Special EducationSpecial Education

Secondary Undergraduate Program

2nd term, ED 391

Fall, 2008

Dr. Yvonne Goddard

ygoddard@umich.eduwww.sitemaker.umich.edu/special.education

Secondary Undergraduate Program

2nd term, ED 391

Fall, 2008

Dr. Yvonne Goddard

ygoddard@umich.eduwww.sitemaker.umich.edu/special.education

53.7023.68

17.552.93

0.410.40

0.350.97

0.00 10.00 20.00 30.00 40.00 50.00 60.00

% Students with Disabilities in Various Placements

>80% Reg. Ed. 40-79% Reg. Ed. <40% Reg. Ed.Separate School Residential Facility Private SchoolsCorrectional Facility Home/Hospital

95% of Students with disabilities spend at least part of their day in regular education.

Key Terms in Special EducationKey Terms in Special EducationExceptional Children: physical attributes and/or learning

abilities differ from the norm (either below or above); individualized program of adapted, specialized education required to meet needs

At-Risk: not currently identified as having a disability, but considered to have a greater-than-usual chance of developing a disability

Disability (impairment): reduced function or loss of a particular body part or organ which limits ability to perform certain tasks

Handicap: problem a person with a disability may have when interacting with the environment (a disability may be a handicap in one environment, but not another)

Exceptional Children: physical attributes and/or learning abilities differ from the norm (either below or above); individualized program of adapted, specialized education required to meet needs

At-Risk: not currently identified as having a disability, but considered to have a greater-than-usual chance of developing a disability

Disability (impairment): reduced function or loss of a particular body part or organ which limits ability to perform certain tasks

Handicap: problem a person with a disability may have when interacting with the environment (a disability may be a handicap in one environment, but not another)

Six Major Principles of IDEASix Major Principles of IDEA Zero reject: schools must educate all children with

disabilities Nondiscriminatory identification and evaluation: schools

must use nonbiased, multifactored methods of evaluation to determine disability and whether special education services are needed

Free, appropriate public education (FAPE): all children with disabilities must be provided an appropriate education at public expense. IEP (individualized education program) must be developed and implemented for each child who qualifies.

Zero reject: schools must educate all children with disabilities

Nondiscriminatory identification and evaluation: schools must use nonbiased, multifactored methods of evaluation to determine disability and whether special education services are needed

Free, appropriate public education (FAPE): all children with disabilities must be provided an appropriate education at public expense. IEP (individualized education program) must be developed and implemented for each child who qualifies.

Six Major Principles of IDEA (continued)

Six Major Principles of IDEA (continued)

Least restrictive environment (LRE): students with disabilities must be educated with peers without disabilities to the maximum extent appropriate to meet their individual needs.

Due process safeguards: schools must provide safeguards to protect the rights of children with disabilities and their parents.

Parent and student participation and shared decision making: schools must collaborate with parents and students in the design and implementation of special education services.

Least restrictive environment (LRE): students with disabilities must be educated with peers without disabilities to the maximum extent appropriate to meet their individual needs.

Due process safeguards: schools must provide safeguards to protect the rights of children with disabilities and their parents.

Parent and student participation and shared decision making: schools must collaborate with parents and students in the design and implementation of special education services.

The IEPThe IEP

It is a legal document You are responsible for obtaining and reading IEP

for the students in your classes If an accommodation is in the IEP, you are

required to use it You can ask for a meeting to discuss the IEP and

changes you suggest You should go to IEP meetings; you are an equal

participant in these meetings

It is a legal document You are responsible for obtaining and reading IEP

for the students in your classes If an accommodation is in the IEP, you are

required to use it You can ask for a meeting to discuss the IEP and

changes you suggest You should go to IEP meetings; you are an equal

participant in these meetings

Working with Parents, Aides, Special Education Teachers

Working with Parents, Aides, Special Education Teachers

Document, document, document Strengths and needs Behaviors Academic work

Be tactful, kind, polite, respectful Parents have the final say Aides are not licensed teachers Special education teachers are licensed teachers,

not aides

Document, document, document Strengths and needs Behaviors Academic work

Be tactful, kind, polite, respectful Parents have the final say Aides are not licensed teachers Special education teachers are licensed teachers,

not aides

Students’ rightsStudents’ rights To be treated humanely, respectfully,

fairly To feel safe, physically and

psychologically To have opportunities to learn, to

socialize, to grow To be appreciated for strengths and

supported in needs To be self-aware and to self-advocate

To be treated humanely, respectfully, fairly

To feel safe, physically and psychologically

To have opportunities to learn, to socialize, to grow

To be appreciated for strengths and supported in needs

To be self-aware and to self-advocate

Think About This…Think About This…

YOU may be the ONE teacher who makes a

difference in the life of THAT child!

