This week's article is entitled, "A Practical Plan for Managing the Behavior of Students with Disabilities in General Physical Education". The article begins with stating that one of the top reasons teachers feel discouraged from teaching is because they lack the ability to manage and motivate student behavior. There are others who believe that using punishment to control students' behavior means having a behavior management plan. "The purpose of this article is to describe how to develop a positive behavior plan designed to empower students rather than control their performance and learning" (Lavay, French, Henderson, 2007). The article provides information that may guide teachers who teach physical education create their own plan using the examples and methods explained in this article.
The article states that in order for any behavior management plan to work is to include everyone that sees this student part of the team so that the student knows everyone has the same expectations, he or she will have a plan that is consistent and fair. There three steps to follow in creating a behavior management plan. First the physical education teacher must observe the behavior he/she wants to decrease, redirect, or change. The behavior needs to be measureable and defined in order to have well thought out plan and know what exact intervention/s to use. If there are various behaviors that need to be change, teachers should choose the behavior that occurs the most and the one that creates a barrier to student's learning and his/her safety and his/her classmates.
The second step is to use observe and analyze the chosen behavior. It is important to create a baseline. This is called the functional behavior analysis. This is the time to keep track of the behavior, how long does it last, how intense its is, and at what time it occurs. After the observation has occurred, a realistic goal must created that students can work towards to. Here is where a teacher can use different types of behavior management approaches: Behavior Approach, Humanistic Approach, and Biophysical Approach. Behavior approach most common model is the ABC approach (antecedent-behavior-consequence). The Humanistic Approach focuses on the development of self-concept, positive interpersonal relationships, intrinsic motivation, personal and social responsible and other qualities of good character. The Biophysical Approach focuses on the physiological. Taking a look at what student eats, trying relaxing techniques, and checking if medication is being taken.
The third and last step is to evaluate the intervention(s) and determine how effective they were. In the end, the article emphasizes the importance of including physical education teachers in behavior management plan, the plan needs to be developed considering the individual student, the environment and incorporate the use of different behavior management approaches.
To better understand how intervention strategies can be used in the physical education setting, there is an example used following the process of an behavior management plan with a student.
This article made me realize the importance presence in BMP is. I don't think I've ever sat in a meeting that included the P.E. teachers. At my building it seems like they create their own plan independently from the gen. ed. teachers. The article provides so many good ideas that it makes me want to share these with my co-workers.
Lavay, B., French, R., Henderson, H. (2007, February). A practical plan for managing the behavior
of students with disabilities in general physical education. Solutions for Including Individuals with
Disabilities Vol. 78 (2). Pages 42-48. Retrieved from
http://files.eric.ed.gov/fulltext/EJ794532.pdf.
Sunday, November 15, 2015
Sunday, November 8, 2015
Article Review on Transition Planning for Students with High Incidence Disabilities
This week's article, Social Capital During the Postsecondary Transition for Young Adults with High Incidence Disabilities stresses how important social networks are important in the lives of young adults with a disability as they transition from high school life into adult life. The networks ar important because these social capital/networks can help ease into this new chapter in their lives and help "face challenges specific to disability and interact in the adult world of employment, postsecondary education and community,"(Trainer, Morningstar, Murray, Kim, 1). The article continues to mention the importance of community participation. Being involved in his/her community increases the young adult's life social capital or network. the people in his/her community know who she/he is able to have richer and better opportunities. He/she has a sense of belonging. In the last ten years there has been an increase of help given to students with disabilities, specifically ADHD, LD, and Social/Emotional disability students, still the article stresses there are still changes to be made. On a positive note it is reported that young adults with a disability have become registered voters, volunteer in a community engagements. on the other hand, here is a high level of young adults with a disability being arrested, not really forming life lasting friendships, and may not gotten married and/or having children.
There are several reasons why developing a social capital is important for young adults with disabilities at work, in the community and a school after high school. These people in their social circles may have "tangible material goods" they may need, like maybe asking for a ride home. Another thing people in their social circles can offer are intangible resources and valuable information, customs, values this place are important to know for the young adult entering this new world.
There are certain barriers that can prevent a young adult with a disability to form these social networks. First it's the disability itself. Second, it could be the interventions received by the young adult are so individualized and might not be available at his/her work, school, or activity. Thirdly, there is still a social stigma with having to work with someone who has a disability.
