Savannah Parrish April 3rd, 2014 English 1102 Multi Genre Project

ANNOTATED BIBLIOGRAPHY
Specific strategies/teaching methods for high functioning students with special needs/ learning disabilities

Beattie, John. "Chapter 2." Teaching Students with Special Needs: A Guide for Future Educators. S.l.: Kendall Hunt, 2012. 37-40. Print. This, again, is a textbook that I use in my Special Education class and is very relevant to my chosen topic. In this section of the text, it discusses special education services in todays schools. There are five different options for students with disabilities to be in and they are general education classroom/inclusion, consultative support, co-teaching, resource room, and separate or self-contained classroom. General education classroom/ inclusion is very helpful when wanting to include students with disabilities in a normal classroom setting. The general educators receive support from the special education educators and it is important that students are able to meet the requirements of this classroom setting with appropriate modifications or accommodations. Consultative support is where the special educators leave the teaching up to the general educators but occasionally have meetings to help prepare to teach the students in the best way possible. Co-teaching model is very popular and a personal favorite of mine. It is where both of general and special educators are in the class at the same time. Each teacher has a specific role and usually the general teacher has control and the special education teacher is on the side to help students specifically when they need help. This provides integration and access to general education for students with disabilities and gives students an opportunity to interact in academic and social circumstances. A resource room is a separate room used to give students with disabilities more help if needed. It is a small group setting that usually focuses on developing specific skill development and an additional opportunity to learn class material. And lastly the separate or self-contained classroom option is made with the individuals needs in mind. It limits the opportunity to interact with general education students and is a very debatable topic. This section of the text is very helpful because it lists the different options for students with disabilities. Also, depending on where the student is, it effects what type of teaching methods you should use when teaching.

Beattie, John. "Chapter 2." Teaching Students with Special Needs: A Guide for Future Educators. S.l.: Kendall Hunt, 2012. 40-43. Print.

This is one of my textbooks I use for my Special Education course. Throughout the textbook, it gives a lot of information that could be useful when researching for my inquiry project. In chapter 2 on page 41, it discusses accommodations and modifications, which is a main contributor when deciding how and what to teach those children with learning disabilities. The textbook provides a table with examples of possible accommodations. The following items are just a couple of examples from the chart. For the way material is presented, you can utilize hands-on materials and use technology when presented and appropriate. Accommodations to the way students respond are providing alternatives to tradition response systems like oral and written and reducing the number of items on homework and tests. Accommodations on locations in the classroom are provided quiet zones in the classroom and allow students to get up and move and sit on the floor around the classroom. Lastly, accommodations to timing or scheduling are providing extended time for tests and other academic tasks and breaking instruction into smaller segments. This is a good part of the text to analyze because it provides ways to apply these accommodations in the classroom setting. Essentially, using these strategies/techniques will benefit a teachers teaching methods in the class leading to the betterment of a students education. Another key point the text points out is that modifications can hurt the student more than they can help the student, if not placed in the proper areas of learning. This is a very good and reliable source because it from my Special Education class here at school. It defines what exactly accommodations and modifications are and provides examples. This also leads into the category of what specific things you can do to further help disabled students in the classroom. This would be a good counter argument to the previous website listed above.

Editorial Team, NCLD. "Learning Disability Fast Facts." NCLD. N.p., n.d. Web. http://www.ncld.org/types-learning-disabilities/what-is-ld/learning-disability-fast-facts This website provides specific statistics about children with learning disabilities in the school systems. It also lists some outcomes for those students, such as the number of students with learning disabilities who graduate with a high school diploma. It briefly describes what exactly a learning disability is, and that may be good in case I need a brief definition somewhere in my project. Although this website does not have a lot of information, I believe that having statistics is a huge part of researching. Being able to have hardcore facts when presenting a side of an argument or making a strong valid point makes your statements seem more credible. When presenting this information, I will display the statistics to focus ones attention on what I will be talking about through out my project.

