Where did all this cotton candy come from? I began a very simple explanation about the history of cotton candy. This was a quick introduction to lesson 3.

Lesson 3

I reinforced the quick introduction about the dentist who invented “fairy floss” Mike joined us to make it easier for Baruch to have a partner. They each asked great questions which I charted to be answered later. Questions such as:

• What makes Cotton candy fluffy?
• What kind of sugar is used?
• Why does it dissolve in your mouth?
• Why was it invented by a dentist?

The book Fairy Floss The Sweet Story of Cotton Candy by: Ann Ingalls was introduced. We did a picture walk through the book. The boys were so excited to look at the pictures and retell the story of the history of Cotton Candy just based on what they were looking at. I read the book to them once through and then reread it slowly while writing questions and facts. Baruch was able to recall more than five details and share with Mike. Mike was also happy to share his insights. We spoke about the World’s Fair and how is compares to what the class had done. They asked why it was called “Fairy Floss” since they did not get it the first time. After re-explaining they were able to explain it to each other.

It was very helpful to have Mike join us. He worked well with Baruch and they fed off each other to enhance the Lesson.

I feel that I was successful with my objectives. Baruch was able to recall details, listen to a story, answer questions and put sentence strips in sequential order. I was glad I was offered the opportunity to be a part of this experience.

Week 5 Assignment #2

Latest technology helps support special needs students, teachers in Kagawa Pref.

In Kagawa Prefecturem Japan, special needs classrooms and schools in are making use of the latest resources like information communications technology and 3-D printing in order to offer the right support for students with varying disabilities and development levels.

In the special needs classes a field experiment with remote support about teaching methods was carried out from January to March this year. The project was led by two professors special needs education specialist Satoshi Sakai, 56, and Eiichi Miyazaki, 55, who specializes in education technology. They teamed up with IT giant Fujitsu Ltd. to combine technology with classroom needs.

Sakai began wondering in 2005 if there wasn't a way to offer more precise support to match the type and severity of a disability. 

Using advanced cameras and microphones he would be able to assess the classroom and give support to the teachers and feedback. "Being able to get advice from experts like this so easily is an extremely powerful tool for teachers who have yet to build experience in the classroom," Tanaka said. Sakamoto also commented, "If we have (the experts) come all the way to the school, it's hard to schedule a date and a time. With this system, it is possible for experts to observe what goes on in the classroom several times in a short period of time, and we were able to apply the information to improve the lessons immediately."

Sakai also employed virtual reality to try to have teachers experience how those students on the autism spectrum see and hear! "We would like to build a system that can provide appropriate help so that teachers can support students with special needs, regardless of distance or environment," Sakai said.

At another school, Kagawa prefectural Takamatsu school for children with special needs, in the prefectural capital of Takamatsu, a 3-D printer was introduced two years ago. It allows teachers to create tools to help support students with physical disabilities as well as educational materials for the classroom all on their own.

I found this article fascinating, how Sakai and teachers handled the challenge of being able to offer support when being so far away! As well I loved the idea of using virtual reality to have the teachers experience what it is like to be autistic!! 

Technology plays such a critical role in education, there is no surprise that it plays an equally critical role with special needs students. In fact it can play an even more important role to help compensate for what the students lack!!

Week 4 Assignment #3 - UDL Unit

The 7 Natural Wonders of the world!



Lesson 1: https://drive.google.com/file/d/17InelKJUJNT5q6IJLn8mdL8GVNRslOJK/view?usp=sharing

Lesson 2: https://drive.google.com/file/d/1o7znohkRGDDeQSANTY6fnEVM6SSOT5TJ/view?usp=sharing

Week 4 assignment #2

Ed Tech Helps English Language Learners Flourish (https://edtechmagazine.com/k12/article/2017/11/ed-tech-helps-english-language-learners-flourish)

The author, Curtis Strietelmeir, has spent around 20 years in education. After much experience and research he writes "the future of teaching lies in using technology more consistently in the classroom because digital media offers access to knowledge without boundaries." specifically relating to ELLs. 

Administrators are always seeking new ways to support ELLs ,technology has introduced a new learning dynamic that facilitates language learning. Efficiently providing technology to practice language learning increases the chances that students will acquire a new language. As we know, a key to an ELLs success is their ability to grasp English! they can understand.  The author notes, When I used interactive notebooks in my classes — such as Microsoft OneNote, which has learning tools that can specifically support ELL students — I noticed an improvement in student engagement." The more students are engaged, the more likely it is that they will understand the material and aquire the knowledge.  

