What Effects Would a Big Box Store Have on Your Community?

Dyscalculia, Behavioral Disorder, ADD,  Developmental Coordination Disorder

Dyscalculia

• Don't assume that the person is not listening just because you are getting no verbal or visual feedback.
• Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.
• Consult with the special education specialist to obtain help in understanding the specific nature of the learning disability for each student.
• Never assess a student's capabilities based solely on their IQ or other standardized test scores.
• Give student with learning disabilities priority in registration for classes.
• Allow course substitution for nonessential course requirements in their major studies.
• A student may have documented intelligence with test scores in the average to superior range with adequate sensory and motor systems and still have a learning disability. Learning disabilities often go undiagnosed, hence teacher observation can be a major source of identification.
• Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.

• Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
• Use an overhead projector with an outline of the lesson or unit of the day.
• Reduce course load for student with learning disabilities.

• Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies.
• Provide students with chapter outlines or study guides that cue them to key points in their readings.
• Provide a detailed course syllabus before class begins.

• Ask questions in a way that helps the student gain confidence. Keep oral instructions logical and concise. Reinforce them with a brief cue words.
• Repeat or re-word complicated directions. Frequently verbalize what is being written on the chalkboard.
• Eliminate classroom distractions such as, excessive noise, flickering lights, etc.
• Outline class presentations on the chalkboard or on an overhead transparency.
• Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.) Establish the clarity of understanding that the student has about class assignments.
• Give assignments both in written and oral form.

• Have more complex lessons recorded and available to the students with learning disabilities.
• Have practice exercises available for lessons, in case the student has problems.
• Have students with learning disabilities underline key words or directions on activity sheets (then review the sheets with them).
• Have complex homework assignments due in two or three days rather than on the next day.
• Pace instruction carefully to ensure clarity.

• Present new and or technical vocabulary on the chalkboard or overhead.

• Provide and teach memory associations (mnemonic strategies).

• Support one modality of presentation by following it with instruction and then use another modality.
• Talk distinctly and at a rate that the student with a learning disability can be follow.
• Technical content should be presented in small incremental steps.

• Use plenty of examples, oral or otherwise, in order to make topics more applied.
• Use straight forward instructions with step-by-step unambiguous terms. (Preferably, presented one at a time).
• Write legibly, use large type; do not clutter the blackboard with non-current / non-relevant information.
• Use props to make narrative situations more vivid and clear.

• Assist the student, if necessary, in borrowing classmates' notes.

• Consider cross-age or peer tutoring if the student appears unable to keep up with the class pace or with complex subject matter. The more capable reader can help in summarizing the essential points of the reading or in establishing the main idea of the reading.

• Clearly label equipment, tools, and materials. Color code them for enhanced visual recognition.
• Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
• Provide clear photocopies of your notes and overhead transparencies.

• For students with learning disabilities, make available cue cards or labels designating the steps of a procedure to expedite the mastering.
• Use an overhead projector with an outline of the lesson or unit of the day.
• Allow extended time for responses and the preparation and delivery of reports.
• In dealing with abstract concepts, use visual tools such as charts and graphs. Also, paraphrase and present them in specific terms, and sequence and illustrate them with concrete examples, personal experiences, or hands-on exercises.
• To minimize student anxiety, provide an individual orientation to the laboratory and equipment and give extra practice with tasks and equipment.
• Find areas of strength in the student's lab experiences and emphasize those as much as possible.
• Allow the students with learning disabilities the use of computers and spell checking programs on assignments.

• Announce readings as well as assignments well in advance.
• Find materials paralleling the textbook, but written at a lower reading level. (Also, include activities that make the reading assignment more relevant.)
• Introduce simulations to make abstract content more concrete.

• Make lists of required readings available early and arrange to obtain texts on tape from Recording for the Blind or a Reading/Typing Service.
• Offer to read written material aloud, when necessary.

• Read aloud material that is written on the chalkboard and on the overhead transparencies.
• Review relevant material, preview the material to be presented, present the new material then summarize the material just presented.
• Suggest that the students use both visual and auditory senses when reading the text.
• Rely less on textbooks. Reading for students with learning disabilities may be slow and deliberate, and comprehension may be impaired for the student , particularly when dealing with large quantities of material. Comprehension and speed usually dramatically increase with the addition of auditory input.
• Spend more time on building background for the reading selections and creating a mental scheme for the organization of the text.
• Encourage students to practice using technical words in exchanges among peers.
• Choose books with a reduced number of difficult words, direct non convoluted syntax, and passages that deliver clear meaning. Also, select readings that are organized by subheads because this aids in the flow of ideas.
• When writing materials for reading by students with learning disabilities, some of the strategies referred to in the reading section of the hearing impaired presentation will be appropriate.
• Allow the student to use a tape recorder.