The article continues on to describe a study created by the authors on how social capital helped students succeed after high school The participates were between the ages of 19 and 27 years. There over 1,250 young adults participated having ADHD, LD or EBD. The information here is astounding. It considered the following: socio-demographic characteristics (gender, age, type of disability, and ethnicity), connections to Adult studies (employment services, postsecondary accommodations), and activities outside of work or school. The results the authors found in this study hope that can be taken into consideration by individual transitioning teams.
I like the article, the information is presented in a clear and concise manner. It is direct and tot he point, it tells what has been done, the positive an negative outlooks and suggestions to help the lives of young adults with a disability who are transitioning into their adult lives.
Personally, this article and the topic this week have affected me in a manner that I didn't expect. Last week in my reflection I mentioned a bit about my baby sister and the difficulties she has been facing lately. My sister's ADHD was diagnosed after high school. After high school she went on to study massage therapy something she had been passionate about all throughout high school. She had a very difficult time finishing her career but she did, and finally she got to walk a stage, finally after not being able to walk at her high school's graduation. I am so proud of what she's accomplished on her own but I can't help to think how much more she'd gotten ahead of time if she'd had a transitioning plan in high school. Her classes would have been different, she could have had modified assignments to feel as a successful student with a purpose instead of feeling like a loser and being labeled as a lazy student by her teachers. Her social capital has definitely suffered. She is slowly working on building up her self-esteem and believing she can accomplish so much more.
My sister and other young adults, need to know to stand up for themselves and speak up. We, family members, teachers, counselors, outside resource providers are her to help them find that voice and make their voices are heard.
Trainor, A., Morningstar, M., Murray, A., Kim, H. (2013, January 1). Social capital during the
postsecondary transition for young adults with high incidence disabilities. Prevention Researcher
Vol. 20 (2),7-10. retrieved from http://ezproxy.trnty.edu:3064/ehost/pdfviewer/pdfviewer?sid=5d7e7228-aa27-4f9d-9461-642bf48b1afa%40sessionmgr114&vid=9&hid=115
There are several reasons why developing a social capital is important for young adults with disabilities at work, in the community and a school after high school. These people in their social circles may have "tangible material goods" they may need, like maybe asking for a ride home. Another thing people in their social circles can offer are intangible resources and valuable information, customs, values this place are important to know for the young adult entering this new world.
There are certain barriers that can prevent a young adult with a disability to form these social networks. First it's the disability itself. Second, it could be the interventions received by the young adult are so individualized and might not be available at his/her work, school, or activity. Thirdly, there is still a social stigma with having to work with someone who has a disability.
The article continues on to describe a study created by the authors on how social capital helped students succeed after high school The participates were between the ages of 19 and 27 years. There over 1,250 young adults participated having ADHD, LD or EBD. The information here is astounding. It considered the following: socio-demographic characteristics (gender, age, type of disability, and ethnicity), connections to Adult studies (employment services, postsecondary accommodations), and activities outside of work or school. The results the authors found in this study hope that can be taken into consideration by individual transitioning teams.
I like the article, the information is presented in a clear and concise manner. It is direct and tot he point, it tells what has been done, the positive an negative outlooks and suggestions to help the lives of young adults with a disability who are transitioning into their adult lives.
Personally, this article and the topic this week have affected me in a manner that I didn't expect. Last week in my reflection I mentioned a bit about my baby sister and the difficulties she has been facing lately. My sister's ADHD was diagnosed after high school. After high school she went on to study massage therapy something she had been passionate about all throughout high school. She had a very difficult time finishing her career but she did, and finally she got to walk a stage, finally after not being able to walk at her high school's graduation. I am so proud of what she's accomplished on her own but I can't help to think how much more she'd gotten ahead of time if she'd had a transitioning plan in high school. Her classes would have been different, she could have had modified assignments to feel as a successful student with a purpose instead of feeling like a loser and being labeled as a lazy student by her teachers. Her social capital has definitely suffered. She is slowly working on building up her self-esteem and believing she can accomplish so much more.
My sister and other young adults, need to know to stand up for themselves and speak up. We, family members, teachers, counselors, outside resource providers are her to help them find that voice and make their voices are heard.
