Evan Leuenberger 1

TE 407

Adapting Instruction to Individual

Learners
Special Education Law:
In 1975 protections were extended for students with special needs
through the federal Individuals with Disabilities Education Act (IDEA). IDEA
gave students and parents a number of new protections. It allowed
parents to have their children tested for eligibility into the special
education program and the ability to review school records concerning
their child. Parents were also able to attend an individualized education
program meeting once a year to work with staff in developing goals for
their child. Finally, IDEA gave parents a process by which to resolve
disputes with school districts through an impartial administrative and
legal process (NOLO).
It is up to every school district to identify and evaluate all children
with disabilities. After the evaluation the district may provide the child
with specific programs and services to address special needs. Simply
being diagnosed by a professional is not enough to qualify for special
education under IDEA. Instead, parents must prove that the disability
impacts the students educational performance. If parents feel that
additional assessments are required for their child, they are entitled to
additional assessments and outside consultations.
As mentioned above, one of the protections guaranteed by IDEA is
the right for all special education students to be given an individualized
education program, or an IEP. An IEP grants parents with an initial
meeting where parents and staff first determine whether their child is
eligible for special education. An IEP also entitles parents to a yearly
meeting where they are able to meet with school staff to develop the
unique and personalized education plan for their child. Finally, an IEP
gives parents a detailed written description of their childs special
educational program.
As general education teachers with special education students in
our classes, there are a number of actions we are legally required to take.
The first and most important is that we follow our students IEP. If in their

Evan Leuenberger 2
TE 407

IEP it says that a student must sit in the back of the class or the front, we
must comply. We must also coordinate with special education teachers.
With their assistance additional resources can be exchanged, and the
student can be provided with the optimal instructional possible.

Disability Glossary
ADD/ADHD

Aphasia/Dysphagi
a

Auditory
Processing
Disorder/ Central

Attention Deficit Hyperactive Disorder affects

about 5% of schoolchildren - about two children
in every class. ADD/ADHD children have great
difficulty sitting still, paying attention and
concentrating on the classwork in front of them.
Teachers should stress accuracy rather than
quantity of work so the student does not feel
overwhelmed or discouraged. Keep your
worksheets simple, clear, in bold type,
underlining important directions, and use colors
for emphasis. Give frequent short quizzes and
avoid long tests.
Approximately one million individuals suffer from
aphasia in the United States. Aphasia is the term for a
speech impairment which can vary from no speech at
all, to a difficulty in naming some objects. Children
with aphasia have difficulty in talking, understanding,
listening, writing or doing numerical calculations.
Speech therapy is an effective option to improve
communication and in the classroom environment.
Students with aphasia need quiet surroundings, and a
teacher who communicates slowly, clearly and
repetitively, using gestures and pictures to aid
communication. Teachers can simplify sentence
structure and reduce the rate of speech, avoiding
speaking for the aphasic student and encouraging all
other modes of expression - writing, drawing, choices,
gestures, yes/no responses. Encourage the aphasic
student to be as independent as possible and avoid
being overprotective.
The number of children with Auditory Processing
Disorder is estimated to be 2 to 7 percent. APD can
affect children with perfectly normal hearing as well as

Evan Leuenberger 3
TE 407

Auditory
Processing
Disorder (CAPD)

Autism Spectrum
Disorder (ASD)