Group Interaction and Discussion

• Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
• Assist the student, if necessary, in borrowing classmates discussion notes.
• Encourage questions during or after class to ensure that materials are understood by students with learning disabilities.
• Give individual conferences to guide students with learning disabilities to monitor progress and understanding of the assignment and of the course content.
• Give plenty of reinforcement when it is evident that the student with a learning disability is trying things that are made difficult by the disability.
• Have frequent question-and-answer sessions for students with learning disabilities.

Field Experiences

• Allow the students with learning disabilities the use of computers and spell checking programs on field notes and reports.
• Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Research

• Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the student's specific functional limitations and jointly devise accommodations for that student.
• Use appropriate laboratory and field strategies.

Testing

• Avoid overly complicated language in exam questions and clearly separate items when spacing them on the exam sheet. (Refer to writing for students with hearing impairments in the reading section.)
• Consider other forms of testing (oral, hands-on demonstration, open-book etc.). Some students with learning disabilities find that large print helps their processing ability.
• Consider the use of illustrations by the students with learning disabilities as an acceptable form of response to questions in lieu of written responses.
• Eliminate distractions while students are taking exams.

• For students with perceptual problems, for whom transferring answers is especially difficult, avoid answer sheets, especially computer forms. Allow them to write answers (check or circle) on the test (or try to have them dictate their responses on a tape recorder.)
• For students who have reading difficulties, have a proctor read the test to the student.
• For students with writing difficulties, have someone scibe the answers for them or use a tape recorder to take down the answers.
• Gradually increase expectations as the students with learning disabilities gains confidence.
• Grant time extensions on exams and written assignments when there are significant demands on reading and writing skills.
• If distractions are excessive, permit the students with learning disabilities to take examinations in a separate quiet room with a proctor.
• Provide study questions for exams that demonstrate the format along with the content of the exam.
• Review with the student how to proofread assignments and tests.

• Do not test material just presented or outcomes just produced, since for the students with learning disabilities, additional time is generally required to assimilate new knowledge and concepts.
• Permit the students with learning disabilities the use of a dictionary, thesaurus, or a calculator during tests.
• Provide computer with spell check/grammar/ cut & paste features

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BEHAVIORAL DISORDERS

Introduction

Behavioral disorders also known as conduct disorders are one of the most common forms of psycho pathology among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6% in K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population.

Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption in other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Such a behavior pattern is consistent throughout the individuals life. Among the characteristics of a behavioral disorder among children and adolescents are:

• Initiation of aggressive behavior and reacting aggressively towards others.
• A display of bullying, threatening, or intimidating behavior.
• Being physically abusive of others.
• Deliberate destruction of other's property.
• Showing little empathy and concern for the feelings, wishes, and well being of others.
• Showing callous behavior towards others and lack of feelings of guilt or remorse.
• They may readily inform on their companions and tend to blame others for their own misdeeds.

General Strategies

• Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
• Ask previous teachers about interactive techniques that have previously been effective with the student in the past.
• Expose students with behavioral disorders to other students who demonstrate the appropriate behaviors.
• Direct instruction or target behaviors is often required to help students master them.
• Have preestablished consequences for misbehavior.
• Administer consequences immediately, then monitor proper behavior frequently.
• Determine whether the student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanor with and without medication. Then adjust teaching strategies accordingly.
• Use time-out sessions to cool off disruptive behavior and as a break if the student needs one for a disability-related reason.
• In group activities, acknowledge the contributions of the student with a behavioral disorder.
• Devise a contingency plan with the student in which inappropriate forms of response are replaced by appropriate ones.
• Treat the student with the behavioral disorder as an individual who is deserving of respect and consideration.
• When appropriate, seek input from the student about their strengths, weaknesses and goals.
• Enforce classroom rules consistently.
• Make sure the discipline fits the "crime," without harshness.
• Provide encouragement.
• Reward more than you punish, in order to build self-esteem.
• Praise immediately at all good behavior and performance.
• Change rewards if they are not effective for motivating behavioral change.
• Develop a schedule for applying positive reinforcement in all educational environments.
• Encourage others to be friendly with students who have emotional disorders.
• Monitor the student's self-esteem. Assist in modification, as needed.
• Self-esteem and interpersonal skills are especially essential for all students with emotional disorders.
• Do not expect students with behavioral disorders to have immediate success; work for improvement on a overall basis.
• As a teacher, you should be patient, sensitive, a good listener, fair and consistent in your treatment of students with behavioral disorders.
• Present a sense of high degree of possessiveness in the classroom environment.

