Please enable JavaScript.

Coggle requires JavaScript to display documents.

Nature and needs of diverse leaners including ELL, dynamic assessment -…

- - - - vocabulary(expressive and receptive)
        
        word knowledge
    - - Vocabulary(expressive and receptive
      - Lack of experiences in hearing various language registers;
        
        Limited knowledge of typical mainstream experiences that impact vocabulary development
  - - - Metalinguistics: figurative language
        
        Literal interpretations of language
        
        rigid use of language
        
        proverbs
        
        metaphors
        
        similes
        
        use of repair strategies
        
        Lack of English proficiency; difference in cultural practices; need to learn rules of English grammar for self-monitoring
      - learning high frequency words, general academic words
    - - Domain specific, academic content words
        
        Age-appropriate materials and strategies
        Teaching basic language skills is essential, but it's important not to make students feel like they are doing elementary work. Beginning level materials geared for teenagers and adults can be difficult to come by; however, learning basic reading and writing skills such as phonemic awareness and phonics is essential to the development of comprehension. Give rationales for the teaching of such basic skills as well as the procurement of materials targeted to older students if needed.
    - - increase in the number of individuals with a learning disability seeking postsecondary learning experiences:
        supports and modifications needed for college success:
        time-management issues
        organizational skills
        self-disciplines
        self-advocacy
      - research indicates between 46 and 75% of individuals with a learning disability are competitively employed (Cortiella, 2014; Gonzalez, Rosenthal, & Kim, 2011; Lewis et al, 2013)
        
        Employee success depends on:
        literacy skills self-advocacy skills
        Development of work-related social competencies (Requa, SPED 770)
    - - Middle and high school students who come to the United States as teenagers may have attended school in their native country. If so, educators can tap into their experience and skills. When teachers show students that they can use the skills they already possess, students gain valuable confidence.
        
        At the same time, some students may have interrupted or limited schooling. These students also possess valuable personal experiences and perspectives that are an important resource in the classroom. Help students to make connections to content by tapping into their background knowledge and look for opportunities to make associations between things that students have experienced in their own lives, as well as ways to make your instruction more culturally responsive.
        
        In addition, identify the skills that students with interrupted education need so you can explicitly teach the skills they need to access grade-level content. https://www.colorincolorado.org/article/tips-teaching-middle-and-high-school-ells
- - - - Omission
      - Distortion
      - addition
- - - - When someone who has Tourette’s is totally engrossed in something, the tics may stop altogether. This is NOT a stressful form of suppression.
      - So…if they are ticcing a lot, and the teacher waits until they stop ticcing to try and teach, they will probably continue ticcing
      - But…if the teacher ignores their tics, and presents something novel and/or fascinating their tics may stop as their neurochemistry shifts in response to the new situation or activity. (Requa, SPED 770)
      - Tics seem to be related to an abnormal transmission of messages from the brain. They have been compared to an itch that cries out for a scratch or a sneeze that can be held in but feels so much better when it is let out.
        
        In quite a few cases, Tourette’s is associated with other problems such as attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), and depression.
        
        Over 50% of people with Tourette’s also have ADHD and 30-40% have OCD.
- - - - approximately 5.8 percent of all students ages 3-21 in SPED debate over accuracy of amount
        gender, ethnic, and socioeconomic factors influence prevalence
        white males more than white females
        females higher during adolescence
        black males overrepresented
        (Requa, SPED 770)
      - biological risk factors:
        genetic influence: bipolar disorder, schizophrenia, obsessive-compulsive disorder, Tourette's syndrome
        
        psychosocial (environmental) risk factors: parental discord, parental mental illness or criminal behavior, poverty, maltreatment, maternal rejection
        
        Oppositional Defiant Disorder.
        Disorder class: Disruptive, impulse-control, and conduct disorder
        
        social communication disorder (SCD). disruptive mood dysregulation disorder (DMDD)
        
        post-traumatic stress disorder (PTSD)
        
        conduct disorder
        
        reactive attachment disorder
        
        obsessive-compulsive disorder
        
        feeding and eating disorder
        
        bipolar disorder
  - - - punishing problem behavior (without a proactive support system) is associated with increases in a)aggression, b) vandalism, c) truancy, d) dropping out
        Mayer, 1995
        Mayer&Sulzar-Azaroff, 1991
        Skiba&Peterson, 1999
        
        most effective responses to school violence are:
        -social skill training
        
        academic restructuring
        
        behavioral interventions
        
        Gottfredson, 1997
        Elliott, Hamburg&Williams, 1998
        Tolan & Guerra, 1994
        Lipsey, 1991; 1992