Cystic Fibrosis

those with hearing loss. Typically students with APD

cannot process sound fast enough to be able to
distinguish normal language. The child gets tired of
trying to keep up and tends to get frustrated and tune
out. This is often described as "lazy" or "inattentive."
The problem transfers from listening to reading.
Teachers should seat the child in the front of the
classroom and be aware that APD children teach
themselves to lip read. Teachers should get the child's
undivided attention before asking a question or giving
an explanation, and instructions should be clear,
simple and written as well as verbal. Teach the child to
listen selectively for keywords and make sure the child
understands what is being communicated. Technology
is a wonderful addition to a classroom and the
computer, tape recorder and overhead projector are
valuable resources for CAPD students, especially when
taking tests.
Autism Spectrum Disorder affects one percent of the
world population, but one in every 68 births in the
United states. Autism Spectrum Disorder refers to a
range of disorders affecting verbal and nonverbal
communication, social interaction and imaginative or
creative play. Children on the autism spectrum have
trouble in the classroom communicating their needs or
understanding instructions. Inappropriate social
behavior leads to the child being bullied or isolated
and their inability to decipher the world around makes
it difficult for their teachers to meet their needs.
Structure and routine, visual lesson plans that allow
the child to predict the day's routine thus reducing
their anxiety and stress and working in pairs with a
buddy system has proved successful. Teaching social
and emotional concepts and behavioral strategies help
the child and teacher cope with inappropriate or
aggressive behaviors.
Cystic Fibrosis affects an estimated 70,000 children
worldwide. It is a serious hereditary disease that
affects the respiratory and the digestive systems. If
the child is having a challenging time physically and is

Evan Leuenberger 4
TE 407

Cerebral Palsy

Developmental
Delays

fatigued, then work expectations should be modified.

It might mean having the child complete every other
problem or receive copies of notes taken by another
student. Because the child is likely to miss a lot of
school, he/she can easily feel disconnected from
classmates. It might be beneficial to ask the child's
parent or doctor to talk about Cystic Fibrosis with the
class. When the child needs to be hospitalized or put
on home instruction, find ways to help him/her stay
connected--have students make cards, make a class
DVD, provide copies of lesson plans, or visit the child.
Approximately half a million people in the United
States have been diagnosed with Cerebral Palsy (CP).
CP is a long-term physical condition caused by an
abnormality of brain growth or a lesion to the brain,
resulting in the impairment of muscular development
and control. Symptoms of CP vary from person to
person. In many cases, a child with CP may show signs
of: muscular weakness, paralysis, lack of coordination,
slurred speech, involuntary convulsions, or visual
impairment. Some children with CP are ambulatory,
while others are wheelchair bound. Because many
students with CP have below average IQs, worksheets,
tests, project guidelines, etc. may need to be
modified. Teachers need to set up their rooms so that
wheelchair bound children can easily and safely move
around in the room.
In 2011/12, 13 percent of boys and nine percent of
girls had a high risk for developmental delays, while
17 percent of boys and 14 percent of girls had
moderate risk. Developmental Delays can include a
significant delay in vision, motor skills, cognitive skills,
speech, or social skills. To aid the student emotionally,
teachers can provide consistency with classroom rules
and consequences, utilize a behavior rubric to
encourage appropriate behavior, prepare the child in
advance for changes in routine, utilize peer
modeling/role playing and provide positive
reinforcement. To aid their mental health simplify
information on worksheets, place the child near the

Evan Leuenberger 5
TE 407

Down Syndrome

Dyslexia

Emotional/Behavi
or Disorders

Hearing Impaired

front of the class to help him stay focused, provide

hands on activities, repeat directions and utilize a
picture cue card on the child's desk showing his
schedule
Down Syndrome is a medically diagnosed syndrome
caused by the presence of an extra chromosome 21
and occurs in approximately one in 900 births. The
child may need worksheets that have been simplified,
directions repeated, extra examples and additional
time to complete tasks. Appropriate behavior needs to
be modeled and needs to be recognized.
Dyslexia affects between 5 to 17% percent of adults
and children. Dyslexia is a type of learning disability
that alters the way the brain processes written
material, causing reading, writing and/or spelling to be
a challenge. There are many ways teachers can assist
their students with dyslexia. Teachers can provide an
outline of their lesson plans in bullet form, check to
see that the child has written down the homework
requirements correctly, provide copies of student
notes, encourage good study skills and organizational
skills, and break down large tasks into smaller steps
Emotional and Behavioral Disorders is an umbrella
term used to refer to a number of different disorders
that effect how people behave. Examples of Emotional
and Behavior Disorders include Obsessive Compulsive
Disorder, Anxiety Disorder, and Oppositional Defiant
Disorder. Effective classroom practices such as good
organization, engaging lessons with high student
response, positive attitudes, and accommodations to
match students' ability levels, rewards for appropriate
behaviors and consequences for misbehavior, usually
lead to appropriate outcomes from most students.
Teachers need to define acceptable behavior clearly,
tell students what they are doing correctly and praise
them, and make sure that rules, consequences and
enforcement procedures are clearly defined and
articulated.
Hearing impairment affects one in ten Americans at
some stage of their life. With instructors being aware

