Class+8+Friday+February+1+2008+Brandi+Wait


 * Class 8: February 1. 2008**

//Next Class – Read Chapter 8//


 * Presentations**

10:45 – Gifted 11:10 – EAL 11:35 – Break 11:45 – Down Syndrome 12:10 – LD Feedback: ½ sheet for each topic Put topic at the top of the page and sign the bottom 2 * and one wish

Gifted Students **__– Jeremy, Amanda, and Deb__** ·  Not a lot of research on gifted students
 * Researchers usually study the ‘problems’ and gifted students are not considered problems
 * Lisa Simpson is an example of what many people would consider a gifted student
 * What indicated giftedness? Traditionally 130+ on IQ test

Problem: IQ tests only measure logical/math and linguistic intelligences Early Signs Incidence Causes Talented or Gifted? Girls Behaviour Changes Personality Social Development Teaching Gifted Students Services and Supports
 * Gardener explains 8 intelligences; linguistic, logical mathematical, musical, bodily kinesthetic, interpersonal, intrapersonal, and naturalist
 * There is also a Triarchic Theory of Intelligence; Compotential (mechanisms people use to make processes automatic), Experiential (how you deal with things), and Contextual (how you handle new information in the environment you are in)
 * Gifted students have different interests, strengths, abilities, and temperments
 * Super high scores usually occur in 1 area, math or language, not in both
 * Therefore, most gifted students are not globally gifted
 * Imagination, curiosity, challenge self, recognition of caregiver early on
 * If there is no real definition of what a gifted student is, how can they be counted?
 * Giftedness is not caused
 * Being able to practice and encouraged by parents may increase that students talents
 * One theory is that testosterone makes parts of the brain bigger
 * There is a higher rate of left handedness in gifted students or ambidexterism
 * Exceptional children have some differences in their brains than other children
 * There is no difference between talented and gifted children
 * They usually have strong intrinsic motivation
 * They enjoy doing things in their area of giftedness, they want to do things in their area, and see things from their area is everything else they do (e.g. math in nature)
 * Sevants – gifted in an area not taught, the talent is just there, it’s not developed
 * Middle years females are pushed towards fashion and being popular
 * If they are gifted they may try to hide this
 * Encourage them to embrace it
 * This underachievement is influenced by gender stereotypes and the lack of role models
 * May be argumentative
 * Socially isolated
 * Depressed
 * May be trouble makers in class, move around a lot
 * May seem unmotivated and challenge the authority in the classroom
 * Perfectionism, sensitivity, intensity in emotions
 * Developmental schedule is the same as other students but at an earlier age
 * Develop moral sensitivity early on, have thoughts on justice and fairness and other abstract thoughts
 * Judgemental of others, think they should act ethically and keep word all of the time
 * Strong emotional content, may feel very overwhelmed a lot
 * Fear of failing may keep them from trying, being different, or from not meeting challenges
 * Behaviour – good among adults but may seem inappropriate among children their own age
 * View self as different at an early age, should try to spend some time with others who are gifted to have a sense of fitting in
 * Emotional – intensity, responsibility, self examine a lot
 * Overexcitability – creative, advance emotional and creative development
 * Psychomotor
 * Sensual
 * Imaginational
 * Intellectual
 * Emotional
 * May lose interest and motivation if not nurtured and stimulated and may no longer be gifted
 * All of the strategies for teaching gifted students can and should be done for all students really
 * Appropriate challenges
 * Classroom placement
 * Rage to master – they are driven by their gift but parents want well rounded children, so they drive them to other areas and may squash their giftedness
 * Extreme giftedness may lead to isolation
 * Modify instruction by varying homework for each individual student
 * Make advanced tasks for independent study
 * Most have advanced reading skills which appear early in life
 * Give different texts
 * Vary groups for in class work or have them work alone
 * Keep them motivated and challenged
 * Familiarize yourself with the characteristics and signs of giftedness
 * Let go of what you feel is normal, how students should be
 * Have a pre-assessment before units to see what level students are at on that topic (for example give the end of unit test at the beginning and at the end)
 * Use parents as resources, collaborate not resist
 * Pursue distance learning opportunities, more or different work
 * Be a resource and encourage both parents and students
 * Specific topic that the child is gifted in may be explored by the teacher more, may go to higher grades just for that area not skip a whole grade (issue of being with older kids, social development)
 * Use gifted students as resource for other students, both students should learn from these opportunities
 * Use outside resources, do not be afraid to ask for help
 * Key is respect for uniqueness, opinions, ideas, and dreams
 * Books and online resources are available on the WIKI

