KUNNAMPALLIL GEJO JOHN,

SPEECH LANGUAGE PATHOLOGIST

Purpose: To provide Grade 1 teachers with

background knowledge to promote effective
instruction by presenting observable traits of
students with learning needsAND WHAT WE
CAN DO ABOUT IT!
Presentation: Power Point, large- and smallgroupwork, lesson-building with Universal
Design;

Pay-off: Increase skill in turning challenge into

possibility by planning with Universal Design;

Identify one instructional accommodation and

one classroom management strategy you
already use in your classroom.
Select someone from your table/group to
share with large group.

Instructional Accommodations:

Classroom Management Strategies:

ID=

HI=

LSH=

VI=

Intellectual
Disability

Hearing
Impairment

Speech and Visual

Language
Impairment

Emotional
Disturbance

OHI=

SLD=

OI=

MD=

Other
Health
Impaired

Specific
Learning
Disability

Orthopedic
Impairment

AUT=

TBI=

DD=

Autism

Traumatic
Brain Injury

Developmental
Delay

DeafBlind

ED=

Multiple
Disabilities

Total Students with Disabilities=3658

60
50
40
30

Percent

20
10
0
LD

ID

ED

SLI

AUT

Temporal-Sequential Ordering: time,

seriation, problem-solving
Spatial Ordering: patterns,geometric imaging,
whole-to-part, spatial concepts, nonverbal
thinking
Memory: Abstract, symbolic information,
procedural recall, rapid recall of facts,


1.
2.
3.
4.
5.
6.

Executive Functions
Activationprioritizing, organizing
Focussustain and shift attention
Effortregulate alertness
Emotionmanage and modulate
Memoryworking, recall, LTM, STM
Actionmonitor and self-regulate

Achievement below
ability;
60-80% of students
with LD are males;
Comprise 4-10% of
population,
Familial pattern;
Inconsistent
performance;

Short- and long-term

memory deficits;
Disorganized in
thought, action, and
materials;
Poor spatial awareness
and sequencing in time
and space;
Socially immature;
misinterpret social
cues;

Numerical Proportional Reasoning

Geometry and Measurement

Algebraic reasoning: Patterns and Functions

Probability

Relational and
positional concepts
Fractions, decimals
One more
Skip counting
Place value
Patterns
Equations

Multi-step word
problems
Money
Subtraction and
division
Calendar and time
Estimation
Operational signs

Increase Memory: Make it

Multisensoryseeing (V),hearing (A), saying
(A), doing (K), writing (V,K,T), acting (VAKT);
Increase Organization: Provide routines,
graphic organizers for math concepts,
visual symbols for math-problem-solving,
Utilize Downward Extensions and Task
Analysis: i.e. number sentences and
equations@@@=@@_; recognize vs.
identification

Use the VAKT tool on the next page to design

instructional accommodations to a Fact
Family lesson.

Visual:

Auditory:

Kinesthetic:

Tactile:

limited strength,
vitality or alertness,
including a
heightened alertness
with respect to the
educational
environment,
attention deficit
with/without
hyperactivity
disorder;

tuberculosis,
rheumatic fever,
nephritis, asthma,
sickle cell anemia,
hemophilia, epilepsy,
lead poisoning,
leukemia, or
diabetes,
adversely affects a
learners
performance

ADD/ADHD: Distracted
by sound and
movement, impulsive,
inconsistent across
settings, taskdependent; hyperalert;
Moves from one
activity to the next;
incomplete work;

Winded, easily
fatigued, little interest
in activities, low
motivation;
Lethargic, low energy,
disorganized thinking;
Did you know that

ADHD can occur in

different lobes of the
brain?

attention deficit
with/without
hyperactivity
disorder;
difficulty with ALL six
executive functions;
impairs the neural
circuits that function
as conductor of the
symphony of the
brain

