Presented by: Manuel A. Maestre EdS. FAPSC Faculty Conference, Aventura, Florida Friday, August 1 st, 2014

Transcription

1 SUCCESSFUL STRATEGIES & SOLUTIONS FOR SPECIAL NEEDS EDUCATION & ESL STUDENTS Presented by: Manuel A. Maestre EdS. FAPSC Faculty Conference, Aventura, Florida Friday, August 1 st, 2014

2 WHAT IF IT REALLY WAS LIKE THIS?

3 OR MAYBE.LIKE THIS???

4 LET S SEE HOW YOU DO? What do the words Special Needs or Disability mean? Can you name some common disabilities found in today s higher education classrooms? What do you think it is like to have a disability?

5 THE LEGAL JARGON IDEA- (Individuals with Disabilities in Education Act) Began in 1975 as P.L (Education of All Handicapped Children Act- EHC- renamed IDEA in Provides F.A.P.E. (Free Appropriate Public Education) for students with disabilities under the Rehabilitation Act of Under Section 504, FAPE is defined as the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as well as the needs of non-handicapped persons are met and based on adherence to procedural safeguards outlined in the law.

6 AGE LIMITS FOR STUDENTS UNDER IDEA Age Eligibility and IDEA Children Ages and. Students 18-21: Typically when students reach 18 years of age, they are transitioning into a Vocational school, College, Public Service Option, or Employment. Students at 18 are typically beyond the high school experience. Eligibility for IDEA becomes a spirited discussion for state lawmakers when students are still in the high school environment securing credits for graduation. Given that IDEA laws state that eligible special education students can be funded until the age of 21 years old, if students qualify and meet eligibility legal requirements, then funding for students in the age range is a given as long as students have not graduated from high school.

7 IF YOU DON T QUALIFY UNDER IDEA- Title II of the ADA (Americans with Disability Act) covers state funded schools such as universities, community colleges and vocational schools. Title III of the ADA covers private colleges and vocational schools. If a school receives federal dollars regardless of whether it is private or public it is also covered by the regulations of Section 504 of the Rehabilitation Act requiring schools to make their programs accessible to qualified students with disabilities.

8 DISABILITIES & ADMISSIONS How does the ADA and Section 504 affect admissions requirements? The postsecondary program cannot have eligibility requirements that screen out people with physical or mental disabilities. Application forms cannot ask applicants if they have a history of mental illness or any other disability. Institutions may impose criteria that relate to safety risks but these criteria must be based on actual risk and not on stereotypes or assumptions. It is also illegal for an institution to serve students with disabilities differently because it believes its insurance costs will be increased. (It is illegal for insurance companies to refuse to insure, continue to insure, or limit the amount of insurance solely because individuals with disabilities are to be included in a program unless the practice is based on sound actuarial principles or actual experience.)

9 WHAT ABOUT FOR NON- NATIVE SPEAKERS? In August, 1990, a judge of the United States District Court, Southern District of Florida, signed a Consent Decree giving the court power to enforce an agreement between the Florida State Board of Education and a coalition of eight groups represented by Multicultural Education, Training, and Advocacy, Inc. (META) and Florida legal services attorneys regarding the identification and provision of services to students to whose native language is other than English. The plaintiff organizations involved in the case represent a broad spectrum of the civil rights/educational community. They are: League of United Latin American Citizens (LULAC) ASPIRA of Florida The Farmworkers Association of Central Florida Florida State Conference of NAACP Branches Haitian Refugee Center Spanish American League Against Discrimination (SALAD) American Hispanic Educators Association of Dade (AHEAD) Haitian Educators Association

10 THE FLORIDA CONSENT DECREE The Consent Decree settlement terms focus on the following six issues: I. Identification and Assessment II. Equal Access to Appropriate Programming III. Equal Access to Appropriate Categorical and Other Programming for English Limited Learner (ELL) students IV. Personnel V. Monitoring VI. Outcome Measures

11 NOW LET S PLAY. I will need 4 audience volunteers One very important requisite of the volunteers.. You must NOT have a disability or special need.and.here is the disclaimer part you must not be loud; be creative with your limbs; not be scared of the dark; and be able to use your senses to the best of your abilities. OK who are my victims I mean..volunteers?

12 HOW DID IT FEEL? How did it feel to be mute? How did it feel not to be able to use your legs or feet? How did it feel not to be able to hear? How did it feel not to be able to see? How do you think you would feel to have any of these impairments while attending school as an adult?

13 LET S LEARN HOW TO TEACH THEM ALL! TEACHING STRATEGIES FOR ALL PROFESSORS OF STUDENTS WITH SPECIAL NEEDS AND/OR NON- NATIVE SPEAKERS TO THE ENGLISH LANGUAGE (phew that s a mouthful).while using BLOOM S TAXONOMY!

14 SCENARIO #1 Mark is a student that has been identified with Anomic Aphasia (also known as dysnomia, nominal aphasia, and amnesic aphasia) which is a disorder that causes problems with recalling words or names. Mark has just registered for your Anatomy & Physiology I course and aspires to be the best RN any hospital has ever seen! Can you help Mark pass the NCLEX?