Questions How many boys or girls are gifted? A – Do not really have a definition or definitive idea of what giftedness is so how can you measure how many of each sex. Can they get mixed up in drugs? Are there behaviour problems? A – they may hide problems. May experience more problems is parents force t hem into other areas. Do gifted children receive funding? A – Don’t know. Have there been case studies on gifted children? A – lots Is there support material available? A – Online there are a lot of books and other information available.

English as an Additional Language **__– Sharon, Eric, Angela__** ·  Characteristics – on WIKI ·  Diverse Backgrounds – civil war, refugee or international visa (usually go home after finished studies), or native born (aboriginal, French speaking, or Mennonite are some examples) ·  Level of English Proficiecy – all EAL students are at different levels of proficiency ·  Adjustment Period – this is a period of time that all EAL students go through, even native EAL students. They are adjusting to a new language, a new place, and a new school ·  First Language and Identity – some students may just want to be Canadian, they want to forget their own identity, specifically students from war torn areas or others areas of conflict. Others may resist English and want to hold onto own language, identity, and background. ·  Accents – is students learn English before puberty there is less of a chance that they will have an accent as they grow up. If students learn the language after puberty they will most likely have more of an accent. This is something we should help students accept and not force them to try and speak without one. ·  Receptive Comprehension – listening and reading comprehension ·  Productive Comprehension – higher level of comprehension where language is produced, speaking and writing. ·  Causes – move to Canada because there is not enough work opportunities in home country, refugees, traditional language at home, informal English dialect used at home, foreign exchange students, international adoption ·  Issues – if the student has a war background they have a higher dropout rate (95%). They may not know how to read and write in own language which makes it harder to learn English ·  Government has put more money into programs for these students and also has made the programs more intense. ·  They may experience a culture shock. Many may have never been in a school before. ·  Development and Learning – the critical period for language acquisition is around 12 years ·  Silent Period – only take in language do not talk. This is because the student is observing and letting everything ‘sink in’. ·  Strategies – can be found of the WIKI ·  Cooperative Learning – KWL chart, work in groups (gives a chance for talking, writing, etc. The student may feel more comfortable working in groups if they are from a more community minded background and not an individualistic one), three step interview, and group projects ·  Comprehensive Instruction – use gestures, key words, and definitions. Do not use figurative or idiomatic language (‘kicked the bucket’ or ‘passed away’). Repeat and rehearse words with students, and use concrete and visual supports ·  Services and Supports – FAMILY; government programs as well as religious and non profit groups. STUDENT; the teacher, language games (English-zone.com), friends and family, and e-pals. TEACHER; TEAL Manitoba which is a group that organizes café meetings for professionals to discuss EAL issues. Other resources are available on the WIKI.
 * Definition can be found in the text book on page 195 – students whose primary language is not English and who are limited in their abilities to use oral or written English
 * Not referred to as ESL as much now, because it is not necessary their second language but an additional language
 * Initial Assessment – in own language, educational background, use this to develop supports for student in the future
 * Centre for Canadian Language Benchmarks – sets levels for assessment, use a variety of assessments
 * Assessment for Learning – goals made between the teacher and student. Reflect on work, see improvements in self esteem, set new goals
 * Assessment of Learning – tests
 * Language Portfolios – reading, journals, writing, listening, speaking activities
 * Incidence and Trends Graph
 * 1999-2004 age 0-24 1500-3500 students

Questions What type of professionals might be coming into the classroom to work with EAL students? A – teacher, aid money from TAEA, may be pulled out of class to be with resource teacher Are there any consultants or support documents available from MECY for teachers? A – yes

