PLC Group Members Andrew Wagner, Molly Cook, Sam Koppitz, Lili Melvin, Matt Boelke PLC Disability

PLC Disability ED/BD

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with peers and adults?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
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3) “assigning activities such as journaling, art projects, and creative writing assignments are ways that teachers (Andrew, Johnson, 2010)
can provide strategies for students to express themselves and connect with their teachers”

Having students share their projects, stories, etc with each other.

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PLC Group Members _________________________________________________________ PLC Disability ________________

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with peers and adults?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
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4) “Identify necessary classroom social skills (such as waiting one’s turn, sharing materials, saying "excuse (Quinn et al, 2000)
me,” listening, and following directions) … teach those steps, while modeling the behaviors themselves,
and while asking students to do the same. Students also role-play the skill, and receive positive feedback
from the teacher, paraprofessional, and other students” (30)
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PLC Group Members _________________________________________________________ PLC Disability ________________

BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles with appropriate behavior?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “Thiede states that "students with OCD may benefit from having alone time or time-outs where they can sit quietly by themselves in (Matt—French, 2010)
a quiet corner of the room or in the hallway to relax" (p. 27). A signal or cue between the teacher and student could also be arranged
which may discreetly allow time-out. Teachers may also want to teach students relaxation techniques.”
2) “student compares her/his performance to a (Molly, Ryan, Joseph, et al, 2008)
previously established criterion set by student or teacher (e.g.,
improvement of performance over time) and is awarded
reinforcement based on achieving the criterion”

3) “'I succeeded because I worked really hard'], and helping them identify and create personally important (Andrew, Johnson, 2010)
goals."

Having students repeat positive affirmations.

4) “Perfectionism should not be praised. The teacher should not say, “Wow, Jenny, those letters are written exactly on (Matt—French, 2010)
the line.” The teacher should instead praise effort and note that mistakes are “okay”.”
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6) “Ward off teasing and bullying. Unkind behavior from classmates makes anxiety worse. The teacher could select (Matt—French, 2010)
several very responsible, popular students in the class, pull them quietly aside, educate them about their peer’s
condition, and ask them to ward off teasing and be supportive. Other children will tend to follow their lead.”
7) “the teacher and student should first identify one to five target behaviors that the student needs to (Sam- de l’Etoile, 2005)
improve upon. The student then monitors his or her behavior at regular intervals throughout the class period
or once at the end of the class period. The student could then read and score the self-monitoring statement

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 (see figure 1 for an example) at the end of each rehearsal”
8) “Students acting as peer models receive instruction in desired (Molly, Ryan, Joseph, et al, 2008)
behaviors, then engage in these behaviors in front of students
deficient in these areas.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles with appropriate behavior?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) ”A behavioral contract that includes...Concrete definitions of expected behavior...Positive consequences for (Quinn et al, 2000)
demonstration expected behavior...A statement of everyone’s roles...A statement of commitment from everyone
involved.” (pg. 27)

2) “With the proper incentives, sometimes called reinforcers, even students who show little interest can be (Quin et al, 2000)
coaxed into performing. Incentives need not be restricted to tangible reinforcers (such as points that can
betraded in for rewards, stickers, food, and soon.)”
3) “One technique that may increase compliance with such rules is to express them in positive, (Quinn et al, 2000)
concrete terms that describe the behavior that is expected of them (e.g., “raise your
hand to be called upon to talk”), rather than defining what behavior is not acceptable
(e.g., “no talking”)
4) “When students have misbehaved, questions that focus on “what” (e.g., “What went through your (Quinn et al, 2000)
mind just before you kicked your shoes into the hallway?”) and “how” (e.g., “How did your math book

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 end up in the trash?”) are easier to answer than those that focus on “why” (e.g.,“Why did you throw
your book in the trash?”)”
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PLC Group Members _________________________________________________________ PLC Disability ________________

ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “teachers have students complete their work at their desk in study cubicles enclosed on three (Molly, Ryan, Joseph, et al, 2008)
sides.”

(Sam- de l’Etoile, 2005)

2) “Keep the room arrangement consistent from day to day”

3) “Have an “escape route”. If the child becomes overwhelmed, a pre-arrangement could be made for the (Matt—French, 2010)
child to quietly leave the classroom and go to a safe location, or even sit in a chair in the hallway until his or
her nerves have calmed down.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Examples of relatively easy steps to accommodate such students include covering storage areas, (Quinn et al, 2000)
removing unused equipment from sight, replacing a loud fish-tank motor with a quiet one, and
keeping classroom displays organized”

2) Monitoring “high traffic areas. who are easily distracted should be seated away from such areas (Quinn et al, 2000)
while still within the proximity or at least eyesight of the teacher or paraprofessional”

3) “Some students may need a quiet, “safe” place to sit and work or to calm down after an emotional (Quinn et al, 2000)
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 outburst. Study carrels, desk blinders (three-paneled cardboard pieces that students can use at their
seats for privacy), or an area behind a bookcase are examples of such quiet places”

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PLC Group Members _________________________________________________________ PLC Disability ________________

ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the teacher, provide support to students with this disability in terms of organizing their personal belongings, their workspace, their
backpack/locker and their papers for this class. Also, how can I support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
1) “create mnemonic devices to help students learn procedures, such as how to best prepare themselves and their (Sam- de l’Etoile, 2005)
materials for rehearsal time. A simple example would be the acronym SMILE. This one word can remind students to pre-
pare by first assembling their music Stand, organizing their sheet Music, assembling or warming up their Instrument, and
then listening for further instructions”
2) Using concept mapping programs online to understand the different eras of artwork and important artists of that era (Andrew, Ciullo, 2013)
“Programs for concept mapping online, Read, Write, Think. Education Place. Inspiration. Kidspiration.
Bubbl.us.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing their personal belongings, their workspace,
their backpack/locker as well as their papers for this class. Also, how can I support them in the area of time management? This includes keeping track of
assignments and deadlines.”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Provide time-management reminders, such as 10-, 5-, or 2-minute warnings before clean-up time, to establish (Quinn et al, 2000)
time limitations for completing work.” (pg. 20)

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 2) “Help students manage their time by establishing routines for making transitions between lessons, getting and putting away (Quinn et al, 2000)
materials, and requesting assistance” (pg. 20).

3) “Reduce the amount of materials that may cause distractions during work time by having students put (Quinn et al, 2000)
away unnecessary items in a designated place for storing tools, materials, and books”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of students with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
(Boelke—French, 2010)
1) “Depending on their grade level, and the severity of OCD, testing accommodations may made include additional time and/or a
testing environment free of distractions.”

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3) “To announce a transition between activities, teachers can use specific auditory cues, such as ringing a (Sam- de l’Etoile, 2005)
bell, playing a familiar chord progression on the piano, or asking an intriguing question.”

4) “Another way teachers can provide stimulation is by regularly integrating physical movement into musical (Sam- de l’Etoile, 2005)
experiences or allowing brief breaks for physical activity”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of students with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)

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2) “When working with students with language difficulties, for example, alternate activities that require writing skills (Quinn et al, 2000)
(e.g., describing a single-celled organism) with those that require other modes of responding
and learning (e.g., diagramming a single-celled organism), to help students sustain involvement”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts, smartboard presentations, powerpoints,
manipulatives, etc.- to specifically address the learning needs of students with this disability?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
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 1) “teachers can direct children's attention to printed words or notation by using bold or colored print (Sam- de l’Etoile, 2005)
materials”
2) “altering written to verbal responses or vice versa, allowing students to word process responses (Lili: Gunter, Denny, Venn 2000)
rather than to write them with pencil or pen, or using response cards or co-operative learning
groups”

3) “Students [with OCD] might use a computer for typing (particularly if the difficulty is trying to write the (Matt—French, 2010)
words or letters perfectly) and may be permitted to use a tape recorder to record teachers’ comments, or be
provided copies of teachers’ notes. At times, a peer scribe may also be useful.”

(Matt—French, 2010)
4) “Highlight behavioral and academic successes with some form of daily record of work assignments and accomplishments. When
collected over time, such records document student progress and become motivators for more student effort.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts, smartboard presentations, PowerPoints,
manipulatives, etc.- to specifically address the learning needs of students with this disability?”

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 Ideas from Dr. Okpareke’s source(s) Source Citation
(Author Last Name, Year)
1) “Small, wallet-sized cards on which transition steps are written can serve as visual cues, which can be (Quinn et al, 2000)
taped to the student’s desk, written in a notebook, or carried in a pocket”
.

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and independent practice- that will meet the learning
needs of students with this disability?”

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 Ideas from YOUR source(s) Source Citation
(Student Name- Author Last Name, Year)
1) “The assignment was changed from completing letter-tracing worksheets and coloring a (Lili: Gunter, Denny, Venn 2000)
corresponding picture of an animal, balloon, etc. to completing the letter-tracing worksheets and
coloring a corresponding picture of cars or motorcycles”-
The assignment was modified to helped meet the learning interests/needs of student by changing
the worksheets to include cars or motorcycles.
2) “copying approximately 38 words in cursive from a worksheet on specified topics such as (Lili: Gunter, Denny, Venn 2000)
grasshoppers or the solar system to copying approximately 38 words in cursive from a worksheet
designed from Nintendo game booklets”
-the assignment was modified to help meet students' needs to interest them in the worksheet and
help them stay on task because it was about Nintendo's not the solar system.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

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INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and independent practice- that will meet the learning
needs of students with this disability?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) Break down assignments into smaller ones. As students finish each mini-assignment, build in reinforcement for (Quinn et al, 2000)
task completion. Wait to distribute the next assignment until students have been successful with the current one.

2) Reduce the number of practice items that a student must complete, once the student has demonstrated mastery. (Quinn et al, 2000)

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

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ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of students with this disability while accurately
assessing mastery of the lesson objectives?”

Ideas from YOUR source(s) Source Citation

(Student Name- Author Last Name, Year)
(Molly, Ryan, Joseph, et al, 2008)
1) “taught students four specific test-taking skills: stem options, absurd options, similar options, and specific determiners.”

(Matt-- French, 2010)

2) “Alternatively, produce a multiple-choice test format so the student does not need to write long essay answers.”

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PLC Group Members _________________________________________________________ PLC Disability ________________

INSTRUCTIONAL SUPPORTS (highlighted in yellow)

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively support the learning of students
with this disability?”

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ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of students with this disability while accurately
assessing mastery of the lesson objectives?”

Ideas from Dr. Okpareke’s source(s) Source Citation

(Author Last Name, Year)
1) “Extend the amount of time that a student is given to complete a particular task” (Quinn et al, 2000)

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