Effective Teaching Practices Tools to Maximize Learning Success The Northern New England Down Syndrome Congress Typical Profile See Hodapp Fidler Buckley in DSRP 9 3 on DSEI Website Hearing amp Vision ID: 658413
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Educating Children with Down Syndrome:Effective Teaching Practices Tools to Maximize Learning Success
The Northern New England Down Syndrome CongressSlide2
Typical Profile*See Hodapp, Fidler, Buckley in DSRP 9 (3) on DSEI Website
Hearing & Vision
Speech & Language
Verbal Short Term Memory
Learning from Listening is Difficult
Number
Social understanding, empathy & social skills
Self Help and Daily Living Skills
Visual Short Term Memory
Visual Learning a Strength
Reading
Motor Skills
Information Processing
Weaknesses
Strengths
Non-Verbal
Mental AgeSlide3
Reciprocity Reciprocity among Reading Skills, Speech and Language Development, and Working MemoryLevels of achievement for reading higher than may be expected given multiple delaysEarly reading improves grammar and increases utterances (number of words spoken at once) – most likely due to strength of visual working memory
Intelligibility often improves when reading because working memory is able to focus on planning and articulatingSlide4
We Can Make A DifferenceTeachers who are well trained and utilize effective instructional strategies can improve reading outcomesHome environments that expose children to literacy also have a positive impact on reading successSlide5
Confucius knew even back then!I hear and I forget. I see and I remember. I do and I understand.
ConfuciusChinese philosopher & reformer (551 BC - 479 BC)Slide6
What is The Learning Program?“The Learning Program complements formal instruction in literacy and math. It also has occupational and speech therapy components. DSF has partnered with educators, researchers, therapists and administrators to develop a program that uses effective teaching strategies and customized materials to support parents, teachers and children in the educational process
.” www.dsfoc.orgSlide7
Why It Works… Puts theory into practiceEffective teaching method to supplement formal education, regardless of settingViews Parents as TeachersTeachers – effective method that taps into strengths
Easily accessible onlineStart in the early years, and can easily be adapted to general curriculum in schoolHelps children reach their greatest potentialSlide8
Guiding Principles:1. Assume Your Child Is AbleResearch shows that the teacher’s expectations make a difference on the child’s learning.
Know that you child can learn.Expect that your child can learn.
When you encounter a teacher who may have different expectations, advocate for your child and focus on your child’s potential. Focus on abilities.
www.dsfoc.org
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2. Make It Fun! Must be fun, engaging, and a positive experience!Developmental Delays: will take longer, non-compliance/resistance if not motivatingJoy of learning!Slide10
3. Success Is KeySuccess = inspiration for moreFailure leads to disengagement and avoidanceMaterials and instruction must be appropriate, at the child’s level, and encouraging.Must take into account
individual strengths and weaknesses
www.dsfoc.orgSlide11
4. Teach, Don’t TestPresent and share informationDo not “test” – for example “What is this letter?”Slide12
5. Model, Don’t CorrectAvoid saying “No, that’s wrong”
Use modeling to correct, staying positive and encouragingModeling = Motivation, whereas Correcting/labeling “wrong” = shutdown and avoidanceSlide13
6. Balance Learning and Play TimeBe sure your child has time for pure fun – no educational goals attached!To achieve life-long learners, there must be balanceSchool, therapies, & teachable moments are more effective when balanced with fun
Let kids be kids!!! www.dsfoc.orgSlide14
7. Don’t Let Guilt Get In The WayA new program can be overwhelming, and lead to quittingSet realistic goals, for example 15 minutes, 3 days a week, and then grow…You may miss a day, a week, a month…not to worry, just pick up where you left off and move forward
without guiltStay positive and enjoy the experience!Slide15
Implementing With Success1. Discover Best Learning EnvironmentUltimate goal is a structured place like a desk or table, meeting expectations of school environmentTake cues from your child, if not ready, then use a lap tray on the sofa, or sit at their play areaSlide16
2. Be Flexible and Creative“Spontaneous Teaching Moments” often happen when child is not aware he/she is learningMake it funUse toys (stuffed animals, dolls, Barbies, Action Figures) to make a gamePlay school
