Day 2- Role 2 by Allyson Murray

Steps to Implementing a Special Education Resource Room

Informal Spelling Inventory

SPELLING ERROR ANALYSIS CHART

Faulty Auditory perception Unclassifiable Mother Tongue Interference

Non Phonetic Consonant Substitution Non Phonetic Vowel Substitution

shal

Complete Phonetic Word

shall

Substitution

dat

Complete Phonetic Syllable

that

Substitution

bog

Substitution for a Phonetic

dog

Consonant

cut

Substitution For a Phonetic

cute

Vowel

cheer

Transposed Or Reversed

chair

Letters

hend

Single Letter is Added

hen

Double Letter Omitted

kar

Sounded Letter Omitted

car

Silent Letter Omitted

Child’s Spelling Word

Steps to Implementing a Special Education Resource Room

Informal Mathematics/Numeracy Inventory

Key concepts that you should consider. A-Mathematics Readiness

What is mathematics readiness? This refers to the learner’s readiness to understand and deal with learning. Robert Underhill (1978) identified 5 Components of mathematics readiness: • Content readiness: mathematical skills and knowledge • Pedagogical readiness: understanding of the material • Maturational Readiness: level of mental maturity • Affective Readiness: disposition towards Mathematics (attitude and tendency to think and act in a certain way). • Contextual Readiness: awareness of the ways mathematics is used

B-Common Problems of Learners with Dyscalculia • When writing, reading, and recalling numbers, may make mistakes: number additions, substitutions, transpositions, omissions, and reversals.

• Difficulty with abstract concepts of time and direction. • Inability to recall schedules and sequences of past or future events. • May be chronically early or late. • Inconsistent results in addition, subtraction, multiplication, and division. • Inability to visualise, appear absent-minded, or lost in thought. • Difficulty remembering math facts, concepts, rules, formulas, sequences, and procedures. • Inconsistent mastery of math facts. •

Difficulty with left and right orientation.

• Difficulty following sequential procedures and directions in math steps. •

Slow in understanding math concepts in word problems.

• Confuse operations signs or perform them in the wrong order. • Confuse part to whole relationships. • Difficulty keeping score during games. • Limited strategic planning ability. Source: http://www.dyscalculia.org/calc.html.

Sample of Teacher Made Survey Test Grade 3 items only Do 1.

Write 10,636 in expanded form.

508 +242

809 -384

________________

$3599.65 - 1682.94

8 X 9= __

Change this fraction to an improper fraction

3⅔ _____

11.

738 x 7

576 ÷ 3 =__

63 ÷ 9 = ___

10.

7⌐873

John has to drive 237km from Kingston to Negril. He drove for 95km and then stopped for gas. He then drove for another 107km and then stopped for lunch. How many more Km does he need to drive before he gets to Negril?

Survey Analysis Form Name: __________________________ DOT: ________________________

Item number 1

Grade Level 3

Area (Concepts) Whole Numbers

Addition

3-d w regrp

Subtraction

3-d w regrp 4-d w regrp

Subtraction Decimal Money Multiplication

Multiplication

Division

3d by 1d w rgrp Basic fact

Division

Fraction

Skill Numbers and place value to 10,000

Basic fact

3d by 1d w rgrp no rem. 3-d by 1-d w regrp Rem.

Mixed numbers and improper fractions

Correct

Students Performance Incorrect Error patterns

Problem solving; measure + & -

2-step

Skills Hierarchy 1. Numbers and place value to 10,000 2. Add and subtract three digit numbers 3. Add/Subt of 4-digit numbers 4. Mult/Div of 6's, 7's, 8's, and 9' 5. Mult/Div of 3-digit by 1-digit numbers 6. Comparing and ordering unlike fractions 7. Mixed numbers and improper fractions 8. Two-step word problems 9. Time intervals, 12-hour clock 10. Decimal notation 11. Add/Subt of money in decimal notation 12. Add/Subt of compound units measurement

Steps to Implementing a Special Education Resource Room

Roles of the Resource Room Teacher (2) Conceptualising and Implementing Instructional Programmes

Basic Competencies for Resource Room Teachers: • Must be competent in curriculum analysis. The resource room teacher should be able to ‘break down’ any curriculum. This allows them to determine which components are beneficial to students in the programme. They must also have knowledge of various research based curricula.

