Barriers to Learning for Special Needs Students

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Module12715.pdf

Overview Overview

Barriers to Learning for Special Needs Students

Barriers to Learning for Special Needs Students by Amy Bergman

Children with special needs have specific barriers to learning. By understanding various conditions and student needs, teachers and parents can better provide for these special needs. In this unit, students will be assigned a barrier/special need on which they will concentrate their research. The final culminating activity is a PowerPoint, Prezi, or video on their assigned barrier. A number of articles are included in the module, but teachers should select those that are appropriate for individual students based on the topic each student elects to address. Grades: 9 10 11 12 Discipline: Career and Technical Education Teaching Task: Task Template 16 (Informational or Explanatory and Procedural-Sequential) Course: Early Childhood Education Author Information: Amy Bergman (Bart) Woodland High School 770-606-5870 x5349 Bartow County, Cartersville, Georgia

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Section 1: What Task? TEACHING TASK

Task Template 16 — [1 Level]

Informational & Procedural

L1: How can teachers help a special needs child overcome barriers to learning in a traditional classroom? After reading informational articles on an assigned special need/disability , write a class presentation (Prezi, PowerPoint, video or other approved format) that relates how markers of possible behavior may be identified and what resources parents, teachers, and peers might utilize to help these children feel more successful and accepted. . Support your discussion with evidence from the text(s).

STUDENT BACKGROUND

EXTENSION As a final unit project, students are expected to use their knowledge and create an informative PowerPoint, Prezi, video or other approved presentation. Students can then present their work to the class.

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Rubric Approaches Expectations

Not Yet Scoring Elements 1

Focus

Attempts to address prompt, but lacks focus or is off-task.

Controlling Idea

Attempts to establish a controlling idea, but lacks a clear purpose.

1.5

2

Meets Expectations 2.5

3

4

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

Establishes a controlling idea with a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout the response.

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted. Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Reading/Research

Development

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.

Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question.

Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question.

Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

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3.5

Addresses prompt appropriately, but with a weak or uneven focus.

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted.

Organization

Advanced

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Conventions

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

Content Understanding

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

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Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

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STANDARDS

Anchor Standards — Reading R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards — Writing W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Anchor Standards — Language L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Anchor Standards — Speaking and Listening SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Custom Standards EDU-IECE-7. STUDENTS WILL DISCUSS WAYS TO ADAPT THE CURRICULUM AND CLASSROOM FOR CHILDREN WITH SPECIAL NEEDS.: a. Explain laws regarding children with disabilities. b. Define mainstreaming and inclusion. c. Demonstrate strategies for integrating children with disabilities into programs. d. Discuss the relationships of children with special needs with their peers, teachers, and others. e. Explain interventions to use when working with special needs children, such as adapting the environment (e.g. child with impaired vision, gross motor impairment, or hearing impaired).

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Section 2: What Skills? Selected Skills

Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

Reading Process TEXT SELECTION: Ability to identify appropriate texts ACTIVE READING/NOTE-TAKING: Ability to identify the central point and main supporting elements of a text. Ability to read purposefully and select relevant information to summarize, quote, and/or paraphrase. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

Transition to Writing BRIDGING: Ability to begin linking reading results to writing task.

Application & Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

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EDITING: Ability to proofread and format a piece to make it more effective. COMPLETION: Ability to submit final piece that meets expectations and a well informed presentation to identified audience.

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Section 3: What Instruction? MiniTasks

Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns LIST In a quick write, write your first reaction to the task prompt. Add some notes of things you know about the barriers to learning that children with special needs encounter in their classrooms. What behaviors might these behaviors cause? Pacing: 10 minutes Scoring Guide: work meets expectations if: • Addresses a minimum of 4 possible classroom barriers to learning for children with special needs. • Identifies 4 behaviors that a special needs child might exhibit. Teaching Strategies: • Link this task to earlier class content. • Discuss student responses. • Clarify timetable and support plans for the task.

TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. LIST In your own words, what are the important steps a teacher can take to address the special needs of her students? Pacing: 15 minutes Scoring Guide: work meets expectations if: • Provides 4 suggestions for assistance in the classroom environment. • Lists 4 helpful resources for the teacher • Identifies 4 sources of assistance for the parent of a special needs child. Teaching Strategies: • Share examples of type of text students will produce (either from past students or from professional writers). • Identify or invite students to identify key features of examples.

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• Pair students to share and improve their individual bullets. • Create a classroom list: Choose one student to share a few ideas on the board, and ask other to add to it.

