Knowledge of Special Education
Adapting Grade 9 Curriculum for Students with Learning Disabilities
Rationale
"Accomplished teachers of students with exceptional needs draw on their knowledge ofthe philosophical, historical, and legal foundation of special education and their knowledge of effective special education practice to organize and design instruction. In addition , they draw on their specialized knowledge of specific disabilities to set meaningful goals for their students." (NBPTS)
The challenge was to organize and design instruction for five, ninth-grade boys in a special education classroom, with no reliable assessments or any consistent school records in regard to academic achievement. To further complicate matters, there was no curriculum for this class, and the principal was new.
I decided to assess the students using a specialized, ESL version of Brigance Diagnostic Assessment of Basic Skills, then design lessons that would challenge my students and keep them aligned with their peers in general education.
I attended English department meetings in the high school in order to gain access to the course content and to supplies. (My classroom was in the middle school) I created skill building activities based on the literature and grammar studies. The following artifacts are class materials that I designed to address the specific learning needs of dyslexia and learning disability.
The students read Fahrenheit 451 by Ray Bradbury. I recorded the book onto mp3 files. Reading Guides for each chapter kept the students on task and supported their understanding of the plot.
In addition to the Reading Guide, the students kept their own reading logs. Their reflections served as assessment of their comprehension of the text.
Metaphors are especially tricky. We translated them into everyday language.
For the final project, students created an additional scene to add to Fahrenheit 451.
Reflection
During this reading of Fahrenheit 451, I learned of the five theories of motivation, and I put that new-found knowledge to the test. The daily lessons had been, for the most part, successful. Interest in the novel was high, comprehension was thorough, and the students seemed eager to work on the project-based assignment I had given in place of a written assessment. The assignment had all of the promising elements, choices, creativity, and flexibility, and I had high expectations for the outcome.
On the day that projects came due, I was shocked at the results. The work was juvenile and shoddy, obviously rushed. Then I heard two students joking about how their sisters had done part of the work. My first instinct was to simply look for the value in what they had done and be finished with it. However, I had very recently learned about using high expectations as a motivator. Furthermore, educational psychologists recommend showing disappointment when appropriate.
So, I told the students that the work was unacceptable, and that their grades would reflect their lack of effort and the fact that they had not completed it on their own. I explained that I had very high expectations for the project, and that I was very disappointed. Then I would not listen to excuses or justifications for the work. I simply forged ahead to the next lesson.
The next school day followed the weekend, and the students came to me first thing in the morning. Their spokesman said that they were very sorry, and that as a group, the three of them had completed another of the projects that had been offered. They had created a new scene for the book, not knowing whether or not I would reconsider their grade.
The product is the video above. It included all the elements required in the assignment including a script with music and ambiance fitting to the novel. I know that students were concerned about their grades, and judging by the quality of the new work, they wanted to prove to me that they could meet my expectations for them. This episode remains a highlight in my teaching experience and a lesson that I will never forget.
During this reading of Fahrenheit 451, I learned of the five theories of motivation, and I put that new-found knowledge to the test. The daily lessons had been, for the most part, successful. Interest in the novel was high, comprehension was thorough, and the students seemed eager to work on the project-based assignment I had given in place of a written assessment. The assignment had all of the promising elements, choices, creativity, and flexibility, and I had high expectations for the outcome.
On the day that projects came due, I was shocked at the results. The work was juvenile and shoddy, obviously rushed. Then I heard two students joking about how their sisters had done part of the work. My first instinct was to simply look for the value in what they had done and be finished with it. However, I had very recently learned about using high expectations as a motivator. Furthermore, educational psychologists recommend showing disappointment when appropriate.
So, I told the students that the work was unacceptable, and that their grades would reflect their lack of effort and the fact that they had not completed it on their own. I explained that I had very high expectations for the project, and that I was very disappointed. Then I would not listen to excuses or justifications for the work. I simply forged ahead to the next lesson.
The next school day followed the weekend, and the students came to me first thing in the morning. Their spokesman said that they were very sorry, and that as a group, the three of them had completed another of the projects that had been offered. They had created a new scene for the book, not knowing whether or not I would reconsider their grade.
The product is the video above. It included all the elements required in the assignment including a script with music and ambiance fitting to the novel. I know that students were concerned about their grades, and judging by the quality of the new work, they wanted to prove to me that they could meet my expectations for them. This episode remains a highlight in my teaching experience and a lesson that I will never forget.