1. 1. SPED 410 Final Multidisciplinary Team 5: Daniel Collins, Genamarie Wojtal, Rana House, Hanan Wuhush
2. 2. DanielCollins:Learning Specialist GenamarieWojtal:GeneralEducationTeacher RanaHouse:SchoolPsychologist HananWuhush:SpecialEducationTeacher Roles
3. 3. Number of students enrolled: 636 Students with disabilities: 23% Students with Low Income: 93% English Leaners: 9% Homeless: 4% Racial/Ethnic Diversity: 51% Hispanic 45% Black 2% White 1% Two or More Races 1% American Indian 0% Asian 0% Pacific Islander Hypothetical High School
4. 4. cont Assessment Information: 15% PSAE Graduation Rate: 65% College Readiness: 4% Chronic Truancy Rate: 82% Student Attendance: 80% Average Class Size: 19 District Spending per student: Instructional Spending: $8,376 Operational Spending: $13,433
5. 5. Key Components of Special Education Free Appropriate Public Education (FAPE) An educational right of children with disabilities in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) Least restrictive environment (LRE) In the U.S. Individuals with Disabilities Education Act (IDEA) A student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. Individualized Education Plans (IEP) Required written document For each student eligible to receive special education services Provided to a student who has been determined to have a disability Provided to a student who needs special education services because of that disability
6. 6. Inclusion Inclusion is educating students with disabilities in classroom with other students who do not have disabilities. Inclusion is successful in the classroom teachers are mindful that that there are 3 types of Inclusion which are physical , academic and social inclusion . To implement physical inclusion teacher can sensitive and accommodating to where a student with a disability sits . To implement academic inclusion teachers can provide the student with same chances in advancement such as setting an overall standard or expectations for all the students in the class To implement social inclusion teachers can provide activities for students to interact with one another during class by grouping students to complete various tasks and assignments.
7. 7. General Recommendations Consultative/ collaborative services General education and related services providers work together to meet the needs of the student with a disability. The student remains in the general education classroom. Classroom-based services All services are brought to the student in the classroom setting (e.g., general education, special education, resource). The therapist or service provider may work individually with the target student or with a small group that includes him or her. Pull-out services Student is taken out of the classroom to a different location (e.g., gym, library, hallway) to receive the related service.
8. 8. cont It is recommended that students with disabilities Remain in classrooms providing general education for a longer period of time Functional skills should be practiced within a general education classroom Instruction should not be missed often Preparation for inclusive environment both in and out of school Might have higher expectations placed on the student
9. 9. Cluster1: BehaviorandEmotionalDisability Attention Deficit/ Hyperactivity Disorder (ADHD) means a child has trouble being focused and inattentive and controlling impulsive behaviors and hyper behavior Signs of ADHD: Short Attention span, Forgetfulness, Day Dreaming, Constant Restlessness, the inability to sit still, Easily distracted, and does not follow through with instruction or rules Student can fall into 3 types of ADHD Inattentive ex: Forgetful Hyperactive-Impulsive : Restlessness Combination of inattentive and Hyperactive Impulsive
10. 10. ADHD: Academic/ Social Issues Students with ADHD tend not to participate fairly with other i.e.not waiting their turn Students with ADHD tend blurt out and talk excessively during classroom instruction Students with ADHD are reluctant to complete school tasks such as classwork and homework Students with ADHD do not comply with school rules and regulations
11. 11. ADHD:Academic Accommodations Teachers can compile all the students work that can be referred to during parent teacher conference and IEP meetings Teachers can provide simplistic assignments where the expectations are clear and concise. Being aware of the students need are emotionally as far as their self esteem and self confidence is involved in their learning and development Using Positive reinforcements is essential when working with students with ADHD Including the school therapist and counselor in the students mental, social and academic development. Facilitating a positive learning environment by eliminating distractions such as having quite studying times
12. 12. ADHD: Behavioral Accommodations When disciplining using soft language and tone of voice is effective for students with ADHD Being organized and following a strict schedule establishes order for the student with ADHD , create order. Explain expectations and goals and showing how each goal is purposeful
13. 13. ADHD: Inclusion Ways of Inclusion for Students with ADHD: Peer tutoring: Some students with ADHD have the tendencies to be very talkative and sometimes talk out of turn . Through peer tutoring students will have the chance to interact with other students by sharing their ideas and what they may or may not understand about what is being taught. Interactive teaching: Through interactive teaching students will have the chance to move around, and interact with the teacher and their classmates as well. For example Reenacting a scene from a moment in history or for math by playing an interactive game.