Sample Decision Making Hierarchy for Identifying Adaptations In Inclusive Educational Programmes Level 1. Can the student participate in the class activity just like other classmates? -if yes, do not adapt -if no, go on to level 2 2. Can the student participate in the same class activity if the environment is adapted? -if yes, identify the student’s need and strategize on adaptation for the environment. -if no, go on to level 3 3. Can the student participate in the same class activity if instruction is adapted? -if yes, identify the student’s need and strategize on instructional adaptations -if no, go on to level 4 4. Can the student participate in the same class activity but with adapted materials -if yes, identify the student’s need and strategize on adapted material -if no, go on to level 5 5. Can the student participate in the same class activity but with adapted expectations or rules? -if yes, identify the student’s need and strategize on adapted expectations and rules. -if no, go on to level 6 6. Can the student participate in the same class activity but with personal assistance? -if yes, identify the student’s need and strategize on personal assistance; train peer or adult -if no, go on to level 7

7. Can the student participate in the same class activity but with goals on a different level of the same content? -if yes, identify the student’s need and strategize on adaptations to incorporate different level. -if no, go on to level 8. 8. Can the student participate in the same class activity but with goals from a different curriculum content area? -if yes, identify the student’s need and strategize on adaptations to incorporate goals from a different curriculum content area. -if no, go on to level 9 9. Can the student work in the room on a logical different activity related to IEP goals? -if yes, identify the student’s need and strategize on incorporating a different activity least intrusively -if no, go on to level 10 10. Can the student work in the building on a logical different activity related to IEP goals? -if yes, identify the student’s need and strategize on incorporating change of location least intrusively. -if no, go on to level 11 11. Can the student work on a logical community-based activity related to IEP goals? -identify the student’s need and strategize on incorporating change of location least intrusively.

Source: Curriculum Content for students with moderate and severe disabilities in inclusive settings. Diane Lea Ryndak, Sandra Alper. 1996 Allyn&Bacon

• Must be skilled in diagnostic teaching: -practitioner observes the student as he/she is engaged in the behaviour -practitioner makes note of the learner’s responses and analyses them using a specific frame of reference -practitioner uses data to select the ‘next steps’ required to remediate the challenge.

Steps to Implementing a Special Education Resource Room

Individualised Reading Remediation Plan

An Individualised Educational Programme (IEP) is a written statement of the student’s programme and the manner in which the special education related services will be provided. While IEPs are the ‘ideal’, Individualised Reading Remediation Plans (IRRP) have been found to be more effective, and better suited to programmes as they exist in our schools. IRRPs provide an opportunity for the resource teacher to report on all the seminal areas of a student’s literacy needs in a way that considers available personnel and resources.

Individualised Reading Remediation Plan Student: IEP Coordinator: Reason For Initial Placement and Date: LEVEL YEAR PLACEMENT

AREA

Other Relevant Information (familial, developmental, linguistic, medical, special services)

Subject Area: Annual Goal / Objective #1:

OBJECTIVES

METHODOLOGY

DURATION DATES

EVALUATION

-practitioner adjusts methodologies and continues to craft a unique/individualised plan/approach.

• Must be skilled in organising and managing the learning environment. This includes providing an attractive space for learners; having centres; practical resources etc.

SAMPLES Resource Room Code of Conduct We will be polite at all times. We will work quietly and not disturb others. We will listen courteously when others are talking.

We will be friendly to fellow classmates. We will be truthful and honest. We will respect our teacher and other adults. We will be prepared for class everyday.

We will arrive at class on time. We will cooperate with others. We will always do our very best.

Good Sentences are always complete thoughts come to life with action verbs vary in length use specific nouns use correct grammar and punctuation

begin in a variety of ways get straight to the point Sound and flow like natural speech paint a picture in the reader’s mind

Check your work Checklist When you are ready to turn in a test, homework or a project, ask yourself: Did I ⁮Put my name on my paper?

⁮Follow all directions? ⁮Work neatly? ⁮Answer all of the questions and complete all of the tasks?

⁮Use proper capitalization and punctuation? ⁮Spell my words correctly? ⁮Write complete sentences?

⁮Turn it in or put it in a place where I can find it when I need it? ⁮Do my very best?

Writer’s Workshop

Writing / First Draft Self-Edit and Revise Peer Conference Teacher Conference Publishing Sharing

Reasons to Write

TO inform To Entertain To Persuade To Evaluate To Instruct To Express Oneself To Describe

Parts of a Paragraph Topic Sentence / Main Idea Supporting Sentence 1 Supporting Sentence 2 Supporting Sentence 3 Concluding Sentence

© 2022 Allyson N. Murray B.A., B.Ed., M.Ed., MA., Cert. Ed., CCET. Special Education Diagnostician / Literacy Specialist All rights reserved. This may be reproduced for use by teachers for the development of individualised reading remediation programmes. Printed in Barbados: Pennegan Academy of Learning, St. Patrick’s, Christ Church, Barbados

• Must be skilled in being able to mobilize resources. -This simply means that the practitioner knows how to get help/assistance from others in order to ensure that the programme is running smoothly.

Parent University – Visit from a Clinical Psychologist

Give Back Volunteer Programme

• Must be sensitive to the school culture and climate. This sensitivity will help to determine level of responsiveness. (finances, ‘buy-in’ etc).