Teaching Students With Exceptionalities

In todays classrooms it is practically inevitable that teachers will have, at some point, students with some degree of exceptionality. Whether the student has high functioning autism, or tourettes syndrome, or they have developed a eating disorder. As teachers it is our responsibility to become informed about the signs and characteristics of these exceptionalities as well as strategies we can use in order to most affectively teach these student (as we seek to maximize learning from all students). Through learning about these exceptionalities we need to keep in mind that we are not teaching to a exceptionality but to a student, a person, who needs us to be sensitive to their difficulties and extra help to succeed. Now lets look at a couple learning exceptionalities, Aspergers and Fragile X syndrome.

Teaching strategies for students with these two exceptionalities are very similar, since they face many of the same challenges to their learning. For both of these exceptionalities it is important to try and provide an environment with reduced stimuli, free of distractions, as these can cause distractions or confuse students. It is important to provide clear, concise instructions in small easily handled packets. These students have difficulties interpreting data, so by providing too much information at one time, they get confused and lose focus. If you use a lot of idioms , slang, or sarcasm the students may have difficulty interpreting what you are trying to say. Researchers recommend providing extra instruction in maybe a duotang or folder, that is clearly marked so students can find their information more easily and it will help them with organization. For example, having different subjects paper or sections in different colors so that the students are able to associate the color with the subject.

Studies have also demonstrate that the use of images benefits the students learning and helps them interpret the message that you are trying to communicate. So it has been encouraged for teachers to provide students with schedules with pictures to follow along with the activity to help them interpret what is being done. As well, routines in the days schedules are encouraged so that there are no surprise for the students. Many students with these exceptionalities get thrown off when the days activities are repeatedly changing from day to day.

A wonderful tool to help facilitate the students learning is being able to use the computer. With all the information being directly in front of them the students are able to put the pictures together with the words to develop their understanding. As well by developing activities to be done on the computer it is easy to allow for the student to focus to activity on something that they are interested, which will benefit their learning. Since the students have difficulties interpreting and processing the incoming information, if they are able to take part in activities that deal with one of their interests or a life skill that is relevant to them the will focus more and learn the lessons more effectively.

Though there are many similarities between how to instruct students with these exceptionalities there are also a few differences. Some of these include the work environment the students are in. For a student with Aspergers it is important to give them the option of working by themselves, as this is considered a "high-functioning" form of Autism, they are able to accomplish the work , most often, themselves and by working by alone distractions are reduced. Individuals with Aspergers have a tendency to not understand certain social practices and so working in groups can be difficult. Students with Fragile X can also use the removal of distractions but since routines are of importance it might be more beneficial for these students to work often with specific groups or other students.

Since students with Aspergers have difficulties, teacher are then challenged to integrate teaching social skills into the daily activities. Students with Fragile X don't seem to have this same difficulties, social skills seem to come more easily for them. This provided some differences for instruction between students with these two exceptionalities.

Specific teaching strategies have been highly recommended for students with exceptionalities depending on the specifici exceptionality. Many, if not all, of these teaching strategies, would be great strategies to adopt in all classroom and would benefit all students. Who wouldn't want a teaching is more sensitive to the specific needs of a students, have fewer distractions in a classroom, clearer instructions, or activities connected to our own areas of interest. These teaching strategies would be a benefit for all teachers to acquire, work on, and be aware of.

Universal Design for Learning

The Universal Design for Learning, UDL, movement seems to be a natural step for our educational practices. It is well known that people learn different subjects and material in different ways. Some individuals have a natural affinity of math concepts, while others are more inclined to the study of history. Yet on a deeper level individuals also perceive and interpret data differently in their brain and so two students with similar abilities may not perform as well in the same class, Social Studies for example, because of the manner that the information is being presented. The problem has been that though we have known that people learn the same information and concepts in different ways, we have not understood exactly what that means for our teaching practices and how to accommodate for it.

In the UDL model their are three principles outlined for how to reach all the students in your class. These principles are:

• Principle I: Provide Multiple Means of Representation (of information and concepts)

• Principle II: Provide Multiple Means of Expression (and performance)

• Principle III: Provide Multiple Means of Engagement (Rose and Wasson; Guidelines for UDL 2008, http://udlguidelines.wordpress.com)

Grace Meo, the director of professional development and outreach services at the Center for Applied Special Technology (CAST), in cooperation with a group of members of CAST found some test classrooms to implement the principles of UDL, in cooperation with the planning for all learners (PAL) development process. So what the research group did was they would meet with the participating teachers in the study and run workshops to develop their understanding of how they could utilize different teaching strategies in order to reach all the students. The emphasis for the PAL program is that one of the major barriers for students learning is the curriculum itself and not the students ability, so it focuses on determining the specific hindrances to the students learning and attempts to accommodate them, through UDL.

