1. 1. Addressing the Needs ofStudents with DisabilitiesMISE High School
2. 2. Multidisciplinary Team 10ROLE NAMESpecial Education Teacher Eman ZayedGeneral Education Teacher Izdhar DeebSocial Worker Sara GierhahnPhysical/Speech/LanguageTherapistMarissa Charleston
3. 3. Outline School Information Special Education Inclusion General Recommendations Specific Recommendationso Attention Deficit Hyperactivity Disordero Autismo Hearing Impairments Conclusion
4. 4. MISE High School Student Population: 636 Grades 9-12 School Demographics:-African American 45%-Hispanic 51%-White 2%-Other 2% Statistics:-93% Low Income-23% Students with Disabilities-4% Homeless-9% English Learners
5. 5. MISE High School PSAE Composite Score: 15% Student Mobility is 31% 4 Year Graduation Rate is 65% Readiness for College Coursework is 4%
6. 6. Special Education Information Approximately 6 million students ages six through twenty-onereceive some form of special education. (Turnbull 2011) Laws such as IDEA were put into effect because of constantdiscrimination.-ESEA which was amended by NCLB-Rehabilitation Act-Tech Act
7. 7. Special Education InformationThe Individual with Disabilities Education Act is a federal law thatrequires schools to serve the educational needs of eligible studentswith disabilities.6 Principles of IDEA Zero Reject Nondiscriminatory Evaluation Appropriate Education Least Restrictive Environment Procedural Due Process Parent and Student Participation
8. 8. Overview of InclusionDefinition: Based on IDEAs principal ofthe least restrictiveenvironment Students with disabilitiesparticipate in academic,extracurricular, and otherschool activities with theirnondisabled peers(Turnbull, Turnbull, & Wehmeyer, 2013)Characteristics: Home-School Placement Principal of Natural Proportions Restructuring Teaching andLearningo Family-ProfessionalPartnershipso Co-teaching Age- and Grade-AppropriatePlacements
9. 9. Inclusion continuedCritical components of successful inclusion: Administrative support Support from special education personnel Accepting, positive classroom atmosphere Appropriate curriculum Effective general teaching skills Peer assistance/tutoring Disability-specific teaching skills(Mastropieri and Scruggs, 2001)Benefits of inclusion: Academic Social Emotional Behavioral Promotes UDL
10. 10. General RecommendationsCircle of Friendseducators and/or parents inviting peers to form asupport network for a student with a disability so thatthe student will have friends (Turnbull et al., 2013).
11. 11. General RecommendationsCircle of Friends tips forimplementation Recruit students identify a facilitator determine the size of the group decide where and when to meet identify group activities adjust activities as the studentsgrow older give students ownership of thecircleEstablish three ground rules:1. everyone has access to all of thematerials used during themeetings2. all activities must be ageappropriate3. everyone participates in allactivities(Turnbull et al., 2013)
12. 12. General RecommendationsUDL: Universal Design for LearningProvide multiple means of representation visual oralProvide multiple means of student expression Writing speaking illustratingProvide flexible means of engagement videos software role playing, etc.
13. 13. ADHD- What is it?Attention deficit hyperactivity disorder (ADHD) is one of the most commonchildhood disorders and can continue through adolescence and adulthood.Symptoms include difficulty staying focused and paying attention, difficultycontrolling behavior, and hyperactivity (over-activity) ("Attention DeficitHyperactivity Disorder (ADHD)")Three types: predominantly inattentive predominantly hyperactive-impulsive combined typeCauses: heredity structural differences in the brain environmental
14. 14. Accommodations for ADHDInattention: seat them in quiet areas give them more time tocomplete assignmentsImpulsive: ignore inappropriate behaviors reward appropriate behaviorsExcessive motor activity: let them stand in class, runerrands, break betweenassignmentsMood characteristics: reassure and encourage them,speak gently involve parents in studentcommunicationOrganizational problems: incorporate notebooks, folders,dividers, smart phones to helpstudents remember, provide dailyweekly reports for parents(Turnbull et al., 2013)
15. 15. ADHDGoal-setting and organizational skillsGoal setting and organizational skills go hand in hand to promotebetter outcomes. If a students sets a goal, he is more likely toperform behaviors related to that goal. Goal-setting is one of thecritical predictors of success in adulthood for students withAD/HD(Turnbull et al., 2013).1. Identify a goal clearly and concretely2. Develop a series of objectives or tasks to achieve the goal3. Specify the actions necessary to achieve the desired outcome
16. 16. Autism-What is it?Difficulties in: Social and emotional reciprocity, nonverbalcommunication, and developing, maintaining, andunderstanding relationships. Engagement in restricted, repetitive patterns ofbehavior, interests, or activities with symptomstypically occurring prior to the age of three (DSM-5,2013). 75% of children with autism also have an intellectualdisability (Turnbull et al, 2013).