14. 14. Cluster 2: Autism Autism as defined by IDEA as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a childs educational performance (Turnball, Turnball, & Wehmeyer, 2007). Autism is a disorder that is under the umbrella of disabilities called pervasive developmental disorders, which is also known as Autism Spectrum Disorder. (http://www.cdc.gov/ncbddd/autism) There are several main characteristics that each play a role in a students academic career, behavior, and social skills. The characteristics are listed below: Language Development Social Development Restrictive/Repetitive behavior Problem behavior/Need for environmental predictability Sensory and movement disorder Difference in Intellectual functioning
15. 15. Austism: Academic There are three common academic modifications for students with ASD, these accommodations are: Modifications to the material and instruction Stimulating visual sensory and memory, or auditory sensory and memory Modifications to the way students demonstrate learning Extended time and alternative assessments such as portfolios, journal or collaborative exams that allow students to work together Modifications to the classroom physical modifications to the classroom set-up, seating chart. Maintenance of classroom routine and daily tasks. Limiting visual/auditory distractions (Roberston, Chamberlain, & Kasar, 2003). (Turnball, Turnball, & Wehmeyer, 2007).
16. 16. Autism: Behavioral There are three main ways to address problem behavior with students with Autism 1. Positive Behavior Supports Highlighting success and strengths of the student to encourage positive behavior 2. Social Stories Teachers & parents working together demonstrating appropriate social and behavioral skills through example and or technology 3. Applied Behavior Analysis Documenting inappropriate behavior and developing alternate appropriate behavior (https://www.autismspeaks.org/sites/default/files/section_5.pdf) (Turnball, Turnball, & Wehmeyer, 2007).
17. 17. Autism: Inclusion There are also 3 major inclusion techniques to use in the Least Restrictive Environment or (LRE) so that the student is included in this environment. The 3 techniques are: 1. Emphasizing individual interests and strengths This can be done by getting to know students and parents through parent/teacher meetings, home visits, classroom activities 2. Peer Relationships Pairing students with common interests will serve to help students 3. Promoting Friendships Students engaging with their peers will promote their social skills (Mesibov & Shea, 1996). (Roberston, Chamberlain, & Kasar, 2003). (Turnball, Turnball, & Wehmeyer, 2007).
18. 18. Cluster3: Visual ImpairmentandCharacteristics Definition-Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. Physically signs-Crossed eyes, eyes that turn out, eyes that flutter from side to side or up and down, or eyes that do not seem to focus are physical signs that a child has vision problems. Poor Academic Performance-Trouble reading and writing effectively, and often are poor students not due to intellectual disability, but physical limitations. All disabilities and visual impairments are individual and should not be treated or categorized in a manner which deemphasizes the student as a person. Grouping students together due to similar or same disabilities and providing the same accommodations for all said students is not the answer.
19. 19. CommonIssuesAcademically/Socially Vision loss can result in delayed concept development which, without effective intervention, severely impacts the student's social, emotional, academic, and vocational development. Students with visual impairments often must learn through alternate mediums, using their other senses. Students with visual impairments often require individualized instruction since group instruction for learning specialized skills may not be provided in a meaningful manner. Students with visual impairments often need specialized skills as well as specialized books, materials and equipment for learning through alternate modes. Students with visual impairments are limited in acquiring information through incidental learning since they are often unaware of subtle activities in their environment. Curriculum areas that require unique strategies or adaptations for students with visual impairments include concept development, academic functioning,communication skills, sensory/motor skills, social/emotional skills, orientation and mobility, daily living skills, career/vocational skills and utilization of low vision.
