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Helping Students with Special Needs (Brittney Cook (:<3: (SIGNS I LOOK…
Helping Students with Special Needs
Brittney Cook
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SIGNS I LOOK FOR IN MY CLASS ROOM
SHORT ATTENTION SPAN
REVERSE LETTERS
POOR MEMORY
DIFFICULTIES WITH FOLLOWING DIRECTIONS
POOR READING AND WRITING ABILITIES
LEARNING DIFFICULTIES
AGRESSION
HYPERACTIVITY
WITHDRAWAL
DIFFICULTIES WITH FOLLOWING DIRECTIONS
DIFFICULTIES WITH SEQUENCING
EYE-HAND COORDINATION PROBLEMS
Out of Seat
Not sure why they are out of seat when asked
Crumble up many papers to get up and throw them away
Frequently walking around room with no apparent destination
Stop at students’ desks or seats while up to talk before returning to their own seat
Interventions
Tier 1
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Take a long time to go do or get items
Defiance
Positive Behavior Intervention Supports (Early Childhood)
Brittney Cook
Since these two issues are also red flags for student's who may be identified as a student with special needs, I think it is vital to also incorporate some of the interventions listed in the mind map above for students who showcase signs of being out of the seat and defiance. If these interventions do not help the student progress, then you may want to contact administrators and parents about creating an IEP
Data Tracking tools
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https://www.youtube.com/watch?v=Xq_mveIM8BM&feature=youtu.be
https://www.youtube.com/watch?v=AZtMB4vrr_4&feature=youtu.be
Tantrums and meltdowns when told to do something
Interventions
Tier 1
Tier 2
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Why
When
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Avoid Power Struggles
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Only do tasks or activities they like or enjoy
Refuse to follow classroom routines
Withdraw (emotionally or physically)
Refuse to comply with adult requests
A special needs child is a youth who has been determined to require special attention and specific necessities that other children do not. The state may declare this status for the purpose of offering benefits and assistance for the child's well-being and growth (Kagan,2018)
Before you can intervene and provide assistance to a student with special needs, you must be able to identify the symptoms, characteristics or behaviors of a student who may need special assistance
HOW I INTERVENE : :!?:
Take note of the behavior and communicate with the student
If the student has not been able to correct the behavior or if differentiated instruction is not accommodating the student after a week of observation, I reach out to administration and the peer teacher
If the parent has not been notified, and the child is still showing signs of special needs. I demand that the parent is contacted and request a teacher parent meeting.
Set realistic goals with parents and provide recommendations when necessary
Continue to observe the student and communicate with parents about progress or lack of progress
Research ways to accommodate the student better or recommend finding a specialist that can provide professional insight and assistance for the student
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working one-on-one with the teacher
reducing the difficulty of assignments
using a student/peer tutor
Use music and voice inflection
Maintain an organized classroom and limit distractions
Use multi-sensory strategies
Incorporate Student Centered Learning
Seat the student appropriately during activities and instruction.
https://www.youtube.com/watch?v=cFtg2xub10E
Under the IDEA there are 14 categories that students with special needs may fall under in order to receive assistance.
When
Assign a Classroom Job
When a student is easily distracted and is frequently losing focus
With students who are hyper
With students that seem withdrawn or isolated
With students that have poor self-concept, self-confidence, and/or self-esteem
When there is a lot of conflict or disunity in the class
With students that have trouble with academics
With students who act out or exhibit behavior problems
With students that seek negative attention
Non-Verbal Communication and Cues
When a student is losing attention and focus during times of instruction or independent work
As a form of redirection from misbehavior, talking, off task behaviors, etc
When a student has problems talking in front of the class
When a student does not participate or volunteer
When a student is not following classroom/school procedures
When a student does something good, correct, successfully, etc
Breaks
When a student gets off task and is beginning to be disruptive but not problematic
When student is beginning to be argumentative or confrontational
When a student is refusing to follow a directive
When a student is excessively fidgety or moving around a lot in their seats
When a student has significant ADD/ADHD
When a student needs the sensory input
When a student seems to have lost focus and attention
When a student needs help redirecting or refocusing
When a student seems sleepy, bored, tired, etc
When a student seems overwhelmed, anxious, or overly frustrated
When a student is having trouble following along, following directives/directions, etc
When a student seems to need a break from the current activity or student they are working with
When a student seems to be over-emotional, upset, etc
Why
Assign a Classroom Job
Helps teachers with time and class management
Teaches students responsibility
Helps students to build self-confidence and purpose
Creates student buy-in
Creates a sense of ownership in students
Builds class cohesiveness
Helps kids with behavior problems and attention seeking behaviors receive positive feedback and attention
Helps students with poor behaviors redirect their energies toward positive behaviors
Helps kids with ADHD and who are hyper or overactive do a physical task and move around
Non-Verbal Communication and Cues
Creates a working relationship with student without calling attention to the student in a negative manner
Is discrete and quick
Saves class and instruction time
Makes students more comfortable and likely to participate and be involved
Easy to do and effective
Improves and builds student confidence and self-esteem
How
Assign a Classroom Job
Speak with the student(s) you want to assign jobs to and emphasize how important the job is and their participation
Use jobs as an opportunity to give a lot of positive praise and attention
Give the student choices, presenting them with several jobs to choose from
You may consider setting up a system where all students in class receive jobs in order to build class cohesiveness, unity, pride, and rapport
Click the links below for ideas
Non-Verbal Communication and Cues
Meet with student individually to identify with student how you and they should communicate in a special way
Have student, as much as possible, pick the sign to use
Practice with the student and explain when you notice they might need some re-focus, you will show them the sign
Set up a cue with a student for when they would like to participate, volunteer, or when they will be called on to do so or speak or read in front of the class
Use cues like smiles, thumbs up, shaking head “yes”, etc to praise students for correct behaviors, participation, volunteering, etc, or to reassure them and encourage them
Use simple cues like shaking head “no”, raising eyebrows, giving a “one minute” finger signal, etc to redirect students, give directives, etc
Breaks
Make a laminated card with the word “BREAK” on it
Provide student with hand held timer setting the timer for no longer than five minutes
Identify a safe and non-disruptive area to go (by or in office works)
Student returns when timer goes off
Thank the student for leaving and returning so cooperatively. Give encouragement to student upon return.
