Differentiated Teaching Strategies 2: Classroom Accommodations for Special Needs Learners in Regular Classrooms: Giftedness, Specific Learning Disabilities, ADHD and Behavioral and Emotional Problems

Program Details

Title
Differentiated Teaching Strategies 2: Classroom Accommodations for Special Needs Learners in Regular Classrooms: Giftedness, Specific Learning Disabilities, ADHD and Behavioral and Emotional Problems
Duration: 15 hours
Prerequisites: Having educational bachelor degree or completed fundamental education qualification programs, and Reflective Practitioner Teacher – training program.
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Advanced Educational Qualification
Target Audience : Teachers (KG, Math, Science, English, and Computer Science) grade (1-3).

Short Description

A professional teacher is aware of the different needs of his students, provides good education for all of them, and takes that into consideration when planning, teaching, assessing or intervening based on the assessment results. Every student has his own individual needs that can relate to readiness, level, personal traits, or learning difficulties.

This program introduces the teacher to the most common classroom needs. The teacher will learn how to discover and make proper accommodations for these needs to ensure all the students learn. This program will look into four categories: giftedness, specific learning disabilities, ADHD, and students with behavioral and emotional problems in the classroom.

Big Ideas

The knowledge of special needs, types, and characteristics help teachers implement differentiated instructions.
The teachers in regular classroom can make a big difference in student’s life by designing a least constructive accommodation.
Designing activities according to the 504 plan enable the teacher to improve student achievement.

Essential Questions

What are the differences between accommodation and modification?
How do we deal with a classroom of different abilities of students?
How could teachers present accommodation in the classroom?
What are the classroom elements that teachers can differentiate or modify, in order to increase the student achievement as much as possible?

Outcomes

Unit Outcomes
1
  • • Defines the concept of special needs.  
  • • Determine the categories of special needs who are studying in regular class.
  • • Differentiate between accommodations and modifications.
  • • Extract the justifications of the differentiated education.
  • • Extract the aspects of differentiated education.
  • • Determine the strategies of differentiated instruction.
  • • Compare between traditional classroom and differentiated classroom.
  • • Determine the types of accommodations.
 2
  • • Define the concept of Giftedness and the Characteristics or Signs of Gifted students.
  • • Determine the types of giftedness.
  • • Design classroom accommodations for gifted students.
 3
  • • Define the concept of Specific Learning Disabilities (SLD).
  • • Determine the types of (SLD).
  • • Define the concepts of types of (SLD) (Dyslexia –Reading Disability-, Dysgraphia – Writing Disability- and Dyscalculia – Mathematics Disability-)
  • • Design some examples of possible general accommodations for SLD with Dyslexia –Reading Disability-.
  • • Design some examples of possible general accommodations for SLD with Dysgraphia – Writing Disability-.
  • • Design some examples of possible general accommodations for SLD with Dyscalculia -Mathematics Disability-.
 4
  • • Define the concepts of Attention Hyperactivity Disorder (ADHD).
  • • Identify the signs or symptoms of ADHD using the disorder short checklist.
  • • Differentiate between ADHD and other disabilities.
  • • Distinguish between the types of ADHD.
  • • Design the accommodations in the classroom for ADHD based on 504 plan.
 5
  • • Identify the emotional and behavioral problems(EBP)
  • • Extract the characteristics of emotional and behavioral problems(EBP)
  • • Presents Techniques for Supporting Positive Behavior of (EBP)

Assessment

NoAssessmentComponentWeight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated-assessment KWL-Q 5
Vocabulary Tool pre and post 5
Trainer Assessment Design accommodations for gifted students 10
Design some examples of possible general accommodations for SLD 15
Design the accommodations in the classroom for ADHD based on 504 form 10
Design techniques for Supporting Positive Behavior of (EBP) 10
3 Summative Assessment Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

NoItemTime(Min)
1 KWL-Q 15
2 Pre -Vocabulary Tool 15
3 Pre-Program Questionnaire 10
4 Terminology 10
5 Activity (1.1) Differentiated Education 50
6 Activity (1.2) Aspects of differentiated educational strategies 50
7 Activity (1.3) Special needs in the regular class 50
8 Activity (1.4) Classroom Accommodations and Modifications 50
9 Activity (2.1) Giftedness 55
10 Activity (2.2) Detection of Gifted Students 50
11 Activity (2.3) Accommodations and Modifications for Gifted Students 45
12 Activity (3.1) Specific Learning Disabilities (SLD) Concept and Types 50
13 Activity (3.2) Detecting SLD 50
14 Activity (3.3) Accommodations for Students with SLD 55
15 Activity (4.1) Attention Hyperactivity Disorder (ADHD Concept and Characteristics 55
16 Activity (4.2) ADHD Types and Symptoms 55
17 Activity (4.3) Accommodation Classroom of ADHD Students 50
18 Activity (4.4) 504 Plan with ADHD 55
19 Activity (5.1) Emotional and Behavioral Problems (EBP) in Classroom 50
20 Activity (5.2) Strategies for Teaching Students with (EBP). 50
21 Post - Vocabulary Tool 10
22 Exit Task 20
Total 15 hours


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