Chapters 7-9 Flashcards
Speech and language impairment characteristics
receptive and expressive language
receptive language
understanding what people say to you
expressive language
communicating
speech and language impairment accommodations
classroom climate, model good listening, have students attention before you give instruction, use visual aids
reading difficulties
decoding problems (identifying words accurately and fluently), comprehension skills (identify the main parts of material), unable to read
learning difficulties
attention (following information), memory (following directions, recalling information), reasoning (reading comprehension), academic survival (attendance, interest in learning, interpersonal skill)
Math difficulties
spatial organization, alertness to visual detail, procedural errors, failure to shift mindset, memory, difficulty forming numbers, problems with judgement, problems with language
Written language difficulties
handwriting, spelling, written expression
Characteristics for gifted students
maybe not identified, high verbal ability, sensitivity to feelings, positive or low self concept, model or troublesome student
high incidence disabilities
speech or language disability, learning disability, emotional disturbance, mild intellectual disability
speech articulation
inability to pronounce sounds correctly
Accommodations for students with communication disorders
create an atmosphere of acceptance, encourage listening and teach listening skills, use modeling to expand students language, provide many meaningful contexts for practicing speech and language
students with learning disabilities have trouble with
processing, organizing, and applying academic information
mild intellectual disabilities
difficulty meeting the academic and social demands for general education
emotional disturbance
average intelligence but trouble learning because of external problems
2 major types of reading problems
decoding and comprehension
decoding
identifying words accurately and fluently
2 major types of written expression
product and process problems
Dunns model of learning styles
biological, emotional, sociological, physiological, psychological
students with learning and behavioral disabilities social needs
classroom conduct, interpersonal skills, personal and psychological adjustment
learned helplessness
see little relationship between their efforts and school or social success
attribution refraining
convince students that their failures are due to lack of effort rather then ability
steps to enhance student self image
set reasonable goals, provide specific feedback contingent on student behavior, give students responsibility, teach students to reinforce themselves, give students a chance to show their strengths
disabilities under section 504`
ADHD, gifted and talented, non-native language and culturally diverse, at risk due to life circumstances
ADHD lacks these executive functions
working memory, self-directed speech, control of emotions and motivation, reconstitution
Academic interventions for students with ADHD
emphasize essential information, read short passages, extended periods of time, keep pace perky
ADHD behavior interventions
emphasize structure and reward
multiple intelligences
verbal/linguistic, visual/spatial, logical/mathematical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, extinalist
Groups at risk for being unidentified as gifted
young boys, adolescent girls, geniuses, diverse students, disabled students
4 strategies used to challenge gifted students
curriculum compacting, acceleration and enrichment, specific differentiation strategies during instruction, individualized interventions
curriculum compacting
assess students achievement of instructional goals and then eliminate instruction on goals already met
acceleration
skip a grade
enrichment
provides students with information, materials, and assignments that enable them to elaboration concepts being presented as part of the standard curriculum
differention
systematically planned lessons
specialized interventions
students may need further special information
multicultural education
curriculum and instruction that reflect the diversity of society
bilingual education programs
students need to be embersed in class to learn english
3 groups of students at risk
poverty, abused or neglected, substance abuse
interventions for students at risk
set high but realistic expectations,establish peers as teaching partners, collaborate with other professionals, support family and community involvement
basic skills instruction
primarily instruction in the academic skills of reading, writing, and math
4 essential aspects of basic skills
preskills, selection and sequencing of examples, rate of introduction of new skills, direct instruction and practice and review
preskills
basic skills necessary for performing more complex skills
example selection
careful selection of student practice to help differentiate among problem types
example sequencing
order of presentation of examples during instruction
rate of skill introduction
pace of which new skills are introduced during instruction
strategies when planning content area instruction
activating background knowledge, organizing content, teaching terms and concepts,using clear oral and written language
prep strategy
preview the text or lesson and choose important concepts, conduct brainstorming session, evaluate student responses to determine the depth of their prior knowledge
anticipation guides
series or statements, some of which may not be true, related to material students are about to read
providing planning think sheets
set of questions too which students respond as a straitegy for assisting them to help writers focus on background knowledge and purpose of paper
activating background knowledge
prep strategy, anticipation guides, planning think sheets
Organizing content
advance organizers, organizational pattern, study guides, and graphic organizers
advance organizers
information presented verbally and/or visually that makes content more understandable by putting it within a more general framework
organizational pattern
ways in which content area texts are written to reflect main ideas, such as compare-contrast, cause-effect, and problem solution
study guides
outlines, abstracts, or questions that emphasize important information in texts
graphic organizers
visual format that helps students to organize their understanding of information being presented or read and the relationships between various parts of the information
Teaching terms and concepts
using definitions, making concept diagrams
using definitions
state definitions clearly and simply, ask students questions to discriminate positive and negative examples, ask open ended questions
making concept diagrams
word definition, characteristics of word, posititive and negative examples
Communicating clearly
clear written communication and oral communication
4 guidlines for giving instruction in class
state commands clearly, give bite-size directions, accompany explanations with direction, use cueing words
6 guidlines for questions to ask
phase them clearly, balance between high and low questions,adapt to skill level, vary wait time, involve all students, scaffold incorrect answers and “no responses”
accommodations for independent practice
differentiating seat work assignments and homework assignments
differentiating seat work assignments
verbally present the tasks, practice examples,alternative set of directions, highlight important words, have students help each other