Reading Process TEXT SELECTION: Ability to identify appropriate texts NOTES For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and/or worthy of study. Pacing: 15 minutes Scoring Guide: work meets expectations if: • Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). • Includes reasonable evidence that work is credible and/or worthy of study. Teaching Strategies: • Provide citation guide and discuss why each element of citation is needed. • Ask students to brainstorm what makes an author credible and/or worthy of study. • Provide access to research sources for students to assess the texts.

ACTIVE READING/NOTE-TAKING: Ability to identify the central point and main supporting elements of a text. Ability to read purposefully and select relevant information to summarize, quote, and/or paraphrase. SHORT CONSTRUCTED RESPONSE As you read each article, look for information that will answer the following questions: • What behaviors may be exhibited by a special needs child with your assigned barrier? • What resources are available for teachers with this type of special needs child in their class? • What resources are available for parents? • How can students support peers with this special need? Pacing: Two 52 minute class periods

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Scoring Guide: work meets expectations if: • Answers questions with credible response. Teaching Strategies: • Identify the appropriate audience of each article. • At the top of the note-taking page, write down necessary bibliographic information (author, title, publication, date, etc.) • Dividing a paper into 4 columns, write a minimum of 3 quotes for each area (behaviors, teachers, parents, peers). • On the back of your notes sheet write your conclusions for each column regarding resources and behaviors. Notes: While students read and take notes, check note-taking guides to make sure they are including appropriate information.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. LIST In your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context. Pacing: ongoing while students read articles Scoring Guide: work meets expectations if: • Lists appropriate phrases. • Provides accurate definitions. Teaching Strategies: • After scoring, ask some students to share definitions of terms that others overlooked or misunderstood. • After scoring, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed.

ACADEMIC INTEGRITY: Ability to use and credit sources appropriately. SHORT CONSTRUCTED RESPONSE Define "plagiarism" and list ways to avoid it.

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Pacing: 25 minutes Scoring Guide: work meets expectations if: • Provides accurate definition • Lists several appropriate strategies Teaching Strategies: • Discuss respect for others’ work to assemble evidence and create texts. • Discuss academic penalties for stealing others thoughts and words. • Have students check their notes to make sure that they have distinguished between quotes and paraphrasing and that they have included bibliographic information for citations.

Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. LIST In a quick write, write about what you know now that you’ve read about barriers to special needs students. Pacing: 30 minutes Scoring Guide: work meets expectations if: None Teaching Strategies: • Discussion-based strategies, such as seminar, with students sharing what they have learned about various special needs. • Have students work in small groups sharing ideas for removing barriers to learning for specific special needs students. Are any strategies for removing barriers common for most students? Ask each group to make a list of common modifications that schools, teachers, and parents might consider.

Application & Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task.

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SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition Scoring Guide: work meets expectations if: • Writes a concise summary statement or draft opening. • Provides direct answer to main prompt requirements. • Establishes a controlling idea. • Identifies key points that support development of argument. Teaching Strategies: • Offer several examples of opening paragraphs. • Ask class to discuss what makes them strong or weak. • Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2).

PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. OUTLINE Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Scoring Guide: work meets expectations if: • Creates an outline or organizer. • Supports controlling idea. Uses evidence from texts read earlier. Teaching Strategies: • Provide and teach one or more examples of outlines or organizers. • Invite students to generate questions in pairs about how the format works, and then take and answer questions.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Scoring Guide: work meets expectations if:

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• Provides complete draft with all parts. • Supports the opening in the later sections with evidence and citations. Teaching Strategies: • Encourage students to re-read prompt partway through writing, to check that they are on track.

REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. LONG CONSTRUCTED RESPONSE Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Scoring Guide: work meets expectations if: • Provides complete draft with all parts. • Supports the opening in the later sections with evidence and citations. • Improves earlier edition. Teaching Strategies: • Sample useful feedback that balances support for strengths and clarity about weaknesses. • Assign students to provide each other with feedback on those issues.

EDITING: Ability to proofread and format a piece to make it more effective. LONG CONSTRUCTED RESPONSE Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text. Scoring Guide: work meets expectations if: • Provides draft free from distracting surface errors. • Uses format that supports purpose. Teaching Strategies: • Briefly review selected skills that many students need to improve. • Teach a short list of proofreading marks. • Assign students to proofread each other’s texts a second time.