Trainor, A., Morningstar, M., Murray, A., Kim, H. (2013, January 1). Social capital during the
postsecondary transition for young adults with high incidence disabilities. Prevention Researcher
Vol. 20 (2),7-10. retrieved from http://ezproxy.trnty.edu:3064/ehost/pdfviewer/pdfviewer?sid=5d7e7228-aa27-4f9d-9461-642bf48b1afa%40sessionmgr114&vid=9&hid=115
Monday, November 2, 2015
Adolescents with high incidence learning disabilities
The article I read this week is called, "Learning Strategies for Adolescents with Mild Disabilities." These learning strategies may help prepare an adolescent with a disability how to succeed in various aspects of his/her young adult life. These strategies could help a young adult secure a job opportunity instead of running the risk of dropping. The article states that "students taught using strategies showed the most improvement compared to other methods" (4,) weather these strategies had been published or created by the teacher in his/her classroom based on the common core standards or the needs of a specific student.
It gives a checklist to the teacher of component we must consider when developing a strategy for a student with a LD. Some of the suggestions it provides is to break down tasks into small steps student can accomplish, use verbs at the beginning of each task, provide examples, model, provide visuals, and develop mnemonic as a strategy to remember order of the steps to follow. Other strategies that are suggested for teachers to use are encouraging the student to think aloud to understand the why they are doing an assignment and how they will complete the assignment.
The article then goes on to explain four learning strategies undergraduate college students created at their student teaching site. The first strategy is called the Payment Strategy. To help eighth grade girls and boys who had an LD, EBD or ADHD understand life-skills math in a special education class. She developed a systematic way for students to learn how to balance a check book. Before she began the unit she gave students a pretest to find out what they knew already. She created a mnemonic strategy with the word PAYMENT so that each word stood for a step the students must follow in balancing a check book. The teacher combined her lessons with items of interest students would like to purchase, practice writing on laminated checkbooks. and used the smart board.
Another strategy developed was the SWING Strategy. This strategy was developed to help students analyze and complete a job application. This student teacher also provided a two part pretest. After the pretest, she provided the meaning of each letter in SWING to the students. This way her and the classroom teacher they could help focus on their strengths, weaknesses and goals. They provide guided practice using applications from local businesses. On their post test students did incredibly well.
The next strategy mentioned in the article is called The Sales Tax Strategy. She engaged students with a personal story about not having enough money a t-shirt she really wanted which really engaged the students from the beginning. First she focused on calculator skills they would need to use to in this math unit. When the student teacher taught them how to convert percentages into decimals she'd think out loud so students could follow her thought process. They practice finding the sales tax with items the students really were interested in. She guided them through the process with a four step mnemonic phrase: WMKA. 1. Write the sales tax percentage as a decimal, 2. Multiply the cost of the item by the sales tax decimal rate, 3. Keep only two number right of the decimal point and 4. Add the sales amount to the cots of the item.
The last strategy suggested is called the BIRDS strategy. This is a reading comprehension to help students systematically organize text, analyze the information they just read, and understand the meaning. He developed a mnemonic phrase for each word in BIRDS. He had the students reflect on the times that they were confused after reading a text and encouraged them to use the BIRDS strategy in all types of reading they would have to do in school. He encouraged students to break down the sentences in the text that were confusing, locate unknown words in dictionary to understand its meaning and modeled how to ask for help. The student teacher also helped them summarize parts of a whole paragraph. Students completed guided practice and then given a post test. Students didn't do so good on their posttest which suggested that the students needed to be retaught and maybe breaking down the steps into smaller steps.
I liked the article because these are strategies that can be definitely used in the classroom. As I read these suggestions, it reminded me of things that I have done similarly to these strategies, like using local shops advertisement ads to find a final price of an item using the sales tax. This year, I am co-teaching 7th grade social studies. The first unit was for the students to learn all 50 states of the United States. To help my bilingual students we created Mnemonic sentences with clusters of states so they could remember the location of each state. After the test, one student mentioned he had remembered the silly sentences we had created to help him on the test. The teacher I worked with had other ideas too, like showing them this silly song on YouTube everyday when students walked into class, color coding different regions of the U.S. map and creating flash cards for each state.
I also liked how honest the student teachers were with their final results. Some did succeed in having their students learn and improve their skills in that subject, still all four teachers mentioned what failed and what could have been done to improve the lessons. And that is what teaching is, teaching and re-teaching and going back to the drawing board to recreate lessons. It is hard work and takes so much brain power but in the end it is worth it because students will benefit in the long run.