Get siblings involved!Slide17
3. Know When To Stop There will be days when your child is tired or hungryYou may have to postpone a sessionIf you start, but your child is resistant, try the “first… then” approach to extend the session slightlyRemain in Control and avoid power struggles
You determine when the session is overSlide18
4. It Works If You Work It Keep materials easily accessiblePlan sessions or learning opportunities into your schedule, no matter how busyParking lots waiting for siblings…even bedtime!Let go of guilt, but do your best to utilize the materials to maximize your child’s learningSlide19
5. Connect When You Need Helpinfo@dsfoc.orgFacebook Group: The Learning ProgramNNEDSC Educational Facebook Group- “Down Syndrome Education- New Hampshire”
The Boston Learning Program Slide20
6. Let the Child Set The PaceLet your child take the lead and set the pace of learningIt is likely to be slower than what you anticipate, but let them be the guide and let go of your own idea of how long it should takeAppreciate the progress no matter at what paceEnjoy the journey
www.dsfoc.orgSlide21
Effective Learning SessionsHigh ExpectationsProgress towards StructureConsistencyOrganize in AdvanceInvolve siblingsSlide22
Challenging BehaviorsWon’t Come to TableWalks AwayEasily DistractedShutdownThrowing/Swiping MaterialsTrying to Do Other things
Not listeningAsking for food, potty breakSlide23
StrategizeTired or Hungry? Need to use bathroom?Too easy/Too Hard?Environmental Distractions?Slide24
Turn Things Around….PatienceEnthusiasmSwitch Roles: “I’ll be the teacher…”RaceFirst/ThenTime Timer or Visual
Incorporate Snack TimeGive ChoicesWork In Tent or Fort www.dsfoc.orgSlide25
More Ideas….Barbies, Dolls, or Stuffed AnimalsStaples “Easy” ButtonMotor Reward (Basketball shot)Sing!Lily Pad Jump
Hide and Seek Flash CardsSight Word BingoEaselSlide26
Register to Access Free Materials
www.dsfoc.org
Click on “The Learning Program”
then
“Learning Program Materials
Enter email address and create passwordJackpot!!! You’ve unlocked an abundance of effective teaching materials and hours of fun learning experiences!!!Slide27
Let’s Get Started! Method Of Instruction - Whole Word Approach:
“Match, Select, Name” For vocabulary development - Use picture board with picture flash cards
For sight word recognition
- Use written word board with written word flash cards
To check comprehension
- Use picture board with written word flash cards Slide28
Step 1: Choose And Read A Book Meaningful to your child or your studentLevel 1: DSF Sight word
Readers (Single Words or Sentences)Level 2: Lakeshore Emergent Readers (Sentences)Slide29
Ready to Go!Choose Pictures-to-Picture or Word-to-WordAge and Experience LevelWritten Word to Picture Checks for ComprehensionSlide30
Reinforcement Matching Sheets:- Word to Word Straight Across- Word to Word Scrambled- Works Fine Motor - Word to Picture for ComprehensionSlide31
Daily Activity GuidesPre-K, Level 1, Level 2Literacy and Language Goals and ActivitiesMath Goals and ActivitiesWebsite RecommendationsSlide32
Math and The Learning ProgramThrough experience and exposure, master concepts that will help understand more complex math systems, such as: Sorting
Patterns SizeShapeColorQuantity
Time
Place
Money
Rote CountingCounting for MeaningSlide33
Recommended Reading for MathBird, Gillian and Buckley, Sue, Development and Education for Children with Down Syndrome (5-11 years), Number skills development for children with Down syndrome (The Down Syndrome Educational Trust 2001). Horstmeier, DeAnna,
Teaching Math to People with Down Syndrome and Other Hands-On Learners (Woodbine House 2004).Slide34
Understanding Math Concepts…Rote Counting (Counting without Meaning)
“Rote counting is when your child learns the names of the number words in the correct order – “one, two, three
, four.” It doesn’t mean that your child understands what each word means, that each word
stands for
a specific number of items or that each word has a number symbol to represent it. Rote counting
is learned through repetition and memorization. Rote counting, like pre‐number concepts, can be
taught from a young age.”Counting with Meaning“There are several concepts that intertwine to enable children to count with meaning. They often sound complicated
, but stand for pretty simple ideas.”www.dsfoc.orgSlide35
Concepts…One to One Correspondence – Count each object once and only once without skipping any.Stable Order Principle
– The names of numbers should always be said in the same order.Cardinality ‐ The last number you say has special importance and is the answer to the
question “how
many
?”