Fredericks, Anthony D. "Teaching Students with Special Needs." Teacher Vision. Pearson Education, Inc., n.d. Web. https://www.teachervision.com/special-education/new-teacher/48460.html This reliable website provides information on the signs of students with learning disabilities and particular strategies for teaching these children. It also includes

information on children with gifted abilities and how to go about teaching them, which is a good comparison to those who are below average or have a disability. I want to major in general education and special education, essentially having my own general education class with students who have learning disabilities mixed in. It is inevitable that I will have to make accommodations and modifications for those students who have learning disabilities. Since I want to teach young aged elementary students, some may not be diagnosed with a learning disability or unaware that they have one. This article shares signs of those who have a disability through listening comprehension, basic reading comprehension, math reasoning, etc. Some of the signs are they students: have a weak self-esteem, have a low tolerance level or high frustration, easily distractible or confused, are verbally demanding, poor handwriting, and more. These students will essentially demand more of your time and patience, which is why teachers need to be prepared in these situations. The article lists 8 specific strategies to apply in the classroom. Three of these strategies are providing oral instruction for students with reading disabilities, give immediate feedback to those students, and plan to repeat instructions more than once in both written and oral forms. Each strategy provides an example and goes into detail about how to efficiently perform these tips while in the classroom. This is a good website because it is from a very reliable source and provides many example/strategies about how to handle these students. Being able to indicate the signs of a learning disability will be a good to present when wanting to lead into specific strategies to help these students. It will be beneficial when needing to provide examples of strategies and allows specific details to be brought forward.

"Learning Disabilities & Disorders." Learning Disabilities: Types of Disorders and

Getting Help. Help Guide, n.d. Web. http://www.helpguide.org/mental/learning_disabilities.htm This website includes the definition of learning disabilities, the signs and symptoms of learning disabilities and disorders, and what some specific learning disabilities are and what they include. A learning disability is not because a student is lazy or that they have a problem, it is because their brain is wired differently. As a future elementary schoolteacher, I may have children in my class that have not been diagnosed with a learning disability yet that have one. Knowing the symptoms could benefit a student by getting them the proper help and attention they need. Some of the symptoms include trouble learning connecting letters and sounds, confuses basic words when reading, and slow to learn new skills. To properly teach and use specific strategies when teaching students with disabilities, I believe that it is important to know exactly what disabilities I am working with and how the brain functions in those particular students. Dyslexia, which is a learning disability in reading, can be basic reading problems or the inability to grasp basic concepts in paragraphs or the meaning of the text. Symptoms may include trouble with letter or word recognition, reading speed or fluency, general vocabulary use, and understand words and ideas. Dyscalculia, learning disability in math, can form from multiple problems that have to deal with visual disorder, memory disorder, and others. Students will not be able to organize and memorize numbers, such as facts like 5x5=25.

Also, counting principles may come as struggle such as counting by 2s or 5s. Dysphasia, learning disability in language, involves the ability to understand or produce spoken language. Signs involve problems with verbal language skill, understanding the meaning of words, and the inability to retell a story. Other disabilities listed are Auditory and Visual and the website includes a helpful chart about all the disabilities and their signs. Also, includes some treatments that may be available but overall very helpful when learning what each disability is and their symptoms.

Logsdon, Ann. "Teaching Strategies to Help Learning Disabled Students." About.com Learning Disabilities. N.p., n.d. Web. http://learningdisabilities.about.com/od/instructionalmaterials/qt/instructhomesch.htm This website provides strategies that modify instruction in most subjects that will improve the comprehension of students with learning disabilities. Not only will it improve the comprehension, but also the quality of the students work. When first going over an assignment, explain the importance of it and the outcome at which the students should reach when completing the assignment. Use specific language, such as expectations and what to do, because the concept of specific is very important when teaching children with learning disabilities. Never use a students work as an example of poor work because that is humiliation. Have students repeat back instructions to ensure understanding; it is also helpful to have instructions told in many ways, such as verbal and visual. Graphic organizers are helpful to students with disabilities as a visual might help comprehension or certain tasks and material. Step-by-step instructions are key stated by the instructor and should be modeled by the students. I have learned from experience that the more specific the better. This website will be very helpful when first beginning talking about teaching methods and strategies. For teachers that have little to no experience working with students with learning disabilities, these methods are a good to begin with. Being very broad, teachers can slowly incorporate them in their teaching methods in the general education classroom setting. Although very broad, and will have to go into further details later in my project, these tips are helpful and can further be explained in detailed specific strategies.