Module 2 Strand G4
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Module 2 Strand G4
Impact of Social/ Emotional Characteristics in H.S.
Concerns Manifested in Middle and Secondary (H.S.) School Settings
- Personality, emotional and social concerns outweigh cognitive concerns among LD adolescents
- Puberty (grades 5-7) complicates life for LD students
- more aware of and embarrassed by learning difficulties
-discipline problems may result from student attempts to hide or move teachers’ attention away from academic deficiencies
Potential Problems for LD Adolescents
- Motivation
-repeated failure to successfully complete particular learning tasks
-no general measure of motivation
-no single questionnaire or rating to yield information on motivation
-locus of control orientations can be very complicated motivational issues
-Note: See Interest Box 8.4 Motivational Strategies Bender, p. 227
- Self-Concept
-generally accepted self-concept among LD students
-depressed self-concept noted in some academic settings
-good teaching and student success in weak academic areas builds confidence, strengthens self-advocacy skills
- Locus of Control with self-concept
-affects effort students will invest
-low self-concept + external locus of control= adolescents in h.s. settings who
a) won’t attempt homework
b) don’t put time and energy into seat work in class
c) generally, poorly motivated to complete school tasks
Interventions and Prevention Strategies/Ideas
- Review Guidelines for Preventing Dropouts among LD students
-Interest Box 8.5, Bender p.230
-suggest support from department heads, guidance department and administration
-content teachers can do much to support LD students but too few put words into actions
- Select/Offer Programs to meet needs of LD students
-examine the models presented in Interest Box 8.6 Bender, p. 233
-much debate continues at the expense of LD students
-currently students are being empowered to become involved in the development of their IEPs
-teachers expected to (learn how to) involve students
-tragically, many regular teachers (h.s. and elementary) have left this task to special educators
-tragically, many special educators have prepared IEPs in isolation
-much work is needed in all the above
PONDERINGS FOR THIS STRAND:
Where do we begin? Seems we could spend a term alone on this topic. Perhaps those selecting placement, programs, teacher PD and training will offer us some insight and solutions! Post your comments in Caucus as M2SG4 and ideas to B.B. of Ideas in Caucus.
Post your REFLECTIONS and WRAP-UP COMMENTS in Caucus as M2 STRANDS D,E,F,and/or G (individually by strand or collectively as a module).
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