1. 1. Berenice Sanchez: Counselor Peter Barker: Special Education Teacher Patrick Reilly: General Education Teacher Exceptional Lives in High School
2. 2. Overview of Our High School Demographics Asian: 0.1% Black/African American: 49% Hispanic/Latino: 47.6% Native Hawaiian: 0% White: 2.6% Two or more races: 0.6% 2013-2014 Total Enrollment: 1,214 Low Income: 86% English Language Learners: 15% With Disabilities: 34% Community The school is located on the West side of Chicago. The neighborhood is predominately of working class residents and of Latino and Black backgrounds.
3. 3. Overview of High School contd Average ACT score: 15.5 English: 14.5 Math: 15.7 Reading: 15.4 Science: 15.8 Academics 2013-2014 PSAE Scores Overall: 13.9 met PSAE standards, up 1.9% from previous year % Meets % Exceeds Reading: 18.3% 0.3 Math: 9.3% 0.0 Science: 9.3% 0.0Average Class Size: 20 Graduation Rate: 93% Ready for College: 7% Post-Secondary Enrollment: 62%
4. 4. Special Education We believe in Least Restrictive Environment - Everyone has a right to the maximum amount of quality education possible! We apply and set standards for the following : Inclusion Consideration Support Related Services
5. 5. Our Special Education Priorities To offer the same academic opportunities to all students, regardless of physical or cognitive differences, whenever, and as much as possible. To offer any and all services necessary to insure that all students have access to the general education curriculum. To provide the necessary modifications and accommodations to students with disabilities, in order to make sure that all are realizing their academic potential. Careful consideration of family dynamics, support systems, and the many challenges that face students today, depending on their physical or mental state. To make learning enjoyable, and to prepare students for success.
6. 6. Inclusion Defined as having "students with disabilities attend the same schools as their neighbors and peers without disabilities, where they are provided all the support needed to achieve full success in the same curriculum." Co-teaching is an instructional method that general and special educators can be use in an inclusion class. Some variations of co-teaching include: One teach, one assist: special education teacher can roam the class to see who needs help station teaching: teachers instruct small groups at different stations before rotating team teaching: both teachers give the same lesson, allowing them to be accessed by the entire class
7. 7. Other Inclusion Techniques/Recommendations Ensuring that the classroom space is easily accessible for students with physical disabilities or visual impairments. Examples include providing wheelchair accessible desks. It is also important that students who need wheelchair accessible desks are still in a practical location nearby school supplies and that they are not isolated. Meeting with an inclusion specialist who will lay out different accommodations for the student depending on their abilities. Accommodations may include a peer tutor for a student who has trouble reading, a bell to indicate activity transition for a student with ADHD, or a sign language interpreter for a student with auditory impairment.
8. 8. Language Delay What is Language Delay? According to the University of Michigan Health System, Language Delay occurs when Language develops in the right sequence, but at a slower rate. It is the most common developmental problem, and affects 5 to 10 percent of pre-school aged children
9. 9. Normal Language Development Before 12 months - Babies should recognize sounds and the names of common objects. 12-15 months - These children should have a wide range of babbling sounds (b,p,etc.,) an understanding of simple directions, and an ability to produce certain nouns. 18-24 months - Ability to say 20 words by 18 months, and 50 by 2 years, identify common objects, and point to ears, nose, and eyes when asked. 2-3 years - Huge gains usually occur here. Identification of colors and descriptive concepts. Understanding of more complex directions. It should be noted as well that these problems can persist much later in life (middle school, high school) should there be no proper intervention.
10. 10. Services Offered Speech Therapy 1. Language Intervention Activities 2. Articulation Therapy Facilitative Language Strategies 1. Open Questions 2. Expansions 3. Recasts
11. 11. Intellectual Disabilities: Background Knowledge Characterized by the AAID as a significant limitation in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Causes include genetic conditions, issues in pregnancy. and physical health issues at birth Rosa Marcellino (second from left), the child who inspired Rosa's Law
12. 12. Helping students with ID succeed in the classroom Time and task management allow extra time to finish assignments have students work with a partner or a group break long tasks into smaller parts the student can manage Methods of instruction give immediate feedback to student's answers to establish the relationships between information be as concrete as possible with lessons, some students may struggle with abstract information
13. 13. Developing adaptive skills Adaptive skills are a set of ten life skills that include self care, communication, and work skills. This is one area where teachers and parents can work together. For example, if a student is learning about money in class, parents can take their student shopping to supplement these lessons.
14. 14. Physical Disability What is a physical disability? IDEA refers to physical disabilities as orthopedic impairments which means a severe orthopedic impairment that adversely affects a childs educational performance. Includes impairments caused by congenital anomaly, caused by disease (e.g. poliomyelitis, bone tuberculosis), and impairments from other causes (e.g. cerebral palsy, amputations).
15. 15. Physical Disability contd. Academic Recommendations Collaboration: Partnerships among teachers, school nurses, physicians, family members, and students is essential to assure students with physical disabilities receive the support needed to succeed in high school. Assistive Technology: word processors promote written skills, PDAs help with sequencing tasks, digital talking books, e-text formats, adapted & augmentative communication devices. AAC Devices, powered/electric wheelchairs Switches: provide better access to the general curriculum
16. 16. Physical Disability contd. Social & Behavioral Accommodations Physical exercise: adapted physical education provides students with opportunities for inclusion, exercise, and recreation. Federal law mandates that physical education be provided to students with disabilities and defines Physical Education as the development of: physical and motor skills, fundamental motor skills and patterns (throwing, catching, walking, running) and skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports). Drivers Ed: transition to adulthood for most adolescents. Some students are able to learn to drive if they have instruction & are provided with vehicle modifications.
17. 17. Conclusion Planning Support Availability Change These, among other things are the building blocks of a successful Special Education program. The needs of those with disabilities may require from us a great deal of sacrifice (in terms of time and energy), but we are happy to do such fulfilling work.
18. 18. References Slides 8-10: Turnbull, A., Turnbull, R., Wehmeyer, M. L., Shogren, K. A. (2013). Exceptional Lives: Special Education in Todays Schools. New Jersey: Pearson Education, 12, 266-289. Understanding the Meaning of Adaptive Skills for Special Education Students. (n.d.). Retrieved from http://www.brighthubeducation.com/special-ed-learning-disorders/73324-improving-adaptives-skills-in-students-with-intellectual- disabilities/. Festus E. Obiakor and Mateba Harris and Kagendo Mutua and Anthony Rotatori et. al. "Making Inclusion Work in General Education Classrooms." Education and Treatment of Children 35, no. 3 (2012): 477-490. https://muse.jhu.edu/ (accessed April 29, 2015). Introduction to Inclusion: A Look at Integrating Students with Disabilities into Mainstream Classrooms. (n.d.). Retrieved April 30, 2015, from http://www.brighthubeducation.com/special-ed-inclusion-strategies/49395-benefits-of-inclusion-for-students- and-teachers/ http://www.med.umich.edu/yourchild/topics/speech.htm http://kidshealth.org/parent/emotions/behavior/not_talk.html http://kidshealth.org/parent/system/ill/speech_therapy.html#