15 BLOOM S TO THE RESCUE!!! Cognitive Domain- Bloom s Level of Knowledge (Recall data or information) 1.- Reach your Students- don t PUSH THEM AWAY! Make your lesson opening a current topic or situation. Connect it to the real-world! 2. Reflect - Ask the students to associate a time in their life with the topic at hand and to share it with the class! 3.- Recode - Before the end of the class, have students teach-back to the class in their own words what they have learned and how they connected it to their own experiences. 4.- Reinforce - Give positive feedback to your students during the learning conversation.

16 CONTINUED 5.- Rehearse - have the students practice making an original model or drawing of what you taught. 6.- Review - go over the learned material with the students several times to ensure they have a grasp of the new information acquired. 7.- Retrieve - Students are assessed in a variety of ways that meets the needs of each learner.

17 SCENARIO # 2 Julie confuses Prof. Peabody every time she attends her Biology course. While she is very creative and an excellent learner, at times she is very reclusive and has a lack of motivation during class, but yet other times is extremely hyperactive and uncontrollably happy. It seems Julie may have a diagnosis of being Bipolar or have some sort of Attention Deficit or Hyperactivity Disorder and it truly affects her grades! Do you think you can help Julie even-out her moods during class with some activities to keep her focused and on task?

18 BLOOM S DOES IT AGAIN! Psychomotor Domain- Bloom s level of Application using manual skills and critical thinking- kinesthetic activities USE A GRAPHIC ORGANIZER and GOAL TRACKER! Graphic Organizers help students focus more on smaller bits of information at a time rather than on large amounts. For that Hyperactive day in class- have Julie assist the Professor with handing out the PLAYDOUGH and creating some great Organelle Models!

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20 WHO SAYS PLAYDOUGH IS ONLY FOR KIDS?

21 WHAT ABOUT THOSE NON - NATIVE ENGLISH SPEAKING STUDENTS? Dr. Kay Allen, UCF College of Education (2006) stated something extremely true Adult leaners can t learn a language just by hearing it!

22 BASIC RU L E OF ESOL INSTRU CTION/COMPREHENSIBILITY You hear it and you see it. You see it and you hear it! Auditory Stimuli & Visual Stimuli are coused

23 LET S SEE HOW MUCH YOU KNOW Complete the following: Foster a welcoming atmosphere to. Make sure activities are CLEAR to all participants so that. Use ice-breakers & team builders because.

24 HOW CLOSE WERE YOU? Foster a welcoming atmosphere to ALL WHO ENTER THE CLASSROOM SO THAT THEY ARE COMFORTABLE AND ACCEPTING. Make sure activities are CLEAR to all participants so that THEY ARE SUCCESSFUL AND CONFIDENT. Use ice-breakers & team builders because THEY MOTIVATE AND INSPIRE.

25 LET S HAVE SOME FUN AGAIN!

26 GRAFFITI WALK ACTIVITY FOR P SY INTRO TO PSYCHOLOGY

27 GRAFFITI WALK STRATEGY The use of the Graffiti Walk Strategy works wonderfully for students that learn differently. By using vocabulary to be learned in any discipline and adding visuals that represent the vocabulary to be learned, students are calling on their prior memory to make real-life connections and get their higher-order thinking skills in high motion! This strategy meets all three domains of Bloom s Taxonomy- Cognitive, Affective and Psychomotor!

28 FOLDABLES!!!!!!

29 DID YOU KNOW??? Studies have been conducted and qualified regarding the use of Foldables as study aides for College students? It is a researched BEST PRACTICE- yet many professors don t know about them? How could you use Foldables in your classroom?

30 AND ONE LAST TIP.. WHO CAN TELL ME ABOUT CHLOROPHYLL?

31 ACCORDING TO WEBSTER S the green photosynthetic pigment found chiefly in the chloroplasts of plants and occurring especially as a blue-black ester C55H72MgN4O5 or a dark green ester C55H70MgN4O6 Now remember that for your quiz at the end!

32 WHAT ABOUT USING WORD MAPPING? Traps Sun s energy Produces Sugar CHLOROPHYLL Found in leaves Green Color

33 SEMANTIC MAPS A semantic map (Bos and Andes 1990) or word map (Schwartz and Raphael 1985) is a type of map that helps students to understand a vocabulary word and its related characteristics. The visual representation assists students in relating all the new words. It is best to keep these simple at first and progress to more defined maps as students gain confidence in their use.

34 MNEMONICS

35 MNEMONICS Mnemonic methods are used to help students remember new information such as vocabulary because it links new words or concepts to familiar images (Mastropieri, Scruggs, and Fulk 1990; Uberti, Scruggs, and Mastopieri 2003). By making these connections, unfamiliar words become more meaningful and concrete, and students are able to recall the vocabulary words.

36 TIME TO SHARE IDEAS Does anyone have any BEST PRACTICES you would like to share? Thank you for your cooperation, attention and knowledge! We hope you have found our presentation enjoyable!