YOU may be the ONE teacher who makes a

difference in the life of THAT child!

Disability Categories at Federal Level with MI terminology in ( )

Disability Categories at Federal Level with MI terminology in ( )

Specific Learning Disabilities (LD) = SLD Speech or Language (Communication) Impairments = SLI Mental Retardation (MR) = Cognitive Impairments (CI) Serious Emotional Disturbance (SED) = Emotionally Impaired (EI) Multiple Handicapped (MH) Orthopedic Impairments Other Health Impairments (OHI) = POHI (May include OI) Hearing Impairment (HI) Visual Impairments (VI) Traumatic Brain Injury (TBI) = Not separate in MI Autism = Autistically Impaired (AI) Early Childhood Intervention (ages 3-5 mandatory; infant-3 optional) =

Pre-Primary Impaired Talented and Gifted – not governed by IDEA

Specific Learning Disabilities (LD) = SLD Speech or Language (Communication) Impairments = SLI Mental Retardation (MR) = Cognitive Impairments (CI) Serious Emotional Disturbance (SED) = Emotionally Impaired (EI) Multiple Handicapped (MH) Orthopedic Impairments Other Health Impairments (OHI) = POHI (May include OI) Hearing Impairment (HI) Visual Impairments (VI) Traumatic Brain Injury (TBI) = Not separate in MI Autism = Autistically Impaired (AI) Early Childhood Intervention (ages 3-5 mandatory; infant-3 optional) =

Pre-Primary Impaired Talented and Gifted – not governed by IDEA

SXI – Severely Multiply Impaired

Learning Disabilities DefinedLearning Disabilities Defined Severe discrepancy between ability and achievement

(different from state to state) Definition may change to “Response to Intervention (RTI)”.

Need for special education services 7 Areas:

basic reading, reading comp, writing (spelling) dyslexia, dysgraphia

math calculation, math problem solving dyscalculia

*** listening comp, oral expression ***

Exclusion criterion: learning problems not explained by other disabilities or lack of opportunity to learn

Severe discrepancy between ability and achievement (different from state to state) Definition may change to “Response to Intervention (RTI)”.

Need for special education services 7 Areas:

basic reading, reading comp, writing (spelling) dyslexia, dysgraphia

math calculation, math problem solving dyscalculia

*** listening comp, oral expression ***

Exclusion criterion: learning problems not explained by other disabilities or lack of opportunity to learn

LD CaseLD Case

Ben has an identified learning disability in reading and listening comprehension. He is reading well below grade level and cannot read the text you use in your classroom. What are some ways that you can help Ben be successful while simultaneously meeting the needs of your other students?

Ben has an identified learning disability in reading and listening comprehension. He is reading well below grade level and cannot read the text you use in your classroom. What are some ways that you can help Ben be successful while simultaneously meeting the needs of your other students?

Attention Problems and HyperactivityAttention Problems and Hyperactivity Physician determines

Can be subjective ADHD Evaluation Scales

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)

Dimensions: inattention, impulsivity, hyperactivity Six or more symptoms for at least 6 months May co-occur with LD, but not the same

Physician determines Can be subjective ADHD Evaluation Scales

Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)

Dimensions: inattention, impulsivity, hyperactivity Six or more symptoms for at least 6 months May co-occur with LD, but not the same

ADHD CaseADHD CaseSasha is on a 504 plan because she was diagnosed

with ADHD by her pediatrician. Currently, she is taking medication but you have been told that this is a trial period and that it may take several months to get the medicine and/or dosages right. You’ve heard from her other teachers that she seems to be getting along fine in their classes, but you have her for 4th hour, just before lunch, and she seems to be struggling to focus during your class. Further, she becomes quite fidgety and jumps out of her chair frequently to sharpen pencils or wander around the room. What are some approaches you might take to help her be successful and to feel welcome in your classroom?