• After a week, or so, of observation, try to anticipate classroom situations where the student's emotional state will be vulnerable and be prepared to apply the appropriate mitigative strategies.
• By using examples, encourage students to learn science so they can emulate adult behaviors.
• Check on the student's basic capacity to communicate and adjust your communications efforts accordingly.
• Use a wide variety of instructional equipment which can be displayed for the students to look at and handle.
• When an interest in a particular piece has been kindled, the instructor can talk to the student about it and show him or her how to use it.
• Instructions should be simple and very structured.
• Group participation in activities is highly desirable because it makes social contacts possible.
• Monitor the student carefully to ensure that students without disabilities do not dominate the activity or detract in any way from the successful performance of the student with the behavioral disorder.
• Teachers should reward students for good behavior and withhold reinforcement for inappropriate behavior.
• Some aggressive students act as they do because of a subconscious desire for attention, and it is possible to modify their behavior by giving them recognition.
• Have the individual with the behavioral disorder be in charge of an activity which can often reduce the aggressiveness.
• Special efforts should be made to encourage and easily facilitate students with behavioral disorders to interact.
• Show confidence in the students ability and set goals that realistically can be achieved.
• Plan for successful participation in the activities by the students. Success is extremely important to them.
• The environment must be structured but sensitive to the needs of these youth with behavioral disorders.
• Expose students with behavioral disorders to other students who demonstrate the appropriate behaviors.
• Direct instruction or target behaviors is often required to help students master them.
• Consultation with other specialists, including the special education teacher, school psychologist, and others may prove helpful in devising effective strategies.
• Keep an organized classroom learning environment.
• Devise a structured behavioral management program.
• As an educator you serve a model for the students who are behaviorally disturbed. Your actions therefore, must be consistent, mature, and controlled. Behavioral outbursts and/or angry shouting at students inhibit rather than enhance a classroom.
• Provide a carefully structured learning environment with regard to physical features of the room, scheduling, routines, and rules of conduct.
• If unstructured activities must occur, you must clearly distinguish them from structured activities in terms of time, place, and expectations.
• Let your students know the expectations you have, the objectives that have been established for the activity, and the help you will give them in achieving objectives.
• When appropriate, seek input from the students about their strengths, weaknesses and goals.
• Do not expect students with behavioral disorders to have immediate success; work for improvement on a overall basis.
• Be fair and consistent, but temper your consistency with flexibility.
• You should refer the students to visual aids and reading materials that may be used to learn more about the techniques of skill performance.
• Present a sense of positiveness in the learning environment.
• Remain calm, state the infraction of the rule, and avoid debating or arguing with the student with a behavioral disorder.
• Have preestablished consequences for misbehavior.
• Administer consequences immediately, then monitor proper behavior frequently.
• Enforce classroom rules consistently.
• Make sure the discipline fits the "crime," without harshness.
• Provide encouragement.
• Reward more than you punish, in order to build self-esteem.
• Praise immediately and all good behavior and performance.
• Change rewards if they are not effective for motivating behaviral change.
• Find ways to encourage the student.
• Be positive and supportive.
• Develop a schedule for applying positive reinforcement in all educational environments.
• Encourage others to be friendly with students who have emotional disorders.
• Monitor the student's self-esteem. Assist in modification, as needed.
• Self-esteem and interpersonal skills are especially essential for all students with emotional disorders.

Laboratory

1. Use the appropriate general strategies, given above.
2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
3. If unstructured activities must occur, you must clearly distinguish them from structured activated in terms of time, place, and expectations.
4. Be sensitive when making team pairings for activities so that the student with an emotional disorder is supported.
5. Use a wide variety of instructional equipment which can be displayed for the students to look at and handle.
6. When an interest in a particular piece has been kindled, the instructor can talk to the student about it and show him or her how to use it.
7. Activity instructions should be simple but structured.
8. Monitor carefully to ensure that the students without disabilities do not dominate the activity or detract in any way from the successful performance of the student with the behavioral disorder.
9. If unstructured activities must occur, you must clearly distinguish them from structured activated in terms of time, place, and expectations.
10. Special efforts should be made to get students with behavioral disorders to interact in laboratory activities.
11. If a student must be denied permission to use the equipment, this should be done on an impersonal basis so the student will not feel hurt or discriminated against.
12. Plan for successful participation in the laboratory activities by the students with behavioral disorder. Success is extremely important to them.
13. To ensure success consider the special needs and interests of each person; give friendly, patient instruction in the laboratory skills; and continually encourage a wider interest in activities.
14. When a student displays a reaction of dislike to the activities this dislike usually stems from fear or lack of experience for the activity or factors inherent within the situation itself.
15. Some students with behavioral disorders may go to great lengths to avoid class participation. To feign their disorder is the method most frequently used, in hope of being excused from participation.
16. Every effort should be made to arouse the interest of such students in laboratory activities, so they will learn to perform the activities with success and pleasure.

Group Interaction and Discussion

• Acknowledge the contributions of the student with an emotional disorder.
• Call for responses and participation commensurate with the student's socialization skills.
• As the student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.
• Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.
• Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.
• Help the student to feel as though he or she has something worthwhile to contribute to the discussion.
• Some students may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.
• Should monitor carefully to ensure that the nondisabled students do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.