Conservation of Number – It doesn’t matter if objects are close together or spread apart, when
you count them, you should arrive at the same total.Abstraction Principle ‐ You can count anything (trees, dogs, pennies, minutes).Slide36
More Math Concepts…Order Irrelevance Doctrine ‐ It doesn’t matter in which order you count objects as long as you count each and every object once without skipping any.
Number Symbol Recognition (Numerals)-Recognizing number symbols is a skill that often must be deliberately taught. Children must learn that the spoken word “five” is written with the symbol “5.”
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The Learning Program/Math TimeMoneyNumicon: progressive, multisensory and evidence-based program to teach number ideas and relationshipsSlide38
Numicon- Closing the GapNumicon for SEN and Support Teaching
Numicon’s small steps teaching programme with its use of strong visual imagery and the emphasis on pattern and language is proving successful for pupils who are experiencing difficulty with math, including those who have special needs. Our new Closing the Gap with Numicon Teaching Materials offer guidance to help teachers address pupils’ difficulties in learning and accessing mathematics, plus this kit is designed specifically for working with older pupils who are behind their peers. The Kit also includes some sections on issues relating to specific SEN categories.
It is helpful for any pupils meeting Numicon for the first time, to do the Closing the Gap activities through which they will learn the Numicon patterns, attach number names to the patterns, order the patterns and numerals, combine shapes for addition, 'take way' and compare shapes for subtraction. The rate of progress will depend on the pupil; some older pupils will cover these activities quickly, other more entrenched additional needs are likely to need lots of repetition.
For full details of the resources and recommended materials please see the links below:
PLEASE NOTE
Numicon Math Shapes are now available in Grey and the Numicon Pegs are available in black and white for those children who have ASD and may find the bright colors a distraction.
http://www.numicon.com/numicon_for/numicon-for-sen.aspxSlide39
WWW.IXL.COM SamplesPositionsK.1 Inside and outside
K.2 Left, middle, and right
K.3
Top, middle, and bottom
K.4 Above and below
K.5 Location in a three-by-three grid ClassifyH.1 Same
H.2 Different H.3 Same and different
H.4 Classify by color Slide40
See and LearnFour steps are now available in the See and Learn Language and Reading
programme:See and Learn First Word Pictures is designed for children who are at the first stage of learning language. It contains activities and resources to help children learn 60 common first words using pictures. This step also prepares children for learning to read by helping them develop their visual skills through matching and selecting activities.
See and Learn First Written Words
provides activities to teach 16 familiar written words and 34 phrases containing two 'key' words.
See and Learn First Written Words
is designed for use with children who have completed See and Learn First Word Pictures (children who understand more than 50 single words and who are able to match pictures).See and Learn More Word Pictures
uses visually-based matching, selecting and naming activities to help children learn 55 new words that are common in early vocabularies. See and Learn More Word Pictures is designed for children who have already completed See and Learn First Word Pictures. It is designed to be used at the same time as
See and Learn First Written Words.See and Learn First Sentences provides activities to teach 'sight' reading of 16 new written words (supplementing those introduced in See and Learn First Written Words
). These written words are then used in four books illustrating a variety of sentences with three 'key' content words. Sixteen sentence cards with matching photos will help your child get extra practice reading, understanding, and producing sentences with three 'key' content words. The types of sentences illustrated reflect the types of three word sentences that are typical at this early stage of language development.
http://www.seeandlearn.org/en-gb/Slide41
Is there an App for that? YES!See and Learn in action!http://www.youtube.com/watch?v=OSTmbYHz1nw
The two Apps below are based on the See and Learn Program!Special Wordshttp://www.youtube.com/watch?v=-qeIFyBScF4
Special Stories
http://www.youtube.com/watch?v=uAsfg6ENpwUSlide42
See and Learn- SpeechTwo steps are now available in the See and Learn Speech Program:See and Learn Playing with Sounds
provides the resources and guidance necessary to give children with Down syndrome the extra practice they need for listening to sounds, hearing the differences between sounds and producing sounds in isolation.See and Learn Putting Sounds Together
provides the resources (sound cards and picture cards) and guidance to give children with Down syndrome practice at blending sounds together.
http://www.seeandlearn.org/en-gb/Slide43
RLI- Reading & Language Interventionbased on interventions that have been shown to be beneficial for other children experiencing language and reading difficulties, and incorporates the principles of best practice for all children as identified by current research and guidelines. It is designed for children with Down syndrome aged from 5 to 11 years with reading ages under 8 years.