Sasha is on a 504 plan because she was diagnosed with ADHD by her pediatrician. Currently, she is taking medication but you have been told that this is a trial period and that it may take several months to get the medicine and/or dosages right. You’ve heard from her other teachers that she seems to be getting along fine in their classes, but you have her for 4th hour, just before lunch, and she seems to be struggling to focus during your class. Further, she becomes quite fidgety and jumps out of her chair frequently to sharpen pencils or wander around the room. What are some approaches you might take to help her be successful and to feel welcome in your classroom?

Cognitive Impairments Cognitive Impairments

Intellectual & cognitive deficits Deficits in adaptive behavior Manifested during developmental period (birth to 18

yrs) Some characteristics:

Slower pace of learning Lack of age-appropriate adaptive behavior Lack age-appropriate social skills Receptive & expressive language deficits Difficulties learning basic academic skills Poor motor coordination

Intellectual & cognitive deficits Deficits in adaptive behavior Manifested during developmental period (birth to 18

yrs) Some characteristics:

Slower pace of learning Lack of age-appropriate adaptive behavior Lack age-appropriate social skills Receptive & expressive language deficits Difficulties learning basic academic skills Poor motor coordination

CI CaseCI CaseDuring Amy’s Kindergarten year, her teacher grew concerned

about the lags in development that Amy demonstrated. She could not put her coat on or fasten her clothing. Once, when the teacher sent Amy to deliver a note to the office, she got lost trying to find her way back to the classroom. Academic delays were also quite apparent. By 1st grade, Amy was diagnosed with a mild cognitive impairment.

Amy is in your classroom this year and you wonder what you can expect from her after reading her file. She reads and writes well below grade level. All of her previous teachers indicate that she is a joy to have in class. What are some ways that you can help Amy succeed in your classroom? How can you be proactive about how Amy’s peers treat her?

During Amy’s Kindergarten year, her teacher grew concerned about the lags in development that Amy demonstrated. She could not put her coat on or fasten her clothing. Once, when the teacher sent Amy to deliver a note to the office, she got lost trying to find her way back to the classroom. Academic delays were also quite apparent. By 1st grade, Amy was diagnosed with a mild cognitive impairment.

Amy is in your classroom this year and you wonder what you can expect from her after reading her file. She reads and writes well below grade level. All of her previous teachers indicate that she is a joy to have in class. What are some ways that you can help Amy succeed in your classroom? How can you be proactive about how Amy’s peers treat her?

Three criteria Severity – behavior must differ markedly from norm Difficulty in school – adverse effect on educational performance Chronicity – problems have existed over long period of time; likely to be

unresponsive to direct intervention in general education Some characteristics

Deficits in social skills and maturity Aggressive with peers or adults Responds inappropriately to discipline Appears oblivious to class/school rules Higher risk for substance abuse Acts socially withdrawn or isolated; has few friends Affective disorders Exhibits negative attributions

Three criteria Severity – behavior must differ markedly from norm Difficulty in school – adverse effect on educational performance Chronicity – problems have existed over long period of time; likely to be

unresponsive to direct intervention in general education Some characteristics

Deficits in social skills and maturity Aggressive with peers or adults Responds inappropriately to discipline Appears oblivious to class/school rules Higher risk for substance abuse Acts socially withdrawn or isolated; has few friends Affective disorders Exhibits negative attributions

Emotional and Behavioral DisordersEmotional and Behavioral Disorders

EBD CaseEBD CaseSean has an IEP with a behavior plan that requires

certain steps be carried out in order if he has a verbal or physical outburst. The first step is to identify when he’s about to have problems and try to intervene early. The next step is to call the office. At that point, the office staff will contact an administrator and call the parents. In looking over his IEP, you discover that Sean is easily frustrated when he does not understand what he is supposed to do or when he is unable to complete a task. What are some things that you can do in setting up your classroom and thinking about how to help Sean be successful academically and behaviorally?

Sean has an IEP with a behavior plan that requires certain steps be carried out in order if he has a verbal or physical outburst. The first step is to identify when he’s about to have problems and try to intervene early. The next step is to call the office. At that point, the office staff will contact an administrator and call the parents. In looking over his IEP, you discover that Sean is easily frustrated when he does not understand what he is supposed to do or when he is unable to complete a task. What are some things that you can do in setting up your classroom and thinking about how to help Sean be successful academically and behaviorally?