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COMPLETION: Ability to submit final piece that meets expectations and a well informed presentation to identified audience. LONG CONSTRUCTED RESPONSE Turn in your complete set of drafts, plus the final version of your piece Scoring Guide: work meets expectations if: • Fits the “Meets Expectations” category in the rubric for the teaching task.

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Resources

Selected Articles How Can We Best Help Brittany? (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Educational Leadership (Oct2012)— The article discusses classroom dynamics related to the education of a student with fetal alcohol syndrome, adapted from the book "Neurodiversity in the Classroom: Strength-Based Strategies to Help Special Needs Succeed in School and Life," by Thomas Armstrong. 1180L First, Discover Their Strengths. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Educational Leadership (Oct2012)—Armstrong, Thomas The article discusses teaching methods in special education which are based on high expectations and the fostering of a positive classroom environment. The author focuses on neurodiversity, a term ascribed to a classroom environment that fosters individual learning among mentally diverse special needs students and students with mental disabilities. Topics include research on the learning of students with dyslexia and students with attention deficit hyperactivity disorder (ADHD), the importance, according to the author, of teachers' knowledge of students' mental disorders, as well as the use of positive learning environments and positive role models. 1360L Why Florida Must Take Better Care of Its Children. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Vital Speeches of the Day (Dec2010)—LAWRENCE JR., DAVID The article presents a speech by the Children's Movement of Florida's co-founder David Lawrence Jr., delivered at a "Milk Party" Rally in Daytona Beach, Florida on September 13, 2010 in which Lawrence talks about Florida's responsibility for the well-being, education, and health of its children, the need for more investment in quality early childhood programs, and mentoring programs for parents. 1040L Come on in! Ways to welcome special needs kids into your library. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Book Report (Mar/Apr2000)—Jones, Pamela S. Discusses means by which school librarians can accommodate handicapped students into their resource facilities. Author's experience of accommodating a student with special needs into the school library; Need for librarians to be aware of the presence of students with special needs within the school; Recommended steps in providing a favorable environment for handicapped students in school.

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900L Working with Special Kids. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Dance Magazine (Aug2009)—Hohn, Brady The article deals with the class for autistic students being offered at Dance Dimensions, a dance studio in New Milford, New Jersey. The studio started offering this special class when the family of Jodi DiPiazza, an autistic child, approached Annette Romano-Merlini, owner of Dance Dimensions to pitch the idea. To address the needs of these children, teachers of the studio attended workshops. It discusses the growing number of dance studios in New Jersey offering special-needs dance classes. 1030L Welcome to Max's World. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Newsweek (5/26/2008)—Carmichael, Mary This article discusses the treatment of a child diagnosed with pediatric bipolar disorder. The article describes medical care provided by the psychiatrists Jean Frazier and Joseph Jankowski and the child's special education regimen at the Manville School in the Judge Baker Children's Center in Boston, Massachusetts. It also discusses the stress associated with raising a bipolar child. 910L 'THIS JUST IN'. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Yankee (Jan/Feb2013)—WOOD, MONICA The article presents the author's views on her sister Betty Wood who is developmentally disabled highlighting the incident wherein she took Wood to see her favorite Maine television news anchor Kim Block. She describes Wood who religiously watches the news at Channel 13 featuring Block since 1982. She adds that Wood remembers details of events that happened years ago and is passionate about the current events. She also explores Wood's daily routine. 1050L Review indicates disabled children may experience more violence. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Nation's Health (Sep2012)—Tucker, Charlotte The article discusses a review published in the July 12, 2012 issue of journal "Lancet" which revealed the higher risk of experiencing violence seen in children with disabilities, which was concluded by the authors of the study after 20 years of careful examination. 1380L Disability Should Not Be Disabled.