Digital media has broadened the scope of education. Technology can boost creativity, reading skills and metacognition. Students tend to engage and collaborate on projects when technology is made available.

 I really enjoyed the article and the authors assertions about technology and how it encourages and helps ELLs succeed in the classroom. I think that technology is an attractive learning tool especially when it comes to topics which can be difficult and hard for ELLs; technology adds excitement and drive for students to overcome these challenges and engage with the material! Technology also allow students to transcend traditional understanding boundaries, take for example, Google Translate! and Google Home!, I have a Google Home Mini and when I do not understand a spanish word or phrase I ask my google home mini and she tells me!!! 

Week 3 assignment #3 UDL

Part 1

Universal Design for Learning is an approach for designing a curriculum such that all of the diverse students can learn and gain. This is accomplished by representing the material in multiple ways based on the diversity of your students (Representation or the WHAT/Recognition Network of learning). Allowing the students options for how they are going to express what they know based on their level of proficiency (Action and Expression or the HOW/Strategic Network) and Engage the students interests in more than one way, give them choices (The WHY/Affective Network)

 

Part 2

For this exercise I chose "The Life Cycle of Butterflies, Day 2"

This lesson focuses on the growth cycle of the butterfly, why and how it is different from many other animals. 

The lesson plan is designed with UDL principles. Some examples: 

* The unit goals specifically does not mention a means for expressing how students achieve them. This was intentional as to not limit the means and therefor exclude some students from achieving success. This accomplishes the HOW(Strategic Network) of UDL

* While students are discussing the life cycle of the butterfly the lesson plan calls for students to ask another student for a different thought. This encourages the WHAT (Recognition Network) by providing support for limited background knowledge. 

* One of the activities asks students to choose to either work alone or with a partner, and to select an animal of choice. The student then quietly figure out one difference between the life cycle of that animal and the butterfly. This is a great use of WHY(Affective Network) by providing choices of learning context. 

*The lesson concludes with students using their own knowledge about the life cycles of animals to create the life cycle of their own imaginary animals. This activity takes advantage of the HOW(Strategic Network) by providing a novel problem to solve which promotes generalization and transfer.

Overall the lesson plan introduces a bunch of really thoughtful exercises which are inclusive of many levels of diverse learners. It really does a fantastic job of introducing activities which are attainable and provide a great experience for students

Week 3 assignment #2 - Education Law on Diversity in the news

Tagline: Facing outcry, Department of Education again delays statewide gender diversity regulation

Article URL: https://www.rgj.com/story/news/education/2018/03/30/facing-outcry-department-education-again-delays-statewide-gender-diversity-regulation/475213002/ 

                         The Nevada department of education is trying to adopt broad anti-bullying regulation aimed at protecting the state’s gender-diverse pupils.  The regulations include requiring additional gender diversity training for school administrators and recognizing students by their chosen names and pronouns.The proposed regulation is designed to serve as guidance and a bare minimum of requirements that districts must follow. The proposed regulation stems from the passage of Senate Bill 225, signed into law at the end of the 2016-17 legislative session. The anti-bullying bill requires Nevada school districts statewide to enact policies that protect gender-diverse students.Department of education officials stressed that the regulation does not criminalize speech such as not referring to a student by their chosen pronoun. But Canavero said the repeated intentional mis-gendering of a student could fall under the state’s anti-bullying law. Many fears centered on the use of restrooms by gender-diverse students, though the regulation has zero mention of restroom or locker room use.

                 Gender identification and gender diverse students have become a hot topic. It is an extremely complex issue. We are used to scientific and binary gender associations. If you have male sex organs then you were a man and you identify as such, and female the same. While gender dysphoria is not a new concept, it has gained a lot of notoriety as of late as people have questioned their pronouns and whether they want to be referred to as a binary gender altogether, also referred to as Genderqueer. 

                 Like everything else this issue has been politicized. Which is a shame. As teachers and schools we need to do all that we can to assure a place where every student feels welcome and accepted. At the same time how to accommodate for a change in fundamental human identification is extraordinarily complex. But we must start, and we as teachers must, as a bare minimum, understand the issues, understand the perspective of the students and talk in a way which the students feel that we can relate with them, that we can empathize with their struggles and that we are always there for them to help facilitate their learning and growth!