Down Syndrome **__– Kate, Marco, Melissa__** Assessment and Diagnosis ·  Post natal Diagnosis – physical characteristics (not on all children), blood test called Karyotype (grow cells and check for chromosome) Characteristics Trend Impacts on Learning – not all students with down syndrome will have these characteristics Strategies – can be used for all students Physical Activity Impacts Services and Supports
 * Definition – three 21st chromosomes, “trisomy 21”. Named after John Langdon Down who discovered it. 1/800 births from all races and ethnic groups.
 * Causes – unknown, not inherited, genetic explanation
 * Prenatal – blood test is done on mother, may show an increased probability and can then decide if you want further testing or not. Further testing has high rates of miscarriage and may not be very accurate.
 * Amniocentisis – least number of miscarriages. Use large needle to take some amniotic fluid.
 * CVS – chorionic villus sampling – most accurate test
 * PUBS – umbilical cord blood sample has the highest risk of a miscarriage
 * Slightly slanted eyes with small skin folds at corner
 * Brushfield spots on the iris
 * Flattened nasal bridge
 * Short neck
 * Tongue protrudes
 * Shorter among others
 * As maternal age increases the chance of down syndrome increases. Women over 35 years of age have 25% of births, of those 25% 9% have down syndrome.
 * Hypotania – low muscle tone, harder to manipulate objects (writing)
 * Congenital Heart Abnormalities
 * Vision Problems – many have glasses
 * Temporary or Permanent Hearing Loss
 * Sinusitis and Upper Respiratory Infection
 * Dental – teeth grow crocked, small oral cavity, speech is more difficult
 * Obstructive Sleep Apnea – may be tired during the day
 * Struggle with Short Term and Working Memory
 * Struggle with Processing Oral Information
 * Go through stages of development more slowly
 * Frustration
 * Visual and hands on learning
 * Real life and authentic learning
 * Modify work to their level
 * Success at beginning of lessons
 * Break into small steps
 * Allow alternate response in assessment
 * Teaching routine, practice it with student
 * Lesson in tune with their interests
 * Minimal motor demands, modify equipment if possible
 * Often called ‘clumsy’
 * Become easily frustrated due to awkwardness
 * Jerky and hesitant movements
 * Poor posture, balance, and stability
 * Dance programs are good – improve learning and motor behaviour, start with simple skills, it is not boring and adds a lot of variation
 * Can be found on the WIKI
 * Websites, books
 * Teaching Math to People with Down Syndrome and Other Hands on Learners

Questions Who has other 16% of babies A – teens Do they usually have sleep apnea breathing machines? A – not sure, but be aware of it as a teacher Extra funding from MECY? A – can get it, not necessarily from MECY Is there a limit to how much they can learn? A – some think there may be a peak, but give them the opportunity and who knows what could happen Are they always happy and easy going? A – no, that is a stereotype. They are often frustrated.

