(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter sixteen teaching students with...

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Chapter Sixteen

Teaching Students with Special Needs in Secondary

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Introduction The inclusion of students with disabilities

becomes difficult at the secondary level due to: the wider achievement gap and higher-level

curriculum demands. the fact that secondary teaches are trained as

content specialists. the fact that the typical challenges of adolescents

may be even more pronounced among adolescents with disabilities.


Introduction Research indicates that secondary

teachers have been less positive overall toward efforts at inclusion.

Most students with disabilities are going to depend upon their classroom teachers to help develop and provide appropriate educational programs.


Secondary Curricular Concerns

Most high schools have a core general education curriculum that all students must complete.

Although the specific curricula vary, they generally follow state guidelines. The courses students take in secondary

school are often related to postsecondary goals (e.g., college, vocational school, etc.).


Curricular Content

The curriculum for students with disabilities is the most critical programming consideration in secondary schools.


Impact of Reform Movements

Educational reform movements have resulted in schools requiring: More science and math courses Successful completion of high school

competency exams as a requirement for graduation.

These higher expectations may result in higher rates of school failure and ultimately, in dropping out of school.


Comprehensive SpecialEducation Curriculum

Responsive to the needs of individual needs.

Facilitates maximum integration with nondisabled peers.

Facilitates socialization. Focuses on students

transition to postsecondary settings.


Long-Term Outcomes of Students with Disabilities

Only 32.8% of students with disabilities, ages 14 and above, graduated with a diploma or certificate during the 1998-1999 school year. The drop out rate was 26.8%. Only 15% of individuals with disabilities who do not

had a high school diploma were in the work force. Follow-up students have shown that adults with

disabilities are more likely to be employed part-time, underemployed, or unemployed.


Importance of Transition Planning

Essential responsibility and legal requirement

Focuses on the future

Student as active participant of the IEP team


Transition Planning Approaches

Person-Centered Approach

Transition Mapping


Person-Centered Approach

Student is the central part of the planning process

Acknowledgement that students have strengths and capacities

Focus on futures planning


Transition Mapping

Requires the development of a personal profile which consists of map: Background Map Relationship Map Setting Map Choice Map Preference Map

Maps are then used to develop a transition plan.


Adult Agencies

Vocational Rehabilitation Agency

Mental Health and Mental Retardation Agencies

Social Security Administration

Independent Living Centers


Programs for Students in Secondary Schools

Approximately 70% of students with disabilities, ages 12-17, are served in either resource room or general education classes.

Many secondary students with disabilities do not experience success in secondary general education classroom due to factors such as:

lack of communication between special education and general education teachers. classroom teachers’ lack of understanding and

knowledge about students with disabilities. inflexible school policies.


Roles of General Education Teacher

Providing adaptations Collaborating with

interdisciplinary team Planning for success

of students with disabilities

Working with special educators


Roles of Special Education Teacher

Collaborating with general educators

Preparing students for the challenges that occur in general education classrooms

Counseling students for personal crises

Preparing students for content classes, postsecondary training, independent living, and employment


Counseling for Daily Crises

Drugs Alcohol Pregnancy AIDS Tension Frustration Depression


Preparing for High School Content Classes

Teaching Self-Advocacy Teaching Effective

Strategies Providing Ongoing

Support in General Education Classrooms

Providing Frequent Monitoring


Preparing for High Graduation Exam

IEP specifies whether or not students will take this exam.

For some students, the focus will be on teaching functional, independent living skills rather than on the graduation exam.


Preparing forPostsecondary Training

University

Community College

Vocational-Technical School

Trade School


Preparing for Independent Living

Sexuality Personal Finances Social Networks Home Maintenance Employment Transportation Time Management


Preparing for Employment

ADA Accommodations Inclusive Vocational &

Technical Programs

Self-Advocacy/Self-Determination


Types of InstructionalAccommodations

Typical/Routine Strategies directed

toward the whole class as a whole or relatively minor adaptations that a teacher might make for any students.

