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SPED 470, Week 1 Notes

by: Caitlyn Bishop

SPED 470, Week 1 Notes SPED 470

Caitlyn Bishop
GPA 3.5

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About this Document

These notes cover People First Language and Universal Design for Learning
Psych of the Exceptional Child
Melissa Ann Massie
Class Notes
Psychology of the Exceptional Child
25 ?




Popular in Psych of the Exceptional Child

Popular in Special Education

This 2 page Class Notes was uploaded by Caitlyn Bishop on Saturday January 23, 2016. The Class Notes belongs to SPED 470 at University of Tennessee - Knoxville taught by Melissa Ann Massie in Winter 2016. Since its upload, it has received 10 views. For similar materials see Psych of the Exceptional Child in Special Education at University of Tennessee - Knoxville.


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Date Created: 01/23/16
January 19, 2016 People First Language • Individuals with disabilities are not: o People who suffer from the tragedy of birth defects. o Paraplegic heroes who struggle to become normal again. o Victims who fight to overcome their challenges. • A New Paradigm o Disability is natural, and it can be redefined as “a body part that works differently.” o It’s the way these differences affect a person which creates the eligibility for services, entitlements, or legal protections. o Disability is often a consequence of the environment. § Children with ADD are often diagnosed once they reach public school. Is it possible that these children have different learning styles that do not mesh with a teaching style? o We don’t need to change the person with therapy or interventions. We need to change the environment. o The diagnosis may be constant, but whether it’s a disability is a consequence of the environment. • Put the person before the disability. • Give me an example of a more appropriate way to say something. • Multiple choice question asking the same. Jigsaw method- One article/paper that needs to be read. Separate into groups, then each group explains their paragraph in a nutshell. Universal Design for Learning • Representing content • Presenting content (instruction) • Demonstrating content mastery Planning for UDL • Vary the ways in which the teacher communicates. o Use audio and test formats o Visual representations with verbal information o Graphics, graphic organizers, and controlled vocabulary • Vary the ways students demonstrate their knowledge o Convert a written report to a PPT Using Effective Instructional Strategies • Differentiated Instruction o Visual or graphic organizer o Models, demonstrations, or role play o Teacher presentation cues to emphasize key points o Scaffolding key concepts o Students actively involved in learning process • Learning Strategies o How do students learn when we are not around? Assignment: What could be a visual representation that could help people walk away with the content? Show that you know what UDL is. 2-4 minutes


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