17. 17. Autism-Best practices: Academics Inclusion classroom:General education teacher-Differentiation of learning-Discrete trial teaching to aid in language development Co-taught classroom: Collaboration of general and special educators. Self contained classroom: Special education teacher-Managing emotions and adapting the classroom to manageoverstimulation-Frequent breaks from instruction-Schoolwide Positive Behavior Support (Turnbull et al, 2013)
18. 18. Autism-Best practices: Social/Behavioral Social Workers:-Social skills and social stories-Functional Behavior Assessment-collaboration with the family-Social Thinking Group to practice perspective taking (Winner, 2007) Family Involvement:-Education, resources, support groups-Strengths based approach-Generalization of skills Related Services:-Occupational Therapy to adapt to the environment (American OccupationalTherapyAssociation, 2010)-Speech pathology: Picture Exchange Communication System (Real LookAutism, 2011)
19. 19. Hearing Impairment- What is it?Two terms to describe hearing loss- deaf and hard of hearing. IDEA defines deafness as a hearing impairment so severe that the studentis impaired in processing linguistic information through hearing (with orwithout amplification) and the students educational performance isadversely affected. (Turnball et al. 2011) Two types of hearing loss:-Unilateral-Bilateral Causes of hearing loss include:-Genetic-Prenatal-Postnatal-Postlingual
20. 20. Hearing Impairments- Academic Needs Most children with hearing impairments have educationalchallenges in the areas of reading and writing (Turnbull et al 2011). Because educational curriculum is very language-based, there is aheavy emphasis on communication. Three types of communication techniques:-oral/aural-manual-total communication
21. 21. Hearing ImpairmentsSocial/Behavioral needs- CommunicationThe students psychosocial development may be effectedWhen an average hearing student has difficulty communicating withthe student who has a hearing impairment.When communication is easy, students learn social norms, rules ofconversation, appropriate ways of responding in various situations,and how to develop relationships (Turnbull 2011).
22. 22. ConclusionOne common goal: To allow all students to succeed both academicallyand socially.Staff Development: Psychoeducation on disabilities Collaboration Progress monitoring Consultation
23. 23. ConclusionImplementation: Planning periods Assistive technology Plant operationsMost importantly, COMMUNICATION with: Students Parents Teachers, Social Worker, Therapists Other School professionals
24. 24. ReferencesAmerican Occupational Therapy Association (2010). The scope of occupational therapy services for individuals with an autism spectrum disorder across thelife course. American Journal of Occupational Therapy, 64(Suppl.), S125S136.American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.Attention Deficit Hyperactivity Disorder (ADHD). (n.d.). Retrieved December 7, 2014, fromhttp://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtmlCole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136144.http://dx.doi.org/10.1352/0047-6765(2004)422.0.CO;2Dore, R., Dion, E., Wagner, S., & Brunet, J. (2002). High school inclusion of adolescents with mental retardation: A multiple case study. Education andTraining in Mental Retardation and Developmental Disabilities, 37(3), 253-261.Jackson, L., Ryndak, D., & Wehmeyer, M. (2009). The dynamic relationship between context, curriculum, and student learning: A case for inclusiveeducation as a research-based practice. Research and Practice in Severe Disabilities, 34(1), 175195.
25. 25. References continuedLand, S. (2004, November 25). Effective Teaching Practices for Students in Inclusive Classrooms. Retrieved December 7, 2014, fromhttp://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/Lewis, A. C. (1994). Inclusion. Education Digest, 60(1), 71.Mastropieri, M. A., & Scruggs, T. E. (2001). Promoting Inclusion in Secondary Classrooms. Learning Disability Quarterly, 24(4), 265-74. doi:10.2307/1511115Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making Inclusion Work in General Education Classrooms. Education andTreatmentof Children 35(3), 477-490. doi: 10.1353/etc.2012.0020Real Look Autism, LLC. (2011). Retrieved from http://www.reallookautism.com/.Turnbull, A., Turnbull, H. R., Wehmeyer, M. L. & Shogren, K. A. (2013). Exceptional Lives: Special Education in Todays Schools (7th Edition).Upper Saddle River, NJ: Pearson Education, In.:Winner, M. (2007).Thinking About YOU Thinking About ME (2nd Edition). San Jose, CA: Think Social Publishing, Inc.