The intervention includes a reading strand and a language strand, each of which includes several components. Daily one-to-one teaching sessions are expected to last 40 minutes (either as a single 40-minute or two 20-minute sessions). Teaching sessions follow a five day cycle, with new content taught on days 1-4, and revision and consolidation on day 5. The intervention follows a prescribed framework within which content and teaching are tailored to meet individual needs.
For more information, visit:
http://www.dseinternational.org/en-gb/resources/teaching/rli/introduction/Slide44
Literacy & Content Area ResourcesReading A-ZBooks and resources correlated to state and
Common Core StandardsReading lessons, decodable books
,
reader's theater scripts
,
reading worksheets and assessments
Leveled readers spanned across 27 levels of difficultyFluency passages to improve reading rate, accuracy and expressionPhonological awareness
and phonics lessons, flashcards, worksheetsVocabulary books
, graphic organizers, word sorts and other vocabulary resources
Science A-ZDifferentiated Science Instruction to Meet the Needs of ALL Students:Comprehensive science units.K-2, 3-4 and 5-6 grade spans.Three reading levels at each grade range.How Does Science A-Z Work?
Integrates science instruction and literacy.Supplements your core science program.Enables development of your own elementary science curriculum.Meets state and national science standards.www.readinga-z.com
www.sciencea-z.comSlide45
Graphic Novels for ALL AGES!The term graphic novel is now generally used to describe any book in a comic format that resembles a novel in length and narrative development.
Graphic novels can dramatically help improve reading development for students struggling with language acquisition, including special-needs students, as the illustrations provide contextual clues to the meaning of the written narrative. They can provide autistic students with clues to emotional context that they might miss when reading traditional text. English-language learners will be more motivated by graphic novels, and will more readily acquire new vocabulary and increase English proficiency.
EXCELLENT LIST OF GRAPHIC NOVEL RESOURCES AND BOOKS CAN BE FOUND AT
:
http://www.scholastic.com/teachers/lesson-plan/using-graphic-novels-children-and-teens-guide-teachers-and-librarians
http://www.classicalcomics.com/index.html
Our main aim is to make classical literature appealing to all; needless to say, this starts with younger readers and in education. To aid in differentiation in classes of mixed abilities, our range provides multiple text versions of each title, with the range broken down into "Shakespeare" and "Classics".Slide46
Love And Learningwww.loveandlearning.com, www.totallywords.comMultisensory ApproachPace is SlowerEducational TVSlide47
WritingHandwriting without tearsProvide a visual referenceGraphic organizers for older studentsWord prediction softwareCo-Writer
Word QSlide48
Non-Verbal RecommendationEarly Literacy Skills Builderwww.attainmentcompany.com/elsbBy Diane BrowderMore Information and Consult: - www.openbooksopendoors.com
- Kathleen Whitbread, Ph.D.Slide49
Building Working Memory:Visual and VerbalBabble, Extending Conversation Book ReadingLook and Say Picture/Number GameRepeat After Me Word/Number Game
Follow the LeaderWhat/Who Am I? (Headbanz Game)What Is Missing? Put out items, then remove one, then increase to all
Driving Game/Plan (like Dora the Explorer: bridge, hill, castle…gas, supermarket, home)
Number/Phone Number: hide under flaps & progressSlide50
More Working Memory Activities…Recall of Activities - encourage sequencing (and then…)Memory Matching Games: cards, computer, apps
“I went to the store and bought…”/”I went to the zoo and saw…”/ “I opened the toy chest and found…”Improve attention span: Directions 1 step to 2 to 3Songs (B-i-n-g-o)Develop Sound Discrimination: Rhyming games, Would You Rather Be A cat/hat…chair/bear…bee/tea
I Spy something that begins with the letter “A”…
www.dsfoc.orgSlide51
Least Dangerous Assumption:In 1984, Anne Donnellan, a respected researcher in special education, wrote that “the criterion of least dangerous assumption holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to functional independently as adults.” Furthermore, she concluded “we should assume that poor performance is due to instructional inadequacy rather than to student deficits.” In other words, if a student does not do well, the quality of the instruction should be questioned before the student’s ability to learn. Thus, for Donnellan, the least-dangerous assumption when working with students with significant disabilities is to assume that they are competent and able to learn, because to do otherwise would result in harm such as fewer educational opportunities, inferior literacy instruction, a segregated education, and fewer choices as an adult.