In the specific example presented in Meo's research, after performing an assessment for determining the barriers the students faced (Step 1 of PAL), the teachers sought to integrate new mediums in which to present the material (Principle 1). The teacher found internet websites and activities, they used computers to read out text for students with reading or language difficulties, and more hands on interactive materials in class, such as the inspiration software. Within a relatively short period of time their was a notable increase in the students apparent understanding of the course content.

Then the teachers provided the students with a variety of options for how to accomplish some of the assignments (writing a book for a different grade, organizing a skit, conducting a research project etc.), Principle 2. And then through the variety of assignments an interactive mediums used in class the teachers were also to meet Principle 3 of UDL, Provide Multiple Means of Engagement. The overall results of the entire project were very positive and not only for the students. The students were more engaged by the class material and able to interact with it in a manner that was more their style which opened opportunities to perform at a higher level then they were able to before. As the material was presented in a variety of ways the students were able to engage the material from a number of different angles and better develop an understanding of it. And as the students had option in the assignments they were able to choose a method that best suited their abilities and performed at a higher level. The teachers benefited as well as they had now been opened up to different techniques for reaching all the students in their class, not just using traditional lecture styles and only meeting the needs of a few.

This research is very encouraging to me as a student-teacher as it helps direct me to where I need to focus to help develop my own teaching. It outlines the importance to me to learning a variety of techniques and using numerous mediums in order to reach all the students in my future classes. Couple this with the research done in differentiated classrooms settings and their appears to be some very powerful new styles for teaching all students in a much more effective way. It is now my job to familiarize myself with the available options online and elsewhere for presenting the material (principle 1), learn how to provide variety in my assessment strategies (principle 2), and develop different ways to engage all the students (principle 3).

Differentiated Classrooms

A differentiated classroom is one in which the teacher offers a variety of different options and utilizes a variety of different teaching methods in order to reach all the students in their classroom. By providing options you can spur on interest in the assignment as the students now have some say in what they are doing. And by utilizing a variety of teaching methods you have a greater chance of meeting the needs of the students in your class and helping them succeed.

In my endeavor to become a master teacher I feel that one of my challenges will be to learn and master the techniques of differentiated classrooms. The main three difficulties that I see myself having with implementing a differentiated classroom are:

1) Accurately assessing where the students are in their understanding. Do to my limited experience I feel like I am not quite able to accurately assess the students abilities and current understandings. Through my education classes I am feeling more confident in this and have developed more tool to accomplish this task, but I have yet to get out, again, into the classroom to apply what I have learned. For this reason I feel a little uncertain about my abilities, but I am confident that I will be able to develop this skill.

2) Through my own educational experiences in school I have have had little exposure to differentiated instruction. Most of my experiences have been with direct instruction, and taking notes. Because of this and the fact that I personally feel that I lack creativity, I feel like I am going to find it difficult providing options for my students to choose from in order to engage them. I have a tendency to looking at a project and thinking "oh, this is how it should be done", not "hmmmm, what other ways could this objective be accomplished." Yet again as I am more and more exposed to ideas for different projects or assignments I am learning new ways to accomplish tasks. This will help me with thinking about different ways I can have the students approach certain topics and provide them with options.

3) Not only do I suffer with determining options for students to choose from, but I also find it difficult utilizing different teaching methods. This has alway been a challenge for me, trying to present material in more then one way. During my first teaching practicum my Teaching Associate and my University Advisor both encouraged me to "mix things up", but I found it easier said then done. The whole experience of determining different teaching methods, integrating them into my lesson plan, and executing them (especially executing them) I found difficult. When my method wasn't seeming to work to well, I would just revert back to direct instruction trying to explain it to the students. But through the presentations and activities in my classes I am finding myself more comfortable with the concepts of varied teaching methods and I find myself imagining myself using them in the classroom.