Explain the process to the student and have them practice it before implementation
Either the student or teacher may initiate a break, though it is best when the students can identify the need for and take breaks appropriately
If the students abuses the break card intervention, set limits on the frequency of use to deter this
Case Study
I chose out of seat and defiance because I have an intelligent 3 year old student who constantly exhibits the behaviors mentioned above.
Granted he is only 3 years old and it could be something that he simply will grow out of, but it is my job as his teacher to try to help him control these impulses and make him and his parents aware.
Recently his mother informed me that his grandmother thinks that he is depressed because we informed her that he took all of the tissue out of the dispenser and refused to pick his pants up during bathroom time. However, he always seems happy during the English lessons.
Before attending a bilingual Kindergarten where the main instruction is Chinese, the student attended an international Kindergarten where the main instruction was English.
Outside of differentiating the instruction to meet Kyles needs by including art, sensory activities, and exploration in the classroom, I will continue to use or start use the following interventions that can address both issues in order to set high expectations for my student by addressing his behavior.
:warning:CHILDREN WITH DISABILITIES ARE INDIVIDUALS
BEWARE STEREOTYPES :warning:
Modify the curriculum :star:
Accommodate the student :star:
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sitting nicely is a classroom norm
being respectful is a classroom norm
I'd use this only if the behavior was consistent after speaking with the student.
I'd use this instantly just to make sure that the student is aware of his/her actions and accountable.
I chose options that were student centered first just to ensure that the student is aware of their behavior and that it doesn't meet classroom expectations or norms. Sometimes teachers overreact and the student may be able to adjust their behavior on their own.
This can be used as a visual reminder of class norms: sit nicely or respect school property.
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This can be used as a visual reminder of class norms: respect, listen, share, be kind
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Each day I can check in with the student and ask him/her about their day. Check to see if they are happy or sad. Go over classroom norms and expectations. Praise them if they've met them and work on solutions if they haven't.
Each day I can check in with the student and ask him/her about their day. Check to see if they are happy or sad. Go over classroom norms and expectations. Praise them if they've met them and work on solutions if they haven't.
I'd start off with student centered options, but if there is no progress then I'd start to ask parents for advice or about behaviors at home and how they respond to them.
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Maybe the student learns best through movement. Maybe I need to differentiate the curriculum or activities.
The student should always be respectful, kind, and listen regardless of their learning style.
Find out about the student's attitude at home and learn more about the student's family or new events going on. For example, a new baby in the picture at home may make a young learner more defiant at school.
Check to see if the student moving around is a behavior experienced at home and how parents react to it. Work out a consistent system that can address this behavior in school and at home.
Allowing the student the opportunity to praise or assess their own behavior is fun for young learners and it helps them understand expectations more because now they are judging themselves.
Allowing the student the opportunity to praise or assess their own behavior is fun for young learners and it helps them understand expectations more because now they are judging themselves. However, depending on how defiant the student is they may take judging themselves as an activity as offensive. Depending on the severity of the defiance this strategy could be a hit or miss.
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If there is no progress parents should be made aware of progress or the lack of progress daily, it can be through a tech student tracker or written in a daily memo and to ensure that parents are involved, I'd require a response each day.
If there is no progress parents should be made aware of progress or the lack of progress daily, it can be through a tech student tracker or written in a daily memo.
Once the student is off task and out of their seat or destroys property, I can log the action and consequence each time to share with the student, parents, and administrators before seeking outside counsel.
We don't have school counselors at my preschool but maybe at this point the student may have internal or external issues going on the parent. I'd have to encourage the parents to seek counseling or professional help from an expert just to be sure that the student doesn't have special needs that should be accommodated
We don't have school counselors at my preschool but maybe at this point the student may have internal or external issues going on the parent. I'd have to encourage the parents to seek counseling or professional help from an expert just to be sure that the student doesn't have special needs that should be accommodated
I'd try to sit down with the student and parent to make up goals focusing on areas that the student wants to grow in and focus more on tracking the good behavior more than the naughty behavior. If there is naughty behavior that day, I'd only log one instance of it that way the student and parents are not overwhelmed and can focus on managing that one behavior issue for the rest of the week. I can log the action and consequence each time to share with the student, parents, and administrators before seeking outside counsel.
Keep the parent in the know about progress at school and communicate with them about the student's progress with the behaviors at home.
Keep the parent in the know about progress at school and communicate with them about the student's progress with the behaviors at home.
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Give choices
Teach conflict resolution skills
Reward System
Self Monitoring
Structured Breaks
Response To Intervention
Engage student
Talk one on one with student
Reward System
The Praise Game
Sensory Tools
Self Monitoring