Reading

• It is necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur such as:
1. Taking turns, working with partner, following directions.
2. Reading in group or with others.
3. Increasing positive relationships by means of awards when they read appropriately.
4. Demonstrating appropriate reading
• Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills should be focused on teaching students reading skills

Research

• Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.
• Use appropriate laboratory and field strategies.
• Depending on the site of the research check the previous two sections.
• Show clear examples of what the students should expect as an outcome of their research.

Field Experiences

• Use appropriate general strategies.
• Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
• In field activities acknowledge the contributions and assistance of the student with an emotional disorder.
• Help the student to feel as though he or she has something worthwhile to contribute to the field trip.
• Use a buddy system.
• Gradually increase the challenges in the student's participation in field exercises while providing increased positive reinforcement.
• Group participation in field activities is highly desirable because it enhances social contacts.
• Make the student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.
• Special efforts should be made to get students with behavioral disorders to interact with other students.
• You should encourage students to practice field skills during their free hours.
• Every effort should be made to arouse the interest of such students in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.

Testing

• Be sensitive to the student's reactions to the various aspects of assessment.
• For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.
• Make special arrangements for the student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.
• Stay on top of student progress through informal assessment, don't wait until it's too late to discover that there is a problem.
• Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.

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style="font-size: 14pt; font-family: Georgia; color: black;">ADD

Bring to the student's attention science role models with disabilities with a similar disability to that of the student.

Point out that this individual got ahead by a combination of effort and by asking for help when needed.  Student monitoring, self-management, discipline, and encouragement can be a very important aspect for academic success. Below are the two basic aspects of AD/HD facilitation.  Self-monitoring techniques can be very effective in the school setting.  Self-monitoring of attention involves cueing the student so that he/she can determine how well he/she is attending to the task at hand. Cueing is often done by providing an audio tone such as a random beep, timer, or the teacher can give the cue. The student then notes whether he/she was on or off task on a simple recording sheet. Self-monitoring techniques are more likely to be effective when tied to rewards and accuracy checks.  Behavior management techniques must often be used in the learning environment.  By examining a student's specific problem behavior, understanding it's antecedents and consequences, teachers can help students with AD/HD to develop behaviors that lead to academic and social successes. 

Provide supervision and discipline:

Monitor proper behavior frequently and immediately direct the student to an appropriate behavior.  Enforce classroom rules consistently.  Avoid ridicule and criticism. Remember that students with AD/HD have difficulty staying in control. 

Providing Encouragement:

Reward more than punish.  Immediately praise any and all good behavior and performance.  Change rewards if they are not effective in motivating behavioral change.  Find alternate ways to encourage the AD/HD students.  Teach the student to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the student to think positively about himself or herself.

Bring to the student's attention science role model who has a disability similar to that of the student with an impairment. Point out that this individual got ahead by a combination of effort and by asking for help when needed.  Reduce the amount of materials present during activities by having the student put away unnecessary items. Have a special place for tools, materials, and books.  Reward more than you punish, especially with positive reinforces.  Try to be patient with an AD/HD student.  Seat students with AD/HD in the front near the teacher with their backs to the

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Developmental Coordination Disorder

Definition   

Developmental coordination disorder is a childhood disorder characterized by poor coordination and clumsiness.

Roughly 6% of school-age children have some degree of developmental coordination disorder. Children with this disorder may trip over their own feet, run into other children, have trouble holding objects, and have an unsteady gait.

Main issue in class will be poor handwriting.

How to help these students in your classroom.

It appears that this disability should be cleared up by high school.

A strategy refers to, “a plan that not only specifies the sequence of needed actions but also consists of critical guidelines and rules related to making effective decisions during a problem solving process” (Ellis & Lenz, 1996, p.24). Some features that make strategies effective for students with LD are:

(a) Memory devices to help students remember the strategy (e.g., a First Letter Mnemonic, which is created by forming a word from the beginning letters of other words);

(b) Strategy steps that use familiar words stated simply and concisely and begin with action verbs to facilitate student involvement (e.g., read the problem carefully);

(c) Strategy steps that are sequenced appropriately (i.e., students are cued to read the word problem carefully prior to solving the problem) and lead to the desired outcome (i.e., successfully solving a math problem);

(d) Strategy steps that use prompts to get students to use cognitive abilities (i.e., the critical steps needed in solving a problem); and

(e) Metacognitive strategies that use prompts for monitoring problem solving performance (“Did I check my answer?”) (Lenz, Ellis, & Scanlon, 1996).

http://www.k8accesscenter.org/training_resources/terminology.asp It is from the access center improving outcomes for all students k-8.

http://www.nlm.nih.gov/medlineplus/ency/article/001533.htm
It is from Medicine Plus.

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