1. 1. ILLINOIS HIGH SCHOOLEnsuring a bright future for every childWELCOME
2. 2. MULTIDISCIPLINARY TEAM DIANA FIGUEROA SPECIAL EDUCATION TEACHER ELLEN SAGENDORPH- SPEECH PATHOLOGIST RACHEL PETCHNIK- SOCIAL WORKER BLANCA MOSQUERA- GENERAL EDUCATIONTEACHER
3. 3. REPORT CARDHigh School Overview
4. 4. What is Special Education? Special education as intervention Preventive: Designed to keep minor problems frombecoming a disability Remedial: Attempt to eliminate the effects of a disability Compensatory: Enable successful functioning in spite of thedisability Special education as instruction Individually planned Specialized Intensive Goal-directed
5. 5. General Recommendations to Enhance Accessfor Students with Disabilities to GeneralEducation Provide Supplementary Aids and Services Universal Design for Learning Access Classroom Ecology Educational and Assistive Technology Assessment and Task Modifications Teacher, paraprofessional, or peer support
6. 6. InclusionDefinition According to the WEAC: Inclusion expresses commitment to educate each child, to the maximumextent appropriate, in the school and classroom he or she would otherwiseattend Involves bringing support services to the child Requires only that the child will benefit from being in the class (versusstruggling to keep up) According to Module 3 Characteristics of inclusion: Home-school placement Principle of natural proportions Restructuring teaching and learning Age and grade appropriate placements Consecutive phases of inclusion: Mainstreaming Regular education initiative Inclusion through accommodations Inclusion through restructuring
7. 7. Inclusion The article Special Education Inclusion fromEducation World describes five ways in whichinclusion benefits children with disabilities. Inclusion improves learning for both special education andregular education students Children learn to accept individual differences Children develop new friendships Parent participation improves It's a matter of civil rights
8. 8. Practice to Implement to Support Inclusion at theHigh School Level Implement the Consecutive Phases of Inclusion: Mainstreaming Regular Education Initiative Inclusion through Accommodations Inclusion through Restructuring
9. 9. Definition of Emotional or Behavioral Disorders A condition that is accompanied by one or more ofthe following characteristics: An inability to learn that cannot be explained by intellectual,sensory, or health factors An inability to build or maintain satisfactory interpersonalrelationships with peers and teachers Inappropriate types of behavior or feelings under normalcircumstances A general, pervasive mood of unhappiness and depression A tendency to develop physical symptoms or fears associatedwith personal or school problems
10. 10. Autism developmental disability that significantly affects a students verbaland non-verbal communication, social interaction, and educationalperformance and often manifests in children by the age of three(Lord, 2010). Appropriate umbrella term Pervasive Developmental Disorder describes five related disorders;Autism among them (APA, 2000). Autism, Asperger syndrome, Retts syndrome, childhooddisintegrative disorder; and Pervasive Developmental-NOS Autism Spectrum Disorders is the term most commonly used(Turnbull et al., 2014) (NICHY, 2010) Caused by biological and environmental factors (Turnbull et al., 2014) 1 in 68 children in the U.S have Autism (CDC, 2014)
11. 11. Six Characteristics Atypical languagedevelopment Atypical socialdevelopment Repetitive behavior Problem behavior Sensory and movementdisorders Differences inintellectual functioning
12. 12. Specific Academic Recommendations Stable and organized classroom environment Priming Time modifications Visual Supports and Explicit instruction
13. 13. Specific Behavioral/Social Accommodations Stress-relief areas Peer buddy Functional Behavior Assessment/PBS
14. 14. Visual Impairment General Information According to Module 11, the IDEA definition of visualimpairment is, Low vision; functionally blind; and totallyblind. Visual impairment including blindness means animpairment in vision that, even with correction, adverselyaffects a child's educational performance. The term includesboth partial sight and blindness. Characteristics could include: physical, clumsiness, behavior,poor hand-eye coordination, and poor academic performance
15. 15. Visual Impairment Specific Recommendations- Academic Major academic challenge for VI students in the classroom:Concept development Teaching challenges include: incidental learning, part-to-wholelearning, and learning through observation Suggestions for teaching from IRIS Read aloud what is written Describe all pictures, diagrams, and graphs Invite students with low vision to reposition themselves asneeded Encourage students to use low-vision devices Multi-sensory approaches Hand-over-hand instruction
16. 16. Visual Impairment Specific Recommendations- Social/Emotional IRIS page from Module 11 Students with visual impairments are sometimes unaware of socialconventions Some interventions may be as simple as encouraging students to faceothers when they are speaking Could be overwhelming for students with visual impairments toaddress all necessary skills at once Work on skills one or two at a time School counselors and social workers advise students in mattersrelated to school success and planning, including academics,attendance, social issues, and post-secondary transitions. Collaborate with TVIs (teachers of students with visual impairments),O&M specialists (orientation and mobility), and families to ensurethat psychosocial issues related to blindness are addressedappropriately
17. 17. Specific Recommendations forStudents withEmotional/Behavioral DisordersELLEN SAGENDORPH
18. 18. Behavioral Characteristics of Emotional orBehavioral Disorder Externalizing Behaviors Internalizing Behaviors
19. 19. Characteristics of Emotional or BehavioralDisorders Anxiety Disorder Mood Disorder Oppositional Defiant Disorder Conduct Disorder Schizophrenia
20. 20. Academic Recommendations Teach Conflict Resolution Incorporate Positive Behavior Support
21. 21. Social/Behavioral Recommendations Incorporate Wrap-Around Services Teach the Student Social Skills Encourage Student Engagement
22. 22. Current and Future Challenges Bridge the research-to-practice gap Increase the availability and intensity of earlyintervention and prevention programs Improve students transition from school to adultlife Improve the special educationgeneral educationpartnership
23. 23. A PICTURE OF SUCCESSFUL INCLUSION ANDGENERAL RECOMMENDATIONS The most-effective inclusive classrooms have the followingcharacteristics: Kids are clustered in specific classes but distributed across all teachers. Students receive instructional supports that maximize theirparticipation in the general education curriculum and theirengagement in the general population. Teachers use a variety of strategies, including curriculum andinstructional adaptations, peer tutoring, cooperative learning, andlayered curriculum. When this kind of educational program is in place, inclusion ispractically invisible. That's the way it is meant to be
24. 24. References Instructional Accommodations: Making the LearningEnvironment Accessible to Students with VisualDisabilities. (n.d.). Retrieved December 9, 2014, fromhttp://iris.peabody.vanderbilt.edu/module/v02-successsight/#content Special Education Inclusion. (2014). Retrieved December9, 2014, fromhttp://www.educationworld.com/a_curr/curr320.shtml Special Education Inclusion. (n.d.). Retrieved December9, 2014, from http://weac.org/articles/specialedinc/