1 / 79

EDUCATION 652- Dr. Pierangelo

EDUCATION 652- Dr. Pierangelo. Factors Affecting Curriculum Performance in Children with Special Needs. Factors Affecting Curriculum Performance in Children with Special Needs.

Download Presentation

EDUCATION 652- Dr. Pierangelo

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. EDUCATION 652-Dr. Pierangelo Factors Affecting Curriculum Performance in Children with Special Needs

  2. Factors Affecting Curriculum Performance in Children with Special Needs • Children are faced with many pressures everyday and as a result these pressures may play a role in their ability to fully concentrate in school.

  3. Factors Affecting Curriculum Performance in Children with Special Needs • What you notice as a special education teacher may only be symptoms of these pressures i.e. procrastination, avoidance, resistance, lack of completion of a task, lack of attention etc

  4. Factors Affecting Curriculum Performance in Children with Special Needs • However, the real reasons behind these behaviors should be known by you so that you can, along with the special education teacher, make accommodations or adaptations to the curriculum to help these students succeed.

  5. Symptoms vs. Problems • Children and adults are exposed to a variety of stressors on any given day. For children, these stressors may manifest themselves in school related symptoms which result in dysfunction.

  6. Symptoms vs. Problems • All problems create tension. • This tension must be relieved either verbally or behaviorally. • If a child is unable to communicate his feelings, as is the case for most children, then that tension will exhibit itself in symptomatic behavior.

  7. Symptoms vs. Problems • This symptomatic behavior is what teachers see every day in the classroom. While symptoms may not always indicate a serious problem, the frequency, intensity, and duration of the symptoms usually do.

  8. Symptoms vs. Problems • If a teacher understands the nature of symptomatic behavior and makes the proper referral for guidance, then a more serious problem can be averted.

  9. Symptoms vs. Problems • However, even if correctly identified, a child’s symptomatic behavior may take a while to dissipate. • It is during this time that teachers can use certain techniques which may calm the child, provide suitable boundaries, reduce classroom frustration, and so on, while the real problem is being resolved. • These are called adaptations

  10. ACADEMIC FACTORS • There will always be times when academic deficits will impair a child’s ability to function in the classroom. • These deficits will make it hard for the child to keep up with the other students and may require added time to complete tasks.

  11. ACADEMIC FACTORS • Further, a lack of academic skills may also be the cause of resistance and opposition to learning. • Knowing what is behind resistance may make it easier to overcome it. • Factors that can contribute to academic dysfunction include but are not limited to:

  12. ACADEMIC FACTORS • developmental reading disorders • developmental math disorders • developmental writing disorders • developmental spelling disorders

  13. ACADEMIC FACTORS • poor prior teaching • lack of basic skills • inconsistency during critical periods of skill development • problems in concept formation • lack of reinforcement

  14. ENVIRONMENTAL FACTORS • Students have lives outside of school and all to often, these lives are filled with turmoil, chaos and dysfunction. • When a child is exposed to these factors it drains them of their energy which makes it harder to concentrate and attend while in school

  15. ENVIRONMENTAL FACTORS • After all, children who may experience violence in the home are more worried about going home after school then concentrating on math problems.

  16. ENVIRONMENTAL FACTORS • Environmental factors are defined as those factors which the child may be exposed to at home or in the community which may have a profound impact on the child’s ability to function in school. • These factors may include home issues such as:

  17. ENVIRONMENTAL FACTORS • parental abuse • parenting fighting • separation • divorce • family illness

  18. ENVIRONMENTAL FACTORS • economic hardships • loss of parent’s job • moving into a new neighborhood • serious sibling rivalry • family mental illness

  19. ENVIRONMENTAL FACTORS • relatives residing in the home • alcoholism • drug abuse

  20. ENVIRONMENTAL FACTORS Environmental factors may also originate from community issues such as: • problems with neighbors • poor reputation in the neighborhood • problems with the law

  21. INTELLECTUAL FACTORS • While a child’s ability may vary, it is imperative that as a teacher you have a good idea of each child’s true ability level so that you do not frustrate him/her and adapt the curriculum to his/her needs

  22. INTELLECTUAL FACTORS When these factors are present, a child’s stress may be manifested in a variety of symptoms. The factors which fall under this category include: • Undetected limited intellectual ability • Undetected gifted intellectual capacity

  23. LANGUAGE FACTORS • Language provides the foundation upon which communication, problem solving, integrating, analyzing, and synthesizing knowledge takes place. • Therefore, deficits in language can have a profound impact on the ability of an individual to learn and function competently and confidently as he interacts in the world.

  24. LANGUAGE FACTORS Difficulties may arise in a child’s language development resulting in classroom symptoms. These language issues may arise from difficulties in: • nonverbal language • oral language (i.e., listening and speaking) • written language (i.e., reading and writing),

  25. LANGUAGE FACTORS • pragmatic language (e.g., using language for a specific purpose such as asking for help) • word retrieval • articulation • receptive aphasia • expressive aphasia • bilingualism

  26. MEDICAL FACTORS • . While teachers are not asked to be doctors, certain medical conditions may manifest certain symptoms in the classroom. • For the most part, one would assume that any serious medical condition may have already been identified by the child’s pediatrician or parent.