20. 20. Academic Recommendation Functional Vision Assessment- Determine the severity of the visual impairment Individualized Education Program (IEP)- Provide the student a variety of support services such as special education professionals, general educators, and parent involvement. Least Restrictive Environment- Assess the students ability and determine the best environment for the student Unique accommodations- books and instructional materials in appropriate media (including braille), as well as specialized equipment and technology so they can have equal access to the core and specialized curricula. The accommodations for each student should be individualized, and Reduce the effect of the disability to access the current curriculum
21. 21. Basic Accommodations Copies of overhead projector/smart board activities to be viewed at his/her desk as needed. The teacher or presenter should verbalize all information as it is written on the board or overhead. Large Print textbooks/materials. Braille textbooks/materials. Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments). Avoid activities requiring extensive visual scanning. Extended time on test. Abbreviated homework assignment (includes all concepts, just fewer items). Shorter written assignment. Eliminate clutter from the room, particularly in aisles and movement paths. Place materials in consistent places so that students know where particular items are always located. Assess the students learning and where the disability impedes his/her ability to effectively learn, and engage within the class and examinations.
22. 22. Social Problems/Issues Reduced vision can make it more difficult for students to understand their social environment, or social context. The inability to observe physical gestures or facial expressions makes it difficult to understand the world around them. Students must learn appropriate social skills in order to prepare them for success in their homes, their friendships as well as for job and career readiness. Students should work to develop positive work behaviors. learning interpersonal and work skills is important in order to succeed in the workplace. Moreover, these skills are required to not only obtain a job, but maintain a job. It is the job of the members of the IEP team to facilitate the learning of social interaction and appropriate behavior in order for the student to succeed.
23. 23. Strategies and Accommodations control their emotions respect authority observe the classroom rules follow directions use a tone of voice that is appropriate to the setting. recognize behaviors that can cause social isolation. make contact according to cultural norms. turn face to speaker and maintain social interaction. develop a concept of self- and allow the student to make decisions, take responsibility, take risks, and foster independence.
24. 24. Conclusion Key Components of Special Education: FAPE LRE IEP General Recommendations Consultative/Collaborative Services, Classroom based services, Pull-out services Three Disabilities needing accommodations: ADHD Autism Visual Impairment
25. 25. References American Foundation for the Blind. (2015). A Paper On The Inclusion Of Students With Visual Impairments. Retrieved from http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235. Autism Spectrum Disorder. (n.d.). Retrieved from http://www.cdc.gov/ncbddd/autism Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of autism and developmental disorders, 26(3), 337- 346. Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers' relationships with included students with autism. Journal of Autism and developmental disorders, 33(2), 123-130. Vanderbilt Peabody College. The Iris Center. Related Services: Common Supports for Students with Disabilitie. Retrieved from http://iris.peabody.vanderbilt.edu/module/rs/cresource/#content. Turnbull, A. Turnball, H.R., Wehmeyer, M.L., & Shrogren, K.A. (2013). Exceptional Lives: Special Education in Todays Schools. Pearson U.S. Department of Defense Education Activity. Key Elements of Special Education. Retrieved from http://www.specialed.eu.dodea.edu/ParentGuide/section1.pdf. What are the Positive Strategies for Supporting Behavior Improvement? (n.d.). Retrieved from https://www.autismspeaks.org/sites/default/files/ Willings, Carmen. ACCOMMODATIONS & MODIFICATIONS For Students who are Blind or Visually Impaired. Retrieved from http://www.teachingvisuallyimpaired.com/accommodations.html. Willings, Carmen. Social Skills. Retrieved from http://www.teachingvisuallyimpaired.com/social-skills.html.