Evan Leuenberger 6
TE 407

Learning
Disabilities

Neurological
Disabilities

Seizure Disorder

of the need to speak normally and clearly, facing the

class and making the best use of technology, using
written text to reinforce their verbal presentations and
avoiding background noise in the classroom, children
with moderate hearing loss can function well in the
classroom with minimal adjustments.
Learning disabilities affect one in ten children to
varying degrees. There are many types of learning
disabilities such as dyslexia , aphasia and apraxia,
visual and audio difficulties, all affecting a child's
study skills, oral, reading and math skills and in turn
their social skills. Constant collaboration and support
for the student at home, in school and in the
community will lead to the learning disabled child
becoming a culturally competent and happy member
of society.
Neurological disabilities include a wide range of
disorders, such as epilepsy, learning disabilities,
neuromuscular disorders, autism, ADD, brain tumors,
and cerebral palsy, just to name a few. Given the wide
range of disorders, the educational needs of each child
with a neurological disorder will be unique. If a child
has been diagnosed with a disorder prior to the age of
three, he will greatly benefit from Early Intervention
(EI) services. Through EI, the child can receive
Occupational Therapy (OT), Physical Therapy (PT),
speech, or other services that the EI team deem to be
appropriate.
Seizures result from imbalance in the electrical activity
of the brain. Seizures are classified as simple partial,
complex partial, absence, or grand mal, based on the
intensity and symptoms of the seizure. A seizure can
be very frightening for the child, as well as for his
peers. It's important that the class has a basic
understanding of seizure disorders and the importance
of cooperating with the teacher should a seizure occur.
If the child is having a non-convulsive seizure, remove
dangerous objects that are in front of the child. If
necessary, instruct the other children to quietly move
to a certain section of the room or hallway. A child who

Evan Leuenberger 7
TE 407

suffer from a seizure disorder needs to be treated as

normal as possible. Should an episode occur, the child
needs to feel supportive by his peers and teacher.
Visual Impairment For a child to be classified as "Visually Impaired" there
must be a medically verified visual impairment
accompanied by limitation in sight. Furthermore, this
impairment must interfere with acquiring information
or interaction with the environment to the extent that
special education and related services are needed. A
number of steps can be taken by the teacher to
improve class conditions for students with visual
impairments. These can include enlarging worksheets
if needed, verbally read instructions, during reading
time, have a peer read to the child, when writing on
the white board, use large basic lettering with bold
color markers, give the child the option of using the
computer for short answers and essays, and assign a
partner to escort the child during fire drills
Source: Teachnology.org

Instructional Differentiation, Accommodations and

Modifications
Autistic Student+ The Invasion of America Interactive Map
There are a number of ways I could modify my lesson on Native
American history with autistic students in my class, especially through the
use of the interactive map. Before class begins, I can type up and print out a
specific instruction sheet, because it will allow the student another
opportunity to review the directions. I can also announce to the class, and
write on the whiteboard, that we will be using the interactive map, so that
the autistic student wouldnt be disrupted by the deviation of the normal
class period.
On the day of instruction, I would first explain out loud what I hoped
students would take away from the lesson and what the instructions are. I
would then model for the class how to advance the timeline and what the
implications of that are. Then, when allowing students to explore on their
own, I might partner the autistic student with a classmate, so that the two
could explore together. Because technology often aids autistic students in
their learning, I believe that they would be interested, and learn more from,

Evan Leuenberger 8
TE 407

the interactive map than they would simply by reading from the textbook.
Finally I would end the lesson by asking for volunteers what theyd learned
from their time using the interactive maps, and I would close by explaining
what the map was meant to demonstrate.

