Learning Disability, Autism, and Physical

DisabilitySPED 410 Final Project: Group 7

Laura Michel- General ed. teacherGunnar Sterne- Special ed. teacher

Irina Murg- School counselorEric Bandemer - Therapist

School Demographics- Middle School: 6 - 8th Grade- Urban, low income neighborhood - Predominantly Hispanic/Latino- 12% of Students have disabilities- Assessments below state average

Percentage who meet or exceed state

standards on test

Special Education

IDEA:6 principles1. Zero Reject2. Nondiscriminatory Evaluation3. Appropriate Education4. Least Restrictive Environment5. Procedural Due Process6. Parent/Student Participation

*Scope: birth through 21

Inclusion● To the maximum extent possible

● Educated with children who are

nondisabled

Key Aspects:❖ Home-school placement

❖ Natural proportions

❖ Restructuring

❖ Appropriate placement

❖ Partnership/UDL

❖ Time

Research:● McGregor &

Vogelsberg, 1998● Idol, 2006● Agran, 2003

- Collaboration: communicate with other teachers, parents, and

therapists about each student’s unique needs

- Differentiated Instruction: every learner learns in a different way,

structure lessons to support all types of learners (UDL)

- Least Restricted Environment: IDEA Mandates LRE. General

Classroom should be first setting considered

General Recommendations “Our teachers need to teach to a higher level of achievement...and the disabled child

who is learning so much more because he or she is now included” - Richard Riley,

USDE

General Recommendations (2)- Technology: Utilize new tools and technologies to support student

learning and communication

- Flexible School Structure: Physical arrangements and schedules

should be adaptable to a wide variety of student and instructional

needs

- Assessments: There are a number of ways to demonstrate learning,

assessments should be as a individualized as their instruction

Learning Disability: most prevalent→47%

Disorder: at least 1 basic psychological processes→understanding/using

language (spoken or written)

Academic:● Reading/Writing● Math● Memory (long, short, working)● Executive functioning

Social:● Self-concept● Non-verbal signals● Problem-solving

Speech/Language Therapist:

❖ Therapy➢ Eye-contact➢ Maintaining conversations

❖ Forms of communication➢ Non-verbal signals➢ Symbols

School Counselor:

❖ Goal-focused counseling

sessions

➢ Self-concept

➢ Friendships

❖ Self-advocacy training

Social/Behavioral

General education teacher:

❖ Collaborative groups

Special education teacher:

❖ Social dilemma curriculum➢ Problem-solving

Speech/Language Therapist:

❖ Therapy➢ Understand use of

language❖ Training

➢ Staff ➢ Parents

Academic

General Education Teacher:

❖ Differentiated Instruction

➢ Visuals

➢ Scaffolding

➢ Modeling

Special Education Teacher:

❖ Assistive Technology

❖ RTI (Tier 3)

➢ Address specific areas of

weakness

School Counselor:

❖ Collaborate with therapist❖ Advocate for LRE

Autism (A pervasive developmental disorder)

Disability that affects a student’s verbal/non-verbal communication, social interaction, and educational performance.

A section of the autism spectrum disorder.

● Approximately 5 percent of all students

served by IDEA ages 6-21 were classified

as having autism (Fall 2008) (U.S.

Department of Education, 2001)

Social/Behavioral School Counselor’s role: ❏ Applied behavior strategy

principles➔ Discriminative stimulus &

Reinforcing stimulus❏ Promoting friendships➔ Peer buddy program, clubs,

general inclusion❏ Maintaining friendships➔ Trustworthiness & loyalty➔ Conflict resolution ➔ General friendships skills➔ Perspective skills➔ Positive interaction skills

Special Ed. Teacher’s role:

❏ PBS (Positive Behavior Supports)

➔ Personal and school-wide PBS

(SWPBS)

SWPBS seeks to tailor students’

environments to their preferences,

strengths, and needs.

➔ Universal support

➔ Group support

➔ Individual support

Academic

General Ed. Teacher’s role:

❏ Mnemonic strategies ➔ Keyword strategy➔ Pegword strategy ➔ Letter strategy

Occupational Therapist’s role:

❏ OT practitioners provide interventions to students in the settings where they typically engage in daily activities ie. school, home, club setting…

➔ Evaluate student’s developmentally appropriate skills.

➔ Provide interventions to help respond to information coming through the senses.

➔ Devise strategies to help transition from one setting, person, phase to another.

Physical Disabilities & OHI

● Defining physical disabilities and other health impairments (OHI): o a brain injury, orthopedic impairment or other

health impairment that requires special education or related services

o involve medical care and medical concernso the impairment must affect a child’s educational

performance● Examples: asthma, spina bifida, cerebral palsy● Educational impact

A team approach to education

Services for children with physical disabilities and other health impairments in a school setting:● occupational therapist● physical therapist● speech therapist● social worker● general education teacher● special education teacher

Accommodations & Modifications

Factors to consider when addressing the educational needs of children with physical disabilities and OHI:● Mobility concerns● Paraprofessional or “buddy” support● Assistive technology● Helpful teaching strategies

Partnering with Families

● hospital, homebound education and other service collaboration

● professional development● pre-school year conferences● parent/teacher conferences

Conclusion

Important Takeaways:- Interdepartmental communication is crucial- Continued professional development- Peer program development- Meet with special education teacher at least 1x

a week (coordinated plan periods)

References Baker, E. T., Wang, M. C., & Walberg, H. J. (1994). The effects of inclusion on learning. Educational

Leadership, 52(4), 33-35Hatch, T., Shelton, T., & Monk, G. (2007). Making the Invisible Visible: School Counselors Empowering

Students with Disabilities through Self-Advocacy Training. Retrieved December 10, 2014.Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional