NYSTCE Educating All Students (EAS) Already Passed

NYSTCE Educating All Students (EAS) Already Passed Universal Design UDL - like handicapped ramps, plan access to learning in advance. (built in to the lesson) Strategies for creating a safe environment Culturally responsive teaching (Niero, 2013) (Gay, 2010) Culturally relevant Pedagogy (Ladson-Billings, 1995) Stages of Language Acquisition The Silent Period, pre-production (3-6 mo) Early production (6 months) Speech Emergence Advanced Fluency (5-10 years) cognitive learning styles and strategies (Dunn, Beaudry, & Klavas, 1989) 8 MI (Gardner, 1983) auditory, visual, tactile (Kinesthetic) Prior experiences with second language -Interrupted SIFE -limited SLIFE -no formal education -LTELL (longterm ELL) Legal rights of ELLs Right to accommodations, right to participate in the classroom environment... Adaptions for ELLS ... Strategies for helping ELLs transfer literacy skills Scaffolding - Bridging, making explicit links between content and prior knowledge Bilingual dictionary, support in the first language Scaffolding (Walqui, 2006) Strategies of scaffolding: modelling, bridging (explicit links between content and prior knowledge, experience, interests), contextualisation (links academic tasks with situated variables, building schema (helping students organize info according to subjects) representing text (translating content across genres) developing metacognition (choosing strategies consciously Authentic Tasks (Rod Ellis, 2003) Deaf having a hearing impairment that is so severe that the child is impaired in processing linguistic information Deaf-blind hearing and visual impairments hard of hearing hearing impaired Mentally retarded having significant sub-average general intellectual functioning and deficits in adaptive behavior Multi-handicapped multiple impariments. Cannot be accommodated in special education programs for only one impairment. Orthopedically impaired clubfoot, TB, cerebral palsy, amputations etc. Other health impaired autism, limited strength, vitality or alertness, heart condition, TB, asthma, leukemia, diabetes etc. EBD Emotionally-behaviorally disturbed Having a condition exhibiting a. an inability to learn which cannot be explained by intellectual, sensory or health factors b. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers c. inappropriate types of behavior or feelings under normal circumstances d. general pervasive mood of unhappiness or depression e. tendency to develop physical symptoms or fears associated with personal or school problems f. schizophrenia. Specific Learning disability an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. (involves language) -brain injury, dyslexia, aphasia Speech impaired communication disorder (stuttering, impaired articulation, a language impairment, voice impairment) Visually handicapped visual impairment with or without correction (Partially seeing and blind children.) ADD/ADHD section 504 of the Rehabilitation Act of 1973 response to intervention (RtI) Multileveled, alternative to ability-achievement discrepancy model. Policies in which struggling children are given intensive assistance and evaluated for possible special-education services only if they fail to respond. positive behavioral interventions and supports (PBIS) designed to reduce deviant behavior by prompting and reinforcing substitute alternative constrictional behaviors Translanguaging (Garcia, 2009) - Using L1 to reach L2, using a bilingual dictionary Culturally Relevant Pedagogy (Ladson-Billings, 1995): providing students with reflections of their own culture in the classroom Culturally responsive teaching (Nieto, 2013) Book: Finding Joy in Teaching Students of Diverse Backgrounds. (Gay 2010) adjusting teaching to students cultural backgrounds in the way you teach.