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(http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) USA Today Magazine (Sep2012)—FISH, DARREN A. The article discusses the financial difficulties experienced by people with disabilities. The Social Security Disability Insurance (SSDI) was introduced by then U.S. president Lyndon B. Johnson as part of his Great Society initiative. However, instead of helping the disabled, SSDI was said to have given people with disabilities additional problems. Disabled people face problems with qualifying for the program, proving the disability, and then navigating through the process. 1300L All the king's fools. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) History Today (Aug2011)—Lipscomb, Suzannah The article explores the possibility that the court fools of the early Tudor dynasty of England likely had learning disabilities. Emphasis is given to English King Henry VIII's use of the court fool William Somer. The author explains a research project concerning court fools, with specific focus given to its funding by the Wellcome Trust. The supposed wit and humorous wordplay espoused by Somer and other fools is examined. The author is broadly concerned with Tudor-era perceptions of disabled people. 1400L Bashing the disabled. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Progressive (Nov95)—Wolfe, Kathi Focuses on the persistence of discrimination against disabled persons in the United States. Discrimination as a form of hate crime; Nature of hate crimes against disabled; Other policies detrimental to the plight of disabled persons; Call for the organization of the disabled community. INSET: Getting tough on kids in wheelchairs, by Mike Ervin.. 1190L Abled and disabled. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Christian Century (12/2/2008)—Hauerwas, Stanley The article presents an excerpt from the book "Living Gently in a Violent World," by Stanley Hauerwas and Jean Vanier, reflecting on the care of disabled persons. 1210L PUTTING METTLE TO THE PEDAL. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Sports Illustrated (9/17/2012)—ANDERSON, KELLI The article focuses on disabled athlete Alex Zanardi. Zanardi's two gold medal victories in handcycling events at the 2012 Paralympics in London, England are discussed in relationship to the 2011 automobile racing accident which resulted in the loss of both of

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Zanardi's legs. Zanardi says there is a slight possibility he would compete again as an automobile racing driver. 1140L "Cloak of Invisibility.". (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Lesbian News (Mar2012)—Vallo, Amanda The article discusses the feelings of fear or uncertainty of a disabled person on how to act in social situations. It cites various scenarios that can induce fear and offers ways to handle them with grace and style such as being helped at the buffet table in a lesbian potluck party and being helped with her plate by allowing her to direct what she likes to have on the place. It also notes starting a conversation with the disabled person. 1090L NETWORK BUZZ. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Parks & Recreation (Nov2012)— Several forums from readers are presented including the positive reinforcement of to the Warrior Adventure Quest (WAQ) program, the Naval Station Guantanamo Bay's Soldiers Undertaking Disabled Scuba (SUDS) program, and the U.S. Department of Defense's Military OneSource (MOS). 1420L Missed Opportunity to Lead. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) America (1/7/2013)— The article comments on an international treaty called the Convention on the Rights of Persons With Disabilities, that was unsuccessful in the U.S. as it could not get the majority votes from senators, and it is stated that the bill will come again before the U.S. Senate in 2013. 1110L FROM SPECIAL ED TO... COLLEGE ED. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Essence (Time Inc.) (Jan2013)—Stone, Robin D. 1190L The Forever Child. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Newsweek (5/7/2012)—Brown, Tina The article discusses the situation of parents of autistic children who have graduated from high school. Topics include programs for young adults with special needs, the divorce rates among parents of autistic children, and the need for states programs to support the rising

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percentage of children who fall on the autism spectrum. 1120L The Forever Child. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Newsweek (5/7/2012)—Brown, Tina The article discusses the situation of parents of autistic children who have graduated from high school. Topics include programs for young adults with special needs, the divorce rates among parents of autistic children, and the need for states programs to support the rising percentage of children who fall on the autism spectrum. 1120L WHEN LOVE IS NOT ENOUGH. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Newsweek (5/7/2012)—Cottle, Michelle The article looks at the situation of children with special needs and their parents. Topics include the financial pressures for caregivers, the strain on relationships and marriages, and the social isolation for parents of children with disabilities, with an emphasis on the lack of government programs to aid special-needs individuals and assist caregivers. The rising number of children diagnosed with autism and the increased pressures on health-care, education, and social service systems are also discussed. 1130L My Life With Trig. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Newsweek (2/13/2012)—Palin, Sarah A personal narrative is presented in which the author discusses her experience as a mother of a son who has Down syndrome. 1300L Price of autism. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) New Scientist (3/24/2012)—Coghlan, Andy The article cites a study in a 2011 issue of the journal "Pediatrics," by David Mandell of the University of Pennsylvania, Philadelphia, and colleagues that found families with autistic children earned less, on average, than those whose children had a non-autistic condition. 1400L The Right Fit for Henry. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Educational Leadership (Feb2012)—Gould, J. ChristineStaff, Linda K.Theiss, Heather M. The article discusses students who are twice-exceptional, that is, gifted students with learning disabilities. The article profiles a 3rd grade U.S. student who has exceptional verbal