Student with a Reading Disability+ A Peoples History of the

United States, Howard Zinn; Chapter 7: As Long as Grass
Grows and Water Runs (pg. 125-133)
There are many ways a lesson could be improved for students with
reading disabilities as well, including readings like Howard Zinns A Peoples
History of the United States. For starters, I could cut down the required
reading from the whole chapter to a few paragraphs that highlight the most
important points. I could also edit out any difficult words for ones that the
student would better be able to understand. This will also help other
students in the class understand the reading better.
On the day of the lesson I would review good note taking strategies,
such as using sticky notes to keep main ideas, and talking to the text to
better help all my students pull out and retain important information from
the Zinn reading. Next I or one of my more talented students could read out
loud the exert from the reading while other students take notes on the key
points. I would end the lesson by asking students what major points they
learned from the reading so that the student with the reading disability could
write those down if they had missed them.

Student with Oppositional Defiant Disorder+ Two Perspectives

on the Battle of Little Bighorn
Students with oppositional defiant disorder can sometimes be unruly in
our classrooms. I could enhance my lesson by incorporating the painting of
the two paintings of the Battle of Little Bighorn in a number of different ways.
Because deviations from the schedule and surprises might trigger an
outburst, I would announce to the class the day or week before the lesson
that we would be analyzing artwork as part of the days activities.
On the day of the lesson, I would first review the importance of having
respectful opinions. Next I would put both images on the board and ask
students throughout the class what they observed. This would give all
students, but especially the student with oppositional defiant disorder, the
opportunity to share their opinion or perspective. Because this is artwork,

Evan Leuenberger 9
TE 407

there are few wrong answers when I ask what the students see. Next I would
ask the students what the implications are of the differences between the
two perspectives. I could aid them by pointing out the artists backgrounds
and help them understand the importance of both images. I would end the
lesson by reviewing the differences between the images, what their
significances are, and conclude with a discussion about multiple narratives in
history. Throughout the lesson the student with oppositional defiant disorder
would have the opportunities to express themselves in constructive and
meaningful ways.

Student ELL Student+ Westward Expansion: Crash Course US

History
With the changing demographics of the United States, it is becoming
increasingly likely that we as future educators will have English Language
Learners (ELL) in our classroom. There are many different actions that could
be taken when showing videos in class that would benefit not only ELL
students, but everyone in the class. Before I show the video I could type up a
transcript of the whole video (if it was short) or have a printout of the main
points in the video, so that my students can hear and see what the video is
meant to demonstrate. These could also be presented as fill-in-the-blank, so
that the students have to listen closer to what the person in the video is
saying. Then, after the video, I would allow students to work with one
another to fill in whatever words they missed from their notes.
While the movie is playing, I would put subtitles on so that all students,
but especially ELL students, could see the words as the person on the screen
says them. The Crash Course webpage does a good job of incorporating
visuals like photographs and cartoons into their videos, so those resources
could further help ELL students learn from the material. Using those
techniques, I would aim to better help the ELL students in my class.

Sources
"Aphasia." Aphasia. American Speech-Hearing-Language Association, n.d. Web. 01
Dec. 2015.
<http://www.asha.org/public/speech/disorders/Aphasia/>.
"Facts and Statistics." Autism Society, n.d. Web. 2 Dec. 2015.

Evan Leuenberger 10
TE 407
<http://www.autism-society.org/what-is/facts-and-statistics/>.
"Screening and Risk for Developmental Delay." Child Trends Data Bank, n.d. Web. 2
Dec. 2015.
<http%3A%2F%2Fwww.childtrends.org%2F%3Findicators%3Dscreening-andrisk-for-developmental-delay+>.
"Special Education Law & the IEP." Nolo. N.p., n.d. Web. 01 Dec. 2015.
<http://www.nolo.com/legal-encyclopedia/special-education-law-29626.html
"The Most Common Disabilities Seen In School." The Most Common Disabilities Seen
In School. Teachnology, n.d. Web. 01 Dec. 2015.
<http://www.teach-nology.com/teachers/special_ed/disabilities/>.