Conderman, G., Koman, K., Schibelka, M., Higgin, K., Cooper, C., Butler, J. (2013). Learning
Strategies for Adolescents with Mild Disabilities. Pages 1-24. retrieved from
http://files.eric.ed.gov/fulltext/ED545373.pdf.
It gives a checklist to the teacher of component we must consider when developing a strategy for a student with a LD. Some of the suggestions it provides is to break down tasks into small steps student can accomplish, use verbs at the beginning of each task, provide examples, model, provide visuals, and develop mnemonic as a strategy to remember order of the steps to follow. Other strategies that are suggested for teachers to use are encouraging the student to think aloud to understand the why they are doing an assignment and how they will complete the assignment.
The article then goes on to explain four learning strategies undergraduate college students created at their student teaching site. The first strategy is called the Payment Strategy. To help eighth grade girls and boys who had an LD, EBD or ADHD understand life-skills math in a special education class. She developed a systematic way for students to learn how to balance a check book. Before she began the unit she gave students a pretest to find out what they knew already. She created a mnemonic strategy with the word PAYMENT so that each word stood for a step the students must follow in balancing a check book. The teacher combined her lessons with items of interest students would like to purchase, practice writing on laminated checkbooks. and used the smart board.
Another strategy developed was the SWING Strategy. This strategy was developed to help students analyze and complete a job application. This student teacher also provided a two part pretest. After the pretest, she provided the meaning of each letter in SWING to the students. This way her and the classroom teacher they could help focus on their strengths, weaknesses and goals. They provide guided practice using applications from local businesses. On their post test students did incredibly well.
The next strategy mentioned in the article is called The Sales Tax Strategy. She engaged students with a personal story about not having enough money a t-shirt she really wanted which really engaged the students from the beginning. First she focused on calculator skills they would need to use to in this math unit. When the student teacher taught them how to convert percentages into decimals she'd think out loud so students could follow her thought process. They practice finding the sales tax with items the students really were interested in. She guided them through the process with a four step mnemonic phrase: WMKA. 1. Write the sales tax percentage as a decimal, 2. Multiply the cost of the item by the sales tax decimal rate, 3. Keep only two number right of the decimal point and 4. Add the sales amount to the cots of the item.
The last strategy suggested is called the BIRDS strategy. This is a reading comprehension to help students systematically organize text, analyze the information they just read, and understand the meaning. He developed a mnemonic phrase for each word in BIRDS. He had the students reflect on the times that they were confused after reading a text and encouraged them to use the BIRDS strategy in all types of reading they would have to do in school. He encouraged students to break down the sentences in the text that were confusing, locate unknown words in dictionary to understand its meaning and modeled how to ask for help. The student teacher also helped them summarize parts of a whole paragraph. Students completed guided practice and then given a post test. Students didn't do so good on their posttest which suggested that the students needed to be retaught and maybe breaking down the steps into smaller steps.
I liked the article because these are strategies that can be definitely used in the classroom. As I read these suggestions, it reminded me of things that I have done similarly to these strategies, like using local shops advertisement ads to find a final price of an item using the sales tax. This year, I am co-teaching 7th grade social studies. The first unit was for the students to learn all 50 states of the United States. To help my bilingual students we created Mnemonic sentences with clusters of states so they could remember the location of each state. After the test, one student mentioned he had remembered the silly sentences we had created to help him on the test. The teacher I worked with had other ideas too, like showing them this silly song on YouTube everyday when students walked into class, color coding different regions of the U.S. map and creating flash cards for each state.
I also liked how honest the student teachers were with their final results. Some did succeed in having their students learn and improve their skills in that subject, still all four teachers mentioned what failed and what could have been done to improve the lessons. And that is what teaching is, teaching and re-teaching and going back to the drawing board to recreate lessons. It is hard work and takes so much brain power but in the end it is worth it because students will benefit in the long run.
Conderman, G., Koman, K., Schibelka, M., Higgin, K., Cooper, C., Butler, J. (2013). Learning
Strategies for Adolescents with Mild Disabilities. Pages 1-24. retrieved from
http://files.eric.ed.gov/fulltext/ED545373.pdf.
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