Strategy: teacher
needs to serve as
conductor by
organizing,
initiating, reduce
sound and
movement,
sustain
motivation;
Chadd.org

Scheduled breaks
Hi-protein or complex carb snacks
Visual schedule
3:1 praise ratio
Elapsed timer
Fidget toy
Differential Reinforcement of Other
Behavior (DRO)

Below average intellect AND

adaptive skills, IQ=70ish or
below;
Adaptive functioning=
communication, social,
self-help skills;
No specific personality and
behavioral features: may be
placid, dependent,
aggressive, impulsive;

Strategy: 80-100
repetitions with
drill, concrete
examples,
personalized
experience,realia,
manipulatives,
VAKT

Math Objective Universal

Design
Procedures

Classroom
Management

Student
Products

Impaired articulation,
expressive language,
receptive language;
May occur with spoken
or sign language;
Limited vocabulary,
simple grammar and
sentences, unusual
word order; slow
speech;
circumlocutions;

Poor language
comprehension;
misarticulations;
Overlap with students
with ED;
Utilize Power Words
from Word Wall;

Ask students to retell

directions to team;
Utilize peers as
language models;

Inability to learn due to

poor peer and adult
relationships;
Abnormal feelings and
behaviors under
normal circumstances;
Physical symptoms or
fears associated with
school;

Emotional/Social
behaviors that are of a
marked degree and
have lasted for longer
than six months AND
affect learning;
2-16% of population;
Bright, easily bored,
distracted;

Argumentative,
defiant, blames others,
loses temper easily;
mood swings;
Verbal and/or physical
aggression; agitated;
Passive, socially
reclusive;
Receptive and
expressive language
concerns;

Low self-esteem; poor

memory and decisionmaking;
Acting out; poor social
relationships;

Strategy: anticipate
behaviors, be
proactive, use
preferred activity for
leverage, stay calm;
puzzle reinforcer,
VAKT

Impaired development
in social interaction
and communication;
Restricted repertoire of
activity and interests;

Lack of
social/emotional
reciprocity;
Lacks awareness of
others, prefers solitary
interests;
Delayed language
comprehension;
Triggers: gym floor,
florescent lights, noise,
movement,
inconsistency

Visual Supports, such as icons, pictures,

photo album of school locations, staff
Elapsed timer
Numbered turn takers
Transition warnings, such as bells, claps,
lights
Routines
Preferred activity alternated with work

Content

Process

Product

Readiness

Profile

Interests

Blooms
Taxonomy

Grouping
Presentation
and Response
Style

Document
Project
Demonstration
Drawing

Understand your own Knowing-Doing gap when you teach.

Build your presentations with the product in mind.
Know there are better ways of doing thingstap your internal
experts!
PLAN grouping, traffic flow, multi-sensory tasks,
environmental triggers, choices
Dont Assume! Apply Blooms Taxonomy to guide lessonplanning, i.e. knowledge vs. application
Embed accommodations and modifications into the lesson for
all students to access; Think VAKT and Task Analysis
Repetition: similar (drill) and diverse (multiple ways) to learn
the same material

Objective

Universal
Design
Procedures

Classroom
Management

Student
Products

Measure and Display Successes for Learning and Behavior;

Link to BIP;
Increase Students Awareness of How Disability Affects
Learning and Behavior; Link to IEP;
Utilize an Array of Consistently Applied Strategies to Ensure
Success, i.e. highlighting verbs, restating directions in
student language;
Focus on Student Strengths and Interests for Preferred
Activities (leverage);
Utilize Visual Supports for Learning and Behavior, such as
authentic pictures of student working, daily schedule; point
system (individual and group) with puzzle reinforcer and
preferred activity; elapsed timer

KUNNAMPALLIL GEJO JOHN, MASLP, MSC PSYCHOLOGY

SPEECH LANGUAGE PATHOLOGIST
THIS PRESENTATION IS FOR SPECIAL EDUCATION PROFESSIONALS