I believe that in time, with much work, I will be able to develop the skills necessary to integrate differentiated instruction into my classrooms; with the goal of creating a differentiated classroom. In about a months time I will be heading back out to teach, in my second practicum, and I am looking forward to the opportunity to getting new experience, testing out my new tools, and working towards being a better teacher. As long as I work hard at improving, I will be able to overcome my challenges and become a great teacher.

John Elder Robison

After reading about John on his website and reading through his blog I feel like it would be a great idea to also read his book. He seems like he is a very smart individual and his writing is very well thought out. When looking at his accomplishments it is obvious that he has been gifted in the way of understanding mechanics and electronics. But on top of that he has a great understanding of himself.

How many people go throughout there lives without really understanding themselves nor understanding why they do what they do. In my opinion I feel that that is a detriment to oneself. As John mention in his January 28 blog, utilizing an age old adage, "knowledge is power". And I agree with him in his stating the importance of understanding oneself. If you have some sort of exceptionality and it requires you to get tested to find out what it is so that you can understand it better, then get tested. But by understanding oneself provides you with the power to affect the way you act and respond to certain situations. John Robison has come to this type of understanding of himself and has, as a result, been able to grow and overcome some of his challenges. Plus he now knows that he is not a freak but he has Aspergers and he is not letting it hold him back.

John still has challenges before him though, like the difficulties with social situations. This being of more importance to him now that is becoming very well known and having numerous requests to publicly speak. Not to mention his dealings with individuals through his business. But he appears to be doing very well considering this difficulty. For instance if you read his blog from January 2 and here about his encounter with the elderly lady who owns the collection of Indian Motorcycles, he seemed to be able to have a great discussion with her, find out some very valuable information and not seem to be hinder by Aspergers. I am sure that there were challenges for him in the conversation but he seems like he is a great listener even if he is not able to look you in the eye.

In regards to the last note, it was quite frustrating and saddening to hear how he was treated when he was in grade school. Sure Aspergers was not really known, but it didn't appear that the teacher made any real attempt to see if there was any underlying issue to his apparent "lack of focus". I would hope that when I get into a classroom teaching and I notice I child who is not "looking me in the eye" that before I jump to any conclusion that I try to understand why. Assess to see if that student is hearing and understanding what I am saying, asking to find out if they seem to be having difficulty with anything. I would hope that I would just be sensitive to the possibility of that student having Aspergers or any other exceptionality and treat them not as a diagnosis but a student for myself to help succeed.

Changing models in Todays Classrooms

The education models, in regards to students with exceptionalities, is greatly changing in regards to how it has dealt with these difficulties in the past. It had long been believed that the best way to educate students with disabilities was to segregate them from the mainstream classes and provide them with specific plan to teach them; the relative isolation model. Within the last 30 years there has started to be a move from this model to one that integrates students in mainstream classes part-time and eventually to where students with excetionalities are completely included.

The change of models from relative isolation to integration, and integration to inclusion will result in a greater need for myself, as a teacher, to be better prepared for differentiating my teaching to reach all the students in the class. Diversity in the classroom will be far greater then it has been in the past. With the students not only being from different individual homes they each will have different religious, ethnic, and social backgrounds. And with this change of models the range of learning abilities is being increased, placing a greater demand on teachers to be better trained and prepared to teacher in these diverse settings.

In my opinion I believe that these are some very positives changes both for students with exceptionalities as well as for mainstream students and teachers. Students with exceptionalities in the past had been segregated from mainstream classes and so missed learning how to deal with there exceptionality in the rest of the world. Every aspect of there classes was catered around there exceptionality resulting in an integral part of there education being missed, how to operate in the world outside of school. Now with being included into the mainstream classes these students have this opportunity while at the same time still being educated.

By having students with exceptionalities included in mainstream classrooms typical students are also being given a fuller education. Now there are also being given first hand experience in being sensitive to individuals with exceptionalities and that they really aren't much different from themselves. This should hopefully help bring around deeper understandings in students of being sensitive and respectful to the differences of all people.

As for teachers this inclusion requires that they be better trained and instructed in a variety of learning strategies and techniques in order to effectively teach students of all abilities. Through this students should be provided with a more rounded, varied, and deeper education. The teacher will be better trained to meet the specific needs of each child, so that each childs educational needs will be more fully met. It is for this reasoning that I myself will need to seek any opportunities I can to acquire instruction in new strategies for teaching students with exceptionalities. As I train to be become a teacher it is now my job to do the best I can to be prepared for the classroom challenges I will come to face and learn all I can that I will be able to provide my future students the best education I can provide them.