Learning Disabilities **__– Laurel, Tyler, Fleur__** ·  Usually have strengths in many areas and a weakness in one or more areas ·  Persists through life and all ages Causes Incidence Assessment Strategies Discalculia – mathematics Speech Language and Auditory Disorders Auditory Processing Disorder Dysgraphia Dyslexia – reading disorder Dysphraxia – impaired motor skills Development and Learning for All Types Services and Supports Personnel you may encounter at school
 * There are a number of learning disabilities
 * Most people with a learning disability demonstrate at least average abilities (average or above average IQ) but have an impairment in the processes
 * Vary in severity and type
 * Oral/language
 * Reading
 * Writing
 * Math
 * Organizational skills, interaction, perspective taking
 * Genetic
 * Accidents/illnesses
 * Environmental (metals in food)
 * Circumstances during pregnancy or birth (decreased oxygen, trauma)
 * 10-20% of Canadians
 * 1977-1989 went up 150%
 * 2001-2006 most common form of disability in children 5-14
 * 40% increase in 15 years and older category
 * IQ test, school psychologist, observations, later testing in that area
 * WIAT-II
 * TASK
 * TOWL-3
 * Metacognitive instruction, teach inner language of how to do things
 * Learning strategy instruction, acronyms with metacognition to learn process
 * Using symbols
 * Greater than or less than
 * Multiplication tables
 * Rules
 * Estimating, time, direction, money, reading numbers among other problems
 * Work in small chunks
 * Use manipulatives, mini lessons, acronyms, worksheets, and peer work
 * Diagnosed by a speech language pathologist
 * Language impairment
 * Speech sound disorder
 * Fluency disorders (stuttering)
 * Voice disorders
 * At school can model speech
 * Allow time for student to think before responding
 * Give a signal you can not understand them
 * Record them so they can hear how they sound
 * Retell passages in their own words
 * Work in teams
 * Normal hearing and processing
 * Poor listening skills
 * Mutistep directions needed
 * Use a microphone in class
 * Alter acoustics
 * Seating plan
 * Exercise language building and learning new words
 * Output disorder
 * Poor handwriting, expression of thoughts in words
 * Lots of signs
 * Can not read writing even if taking time to write clearly
 * Computers help
 * Keep practicing
 * Remove spelling and neatness as grading tool
 * Give freedom of choice (crayons, pencil, paper type)
 * Be innovative and flexible
 * Hard to communicate
 * 4-10% of children
 * Hereditary plays a role
 * More common in boys
 * Mix up letters, space words incorrectly
 * Words squished together
 * Spell how they sound
 * Hard time with phone numbers lists, rhyming, names of objects
 * Break assignments into small tasks
 * Help students get acquainted with school
 * Be organized
 * Give extra help
 * Offer choice in projects
 * Remind them of their accomplishments
 * 10% 2% of which are severe
 * 4x more in men
 * Heredity
 * By age 7 show signs of dressing slower, no rhythm, can not tie laces, clumsy gait, short concentration and listening skills, clap when excited, easily distressed and emotional, sleep problems, headaches, frustration
 * Simplify instruction, clear expectations, adjust test formats, simplify everyday tasks, create routines, get parents advice, get extra guidance, simplify classroom environment
 * Dislike school
 * Low self esteem
 * Poor attendance
 * Social problems
 * Give more time for work
 * Extra tutoring
 * May hide problems by acting out, showing disinterest, or getting others to do work
 * Feel stupid and worthless
 * Apply for aid through province of Manitoba
 * Psychologist
 * Speech Language Pathologist
 * Occupational Therapist
 * Physiotherapist


 * Textbook – Chapter 7 Students with Differing Academic Abilities; Best Practices for Meeting Student Needs in Heterogeneous Classes **
 * (Other information) **

__Gifted Students__ Mutilevel Teaching Strategies for Higher-Level Learning
 * Curriculum Compacting – allow enrichment activities in wider breadth or depth
 * Tiered Lessons – can move ahead as they are able
 * Open-ended Assignments

__EAL__
 * Recounts – retell information known by teacher and student
 * Accounts – tell something new, e.g. what happened on the weekend
 * Eventcasts – talk about an event in process, e.g. how to do the activity that is happening in the class
 * Stories – read and write fictional accounts

__Learning Disabilities__
 * Three groups; intrinsic, extrinsic, or interactive
 * Until 2004 IDEA (Individuals with Disabilities Education Improvement Act) required students to have a severe discrepancy between achievement and intellectual abilities in one of seven areas; basic reading skill, reading comprehension, listening comprehension, oral expression, written expression, mathematics calculation, or mathematics reasoning
 * Now use an intervention approach rather than get behind before you get help approach.

__Mental Retardation__
 * Intellectual abilities that are significantly below average
 * Deficits in “adaptive behaviour
 * Occurrence before age eighteen or during the developmental period
 * Borderline 70-85 IQ, mild or educable 55-70, moderate or trainable 40-55, severe 25-40, and profound below 25
 * Age-appropriate participation, natural proportions, supports based on need not formula, respect not benevolence, holistic learning not behaviourism

__Traumatic Brain Injury__
 * Caused by any blow to the head (car accidents, gunshots, abuse, etc.)
 * May have physical, cognitive, and/or behavioural/emotional impairments or changes
 * Body may not be harmed but brain had sever trauma
 * Usually have to learn many skills over again
 * Similar challenges as those with learning disabilities or mental retardation except they are brought on suddenly so emotional needs may be greater