AutismAutism Autism is a complex developmental disability that

typically appears during the first three years of life and is the result of a neurological disorder that affects the

normal functioning of the brain

Autism impacts development in the areas of social interaction and communication skills.

Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the

normal functioning of the brain

Autism impacts development in the areas of social interaction and communication skills.

Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

From: http://www.autism-society.org/site/PageServer?pagename=WhatisAutism

Pervasive Developmental Disorder (PDD)Pervasive Developmental Disorder (PDD)

Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

The five disorders under PDD are: Autistic Disorder Asperger's Disorder Childhood Disintegrative Disorder (CDD) Rett's Disorder PDD-Not Otherwise Specified (PDD-NOS)

Each of these disorders has specific diagnostic criteria which been outlined in the American Psychiatric Association's Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).

Autism is one of five disorders that falls under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

The five disorders under PDD are: Autistic Disorder Asperger's Disorder Childhood Disintegrative Disorder (CDD) Rett's Disorder PDD-Not Otherwise Specified (PDD-NOS)

Each of these disorders has specific diagnostic criteria which been outlined in the American Psychiatric Association's Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).

Autism CaseAutism CaseYou have an aide (parapro) in your room who has

been assigned to Ruth. Ruth has one friend in your class with whom she feels comfortable working; her other peers tend to ignore her or laugh covertly at her. She often bursts out loudly in song or with a string of sentences that are usually off topic. She is able, however, to complete the academic work in your classroom. What are some strategies that you can use to help Ruth be accepted in your classroom? What are some ways that you might work with the special education teacher and the aide to help Ruth be successful?

You have an aide (parapro) in your room who has been assigned to Ruth. Ruth has one friend in your class with whom she feels comfortable working; her other peers tend to ignore her or laugh covertly at her. She often bursts out loudly in song or with a string of sentences that are usually off topic. She is able, however, to complete the academic work in your classroom. What are some strategies that you can use to help Ruth be accepted in your classroom? What are some ways that you might work with the special education teacher and the aide to help Ruth be successful?

Gifted/TalentedGifted/TalentedNot covered by IDEARenzulli’s Three-Component Definition:

above-average abilitycreativity task commitment

New definition: outstanding talent; exceptional talentReduced focus on IQ Includes persons from all cultural and socioeconomic

groups

Not covered by IDEARenzulli’s Three-Component Definition:

above-average abilitycreativity task commitment

New definition: outstanding talent; exceptional talentReduced focus on IQ Includes persons from all cultural and socioeconomic

groups

Advanced Learner CaseAdvanced Learner Case

Tyrell is reading well above grade level and his contributions to class discussions are quite thoughtful and insightful. There are times, though, that you wonder whether he is being challenged enough in your classroom. He sometimes clowns around and seems to enjoy the attention he gets from his peers when he does this. This behavior is often disruptive to your class. How can you provide instructional challenges for Tyrell in ways that help him be comfortable in not appearing too “different” from his peers?

Tyrell is reading well above grade level and his contributions to class discussions are quite thoughtful and insightful. There are times, though, that you wonder whether he is being challenged enough in your classroom. He sometimes clowns around and seems to enjoy the attention he gets from his peers when he does this. This behavior is often disruptive to your class. How can you provide instructional challenges for Tyrell in ways that help him be comfortable in not appearing too “different” from his peers?

Outcomes of Special Education in the U.S.Outcomes of Special Education in the U.S.

Age 14, IEP team must consider post-school goals Age 16, Individualized Transition Plan must be developed

Why? The unemployment rate for young adults with disabilities

out of school < 2 years = 46% out of school 3-5 years = 37%

4 out of 5 former special education students had still not achieved independent adulthood after being out of high school for up to 5 years.

Adults with disabilities continue to face lack of acceptance as full members of society.

Source: 24th Annual Report to Congress on the Implementation of IDEA.

Age 14, IEP team must consider post-school goals Age 16, Individualized Transition Plan must be developed

Why? The unemployment rate for young adults with disabilities

out of school < 2 years = 46% out of school 3-5 years = 37%

4 out of 5 former special education students had still not achieved independent adulthood after being out of high school for up to 5 years.

Adults with disabilities continue to face lack of acceptance as full members of society.

Source: 24th Annual Report to Congress on the Implementation of IDEA.