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Special Learners Solutions: By Carmen Oulahan/Teach Now/Teacher: Katherine…
Special Learners Solutions: By Carmen Oulahan/Teach Now/Teacher: Katherine Holeman
Module 2
Time Frame: End of the prior school year or before the new school year;
Tier 1: Gather information about individual students/parents: Education background of parents? Background? Family dynamics/members? School background? Student Behavior?
Before:
Questions to Ask Yourself
In what areas do I suspect that my child may have a learning disability?
What behaviors have I observed that I have questions or concerns about?
What information about my child do I have that might be helpful to the professional?
What observations can I offer about his strengths, weaknesses, personality or temperament, academic likes and dislikes, or other traits.
What do I want to learn from the evaluation?
What are the specific academic skill areas in which his school performance is low relative to his peers?
What underlying processing problems-such as short-term memory problems or persistent anxiety-do I suspect may be affecting his performance?
How do I hope to use this information?
Hearing Exam Requirement
Tier 2: Time Frame: Summer before the schools year begins.
Frequency: 2 x per week
(RTI Guide for Connecticut-2006 LRP Publications;all rights reserved.)
Specialized help: Create a team of professionals; Speech and Physical therapist, Dr, Nurse, Professional Coach, teacher, psychologist. Each medical professional will meet as a team and individually with the student to help diagnose before the beginning of the school year.
Goal: To Diagnose and Create a Plan of action
Strategies :check:
Studying Tips for Different Types of
Learners
Tips for visual learners:
Use books, videos, computers, visual aids, and flashcards.
Make detailed, color-coded or high-lighted notes.
Make outlines, diagrams, and lists.
Use drawings and illustrations (preferably in color).
Take detailed notes in class.
Tips for
auditory learners:
Read notes or study materials out loud.
Use word associations and verbal repetition to memorize.
Study with other students. Talk things through.
Listen to books on tape or other audio recordings.
Use a tape recorder to listen to lectures again later.
Tips for
kinesthetic learners:
Get hands on. Do experiments and take field trips.
Use activity-based study tools, like role-playing or model building.
Study in small groups and take frequent breaks.
Use memory games and flash cards.
Study with music on in the background.
Successful School Strategies for Teaching Students with Learning Disabilities:
Some
intervention practices that produce large outcomes are:
direct instruction;
learning strategy instruction; and
using a sequential, simultaneous structured multi-sensory approach.
Teachers who apply those kinds of intervention:
break learning into small steps;
administer probes;
supply regular, quality feedback;
use diagrams, graphics and pictures to augment what they say in words;
provide ample independent, well-designed intensive practice;
model instructional practices that they want students to follow;
provide prompts of strategies to use; and
engage students in process type questions like “How is the strategy working? Where else might you apply it?”
Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.
Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.
Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.
Tier 3: Highest level of instruction. Students need more detailed instruction and more intensive to specify the targeted area of deficiency.
Frequency: Daily
(Connecticut- RTI Guide - 2006 LRP Publications; all rights reserved)---Supported by Scientific based research/according to
The Florida Center for Reading Research
the following list serves as programs the center has researched. They are available on the market and could also help serve Tier 1 and 2. Each of the programs covers the core and are supplemental and Technology based and addresses phonemic awareness, fluency, vocabulary etc.
Interventions](
https://www.pbisworld.com/tier-3/
)
Tier 3 Interventions
Alternatives To Suspension
Behavior Contract
Behavior Intervention Plan (BIP)
Behavior Meetings
Structured Breaks
Check In Check Out (CICO)
Collaboration With Student’s Physician And/Or Mental Health Provider
Counselor Referral
Daily Behavior Form
Forced Choice Reinforcement Survey
Functional Behavior Assessment (FBA)
Individual & Visual Schedules
Mentoring
Non-Verbal Cues & Signals
No Passing Time
Organizational Tools
Peer Tutoring
Response To Intervention (RTI)
Reward System
Seclusion & Restraint
Self Monitoring
Sensory Tools
Sexuality, Sexually Inappropriate, Sexualized Behaviors
Social Stories
Teach Conflict Resolution Skills
Teach Coping Skills
Teach Relationship Skills
Teach Relaxation Techniques
Teach Social Skills
The Praise Game
Time Out (Structured Time Out)
Characteristics of Student s with learning disabilities
Academic problems
Disorders of attention
Poor motor abilities
Psychological process deficits and information-processing problems
Lack of cognitive strategies needed for efficient learning
Oral language difficulties
Reading difficulties
Written language problems
Mathematical disorders
Social skill deficits