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talent, yet struggles in language arts such as reading and writing. Topics include a Challenge Program for gifted students, the implementation of an individualized education program (IEP), and accommodation for the 3rd grade student in spelling and vocabulary tests. Also discussed are the requirements under the U.S. Individuals with Disabilities Education Act (IDEA) that define children with learning disabilities. 1100L Address Reading Problems Early. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Educational Leadership (Mar2012)—Goodwin, Bryan The article focuses on the importance of detecting reading problems in children at a young age. The author argues that early detection of these difficulties would allow them to be addressed sooner, increasing the likelihood of improvement. Several studies are noted that have revealed predictors of future reading struggles of a child, including ability to identify letters, understanding of associated letter sounds, and comprehension of phonemic awareness. Teachers in Hartsfield Elementary School, located in Tallahassee, Florida, have used these warning signs to indicate which students require small-group instruction. 1400L Bad Animals: A Father's Accidental Education in Autism. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Library Journal (5/1/2012)—Lamperski, Terry The article reviews the book "Bad Animals: A Father's Accidental Education in Autism" by Joel Yanofsky. 1040L AUTISM AND THE TECHNICAL MIND. (http://modulecreator.com/ModuleCreator/#page=login&moduleId=12715&scrollTo=articles) Scientific American (Nov2012)—Baron-Cohen, Simon The author discusses research into the rate of autistic children born to parents with technical jobs such as engineering. The concept of assortative mating is described, and mate selection in humans, the genetics of autism, and the psychological factors of autism are discussed. Systemizing behavior in autistic children, the mechanical abilities of children with Asperger's syndrome, and the relationship between mathematics ability and autism rates are discussed. The author researched the children of people who work in Silicon Valley in California and Bangalore, India, where there is a concentration of computer researchers, as well as the effect of testosterone levels in pregnant women. INSET: IN BRIEF. 1290L

Uploaded Files Barriers to learning - class grade sheet.docx (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/1898067092_Dec_06_2012_131027890.docx)

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Barriers to Learning Class Grade Sheet Barriers to learning - project requirements.docx (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/2107594365_Dec_06_2012_131819975.docx)

Barriers to Learning Requirements Barriers to learning - List of disabilities.doc (http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/12715/121957663_Dec_07_2012_170016956.doc)

Short list of disabilities

Keywords modification IEP - Individualized Education Plan SST - Student Support Team Inclusion Mainstreaming FAPE – free and appropriate public education LRE – least restrictive environment

Links* Children and Youth with Special Needs (N/A) (http://health.state.ga.us/programs/specialneeds/index.asp) Georgia Department of Public Health Federation of Children with Special Needs (N/A) (http://fcsn.org/index.php)

Kids Health (N/A) (http://kidshealth.org/kid/feeling/friend/special_needs.html)

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Resources for Children with Special Needs (1070L) (http://www.resourcesnyc.org/)

Vocabulary Review (N/A) (http://quizlet.com/6385474/essential-vocabulary-for-special-education-flash-cards/)

More vocabulary (N/A) (http://www.scboces.k12.co.us/english/SPED/SPEDvocab.htm)

Key Terms for Special Education (N/A) (http://nichcy.org/schoolage/keyterms)

PowerPoint Tutorial (N/A) (http://office.microsoft.com/en-us/powerpoint-help/slides-text-and-notes-RZ001129842.aspx?section=2)

Tips for making a PowerPoint Presentation (1130L) (http://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/)

How to Make a Prezi (720L) (http://prezi.com/_sto8qf_0vcs/the-how-to-make-a-great-prezi-prezi/)

* These Lexile measures were computed automatically and did not undergo human review. They are not certified measures and should not be published or recorded in any way.

Other Resources Working with Young Children -Published by Glenco Wilcox

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Module12715.pdf

Section 4: What Results? Classroom Assessment Rubric Not Yet Focus Reading/Research Controlling Idea

Attempts to address prompt but lacks focus or is off-task. Attempts to present information relevant to prompt. Controlling idea is weak and does not establish a purpose and/or address a research question.

Development

Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question.

Organization

Applies an ineffective structure; composition does not address requirements of the prompt.

Conventions

Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose. Meets Expectations

Focus Reading/Research Controlling Idea

Addresses prompt with a focused response. Presents and applies relevant information with general accuracy. Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources.

Development

Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

Organization

Applies a generally effective structure to address specific requirements of the prompt.

Conventions

Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

Classroom Assessment Task No Classroom Assessment Task for this module

Exemplar Work

Uploaded Files Example for Barriers to Learning Project.pptx (Meets Expectations) (http://literacybytechnology.s3.amazonaws.com/worksampleuploads/12715/1982824461_Dec_07_2012_145551239.pptx)

Example Project

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Comments Author Notes

Other Comments

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