(Source
: Disability Solutions: A publication of Creating Solutions, A Resource for Families & Others Interested in Down Syndrome & Developmental Disabilities
, Fall 2005, Volume 6, Issue 3)
Report can be found at:
http://www.grrec.ky.gov/CaveWeb/inclusion_project.htmSlide52
How as a teacher do I PLAN?As a regular education teacher, there are approximately 20-30 other children in the classroom to plan accordingly for. How do you figure out WHAT to teach, HOW to teach, and how you know the student UNDERSTANDS?Team members MUST collaborate not only in developing IEPs, but in planning each DAY!
EASY PLANNING GRID:Slide53Slide54
Adaptive Daily Living SkillsWhen do we work on ADLs?ADLs are best generalized when worked on during NATURAL parts of the day (when possible). Examples include: Feeding/eating/ opening containers during snack or lunchDressing/ undressing during arrival, dismissal, recess, bathroom times
Money- buying lunch or snack (working the school store)Slide55
When Behavior Gets in the WayCommunication across settings must occur. Expectations must be CONSISTENT
. Do not set up a “gambling situation”!Identify the antecedent behaviorMake a PLAN of ACTIONHelpful HintsVisual Schedule to show upcoming events for the day
Some children respond better to
REAL
pictures vs. drawn representations
Incentive chart- you can make these easily using a word processing program (MS Word etc.), or use templates from programs such as Boardmaker.
Allow WAIT TIME for the child/student to process the language in the request. Natural Consequences result in faster generalizationSlide56
Example Visual Schedule
www.mayer-johnson.comSlide57
Visual Task Strips
Boardmaker ExamplesSlide58
This chart can be customized for success!Slide59
Visual Aides to check comprehensionSlide60
Inclusion Support Resources! You are NOT alone!http://www.grrec.ky.gov/CaveWeb/inclusion_project.htmhttp://iod.unh.edu/research/view-all.aspx
www.includingsamuel.comNational Center on Inclusive Education: http://iod.unh.edu/PriorityAreas/inclusive-education/inclusiveed/about.aspx
College!
www.thinkcollege.netSlide61
Memory Websites/Resources“Developing Working Memory Skills in Children with Down Syndrome” http://www.down-syndrome.org/practice/348/www.brainconnection.comwww.kidsmemory.comwww.cogmed.com
http://faculty.washington.edu/chudler/chmemory.html (Neuroscience for Kids, Online Games)Slide62
More Resources forLiteracy and Speech & Language Signing Time: www.signingtime.com
Use the SEE Transcriber to translate phrases and sentences in BOOKS to Sign Language!: http://www.signingexactenglish.com/Speech: www.linguisystems.com (free PD CEUs
too!)
Brainy Baby: www.thebrainystore.com
www.openbooksopendoors.com
www.readingrockets.orgwww.starfall.com
www.tarheelreader.orghttp://ies.ed.gov/ncee/wwc/: What Works ClearinghouseClicker-6 (reading & writing software): http://www.cricksoft.com/us/products/tools/clicker/special-needs/downs/downs-syndrome.aspxSlide63
http://www.mdsc.org/edconferencearchives/?fromwebsite=yesFrom MDSC Facebook Page:“Whether you're a parent or educator, here's an opportunity you don't want to miss... Last winter, MDSC
hosted Down Syndrome Education International, the undisputed world-renowned experts on Down syndrome education for the first-ever Northeast Down Syndrome Education Conference.Now, for a limited time, you can view all 6 keynotes and 18 hour-long workshops covering an amazing array of topics all based on DSEI's empirically-tested best practices for educating students with Down syndrome. These two dozen recordings are available for $39.99 for those who attended the conference and $69.99 for non-attendees.
Exclusive Offer - Videos by Ds Education Experts that Will Change
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Topics
covered include:
• Social Development• Literacy Skills• Speech• Age-Appropriate Behaviors