  27. MEDICAL FACTORS • However, this may not always be the case, especially in the cases of very young children. • However, certain more common medical problems that may impair a child’s ability to function adequately in the classroom may include but are not limited to:

  28. MEDICAL PROBLEMS • attention deficit disorder • vision problems • hearing problems • neurological problems • muscular problems • coordination problems

  29. PERCEPTUAL FACTORS • The learning process is like an assembly line through which information received travels. • Information is received in some manner, and is filtered through a series of psychological processes.

  30. PERCEPTUAL FACTORS • As information progresses along this "assembly line", it is given meaning and organized in some fashion, and then expressed through a variety of responses.

  31. PERCEPTUAL FACTORS • When we evaluate a child's perceptual abilities, we are looking to see if there is a deficit in some area of the learning process that may be slowing down the processing of information, thereby interfering in the child's ability to receive, organize, memorize or express information. • Severe deficits in the learning process can have adverse affects upon a child's academic performance.

  32. PSYCHOLOGICAL FACTORS • Tension is a factor that is present in many children and the greater the tension, the greater the impact on a child’s ability to learn. • As tension rises it affects a child’s ability to concentrate, focus, remember and store information, participate, keep things in perspective and remain patient

  33. PSYCHOLOGICAL FACTORS Psychological factors which may be contributing to a child’s dysfunction in school may include but are not limited to: • clinical depression • mental illness • anxiety

  34. PSYCHOLOGICAL FACTORS • eating disorders • personality disorders • schizophrenia • phobias

  35. PSYCHOLOGICAL FACTORS • obsessive compulsive disorders • psychosexual dysfunction • substance abuse • sleep disorders • brief situational disturbances or adjustment reactions • conduct disorders • separation anxiety • oppositional defiant disorders

  36. SOCIAL FACTORS • . While social status is a crucial factor at many ages, it becomes more of a factor as one approaches the period of adolescence.

  37. SOCIAL FACTORS • Social pressures and peer influence sometimes create an imbalance in a child’s functioning. • This imbalance may often result in lower available energy for school related issues because of the intense need for energy to cope with his social world or social conflicts.

  38. SOCIAL FACTORS Social factors which may lower available energy and result in academic dysfunction include: • peer rejection • preoccupation with boyfriend or girlfriend • low social status • social victimization • scapegoat

  39. SOCIAL FACTORS • difficulty with social intimidation • victim of bully behavior • social control issues-the need to be in control • peer competition • social isolation • social overindulgence

  40. FACTORS AFFECTING CURRICULUM • Finally, it would be helpful at the beginning of the semester to try to determine which of these areas affect each of your students. • Once you have determined this you may need assistance from other staff members to help the student.

  41. Adapting Curriculum-Part II-Learning Disabilities For Students with Special Needs Education 652 Dr. Pierangelo

  42. Adapting Curriculum • One of the most important things to keep in mind when working with students with special needs is that they can learn. • In many cases, it is not the lack of understanding or knowledge that causes problems but rather the manner of presentation, response requirements, and level of presentation.

  43. Adapting Curriculum • The need to learn how to adapt material is crucial when working with this population. • These adaptations offer them a better chance of success and task completion.

  44. Wh0 gets Curriculum Adaptations? • The chances are that if you are working in a regular school district you will come into contact with high incidence disabilities. These may include: • Learning Disabilities • Mental Retardation • Emotional Disabilities • Other Health Impaired: Attention Deficit/Hyperactive Disorder

  45. Adapting Curriculum for Children with Learning Disabilities • The teacher should be aware that not all techniques will work with all students, but try as many of them as possible. These techniques should create a better learning environment for children with learning disabilities.

  46. Adapting Curriculum for Children with Learning Disabilities A-Make adjustments in the type, difficulty, amount and sequence of materials • 1. Give shorter but more frequent assignments.

  47. Adapting Curriculum for Children with Learning Disabilities • 2. Shorten the length of the assignments to insure a sense of success. • 3. Copy chapters of textbooks so that the child can use a highlighter pen to underline important facts.

  48. Adapting Curriculum for Children with Learning Disabilities • 4. Make sure that the child's desk is free from all unnecessary materials. • 5. Correct the student's work as soon as possible to allow for immediate gratification and feedback.

  49. Adapting Curriculum for Children with Learning Disabilities • 6. Allow the student several alternatives in both obtaining and reporting information--tapes, interviews and so on.

  50. Adapting Curriculum for Children with Learning Disabilities • 7. Hold frequent, even if short conferences with the child to allow for questions, sources of confusion, sense of connection and avoidance of isolation which often occurs if the work is too difficult.

More Related