Substantial/Specialized Individually tailored

adjustments to address the needs of individual students with disabilities


Major Types of Adaptations

Facilitate progress monitoring by using a wide variety of methods to evaluate students’ progress.

Use alternative instructional materials that are interesting and readily accessible to students.

Enhance behavior by using age-appropriate reinforcement.

Teach study skills such as role taking, test taking, reading for content, and memory strategies.

Alter curricula by teaching life skills, study skills, and prevocational skills.

Modify assignments in ways to facilitate success.

Vary instructional grouping to take advantage of cooperative learning and peer support systems.

Modify instruction by using different instructional approaches, focusing on different learning styles, and relating instruction to activities.


Assignment Accommodations

Preteach vocabulary and preview major concepts.

State a purpose for reading.

Provide repetition of instruction.

Provide clear directions and examples.

Make time adjustments.



Provide feedback. Have students keep an

assignment notebook.

Provide an alternate assignment.

Allow manipulatives.

Highlight textbooks.



Read important information several times.

Write important facts on the board.

Repeat the same information about a particular topic over several days.

Distribute handouts that contain only the most important information about a particular topic.


Homework Concerns

The trend has been to require more homework.

Homework assignments are a significant challenge for secondary students with disabilities.

Collaboration among general and special education teachers and parents will encourage successful completion of homework.


Effective Homework Policies and Procedures

Schedule after-school study sessions.

Provide peer tutoring homework programs.

Provide sufficient study hall time.

Use community homework volunteers.


Grading Systems Numerical/Letter Grades Checklists/Rating Scales Anecdotal/Descriptive and Portfolio

Gradings Pass/Fail systems Mastery Level/Criterion Systems Progressive Improvement Grading Multiple Grading Level Grading Contrast Grading IEP Grading


Testing Accommodations

Have another student read the test to the student.

Have the special education teacher or aide read the test to the student.

Give the student additional time to complete the test.

Reword the test to include only words that are within the student’s reading level.


Making Tests More Accessible

Generous spacing between test items on page

Adequate space allowed for responses

Generous margins Attention to “readability” level Appropriate test length Logical organization Clear instructions


Test Adaptations

Administer frequent, short tests.

Divide tests into smaller sections or steps.

Develop practice items or pretest trails using the same response format as the test.

Consider the appropriateness of the test in terms of age or maturity.


Test Adaptations Give open-book tests. Reduce the number of test items

or remove items that require more abstract reasoning or have high levels of difficulty.

Use different levels of questions for different students.

Have a student develop a product that shows knowledge and understanding of the material.


Test Adaptations Provide alternative projects or

assignment. Allow students to make up

tests. Allow students to type answers

or use a computer during testing.

Alter the types of responses to match a student’s strengths.

Limit the number of formal tests by using checklists to observe and record learning.


Study Skills

Listening Note Taking Reading Rate Test Taking Remembering Information Managing Time Managing Behavior Motivation Goal Setting


Eight Steps for TeachingLearning Strategies

STEP ONE: Testing the student’s current level of functioning

STEP TWO: Describing the steps of the strategy and providing a rationale for each step

STEP THREE: Modeling the strategy so the student can observe all the processes involved

STEP FOUR: Verbally rehearsing the steps of the strategy to criterion


Eight Steps for TeachingLearning Strategies

STEP FIVE: Practicing controlled materials written at the student’s reading ability level

STEP SIX: Practicing content materials from the student’s grade placement level

STEP SEVEN: Giving positive and corrective feedback

STEP EIGHT: Giving the post test


SCROL Strategy

Survey the heading.

Connect.

Read the text.

Outline.

Look back.


COPS Strategy

Capitalization.

Overall appearance.

Punctuation.

Spelling.

(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter sixteen teaching students with...

Documents

futures planning c allyn

inclusion of students

iep teamc allyn bacon

courses students

followup students

secondary teachers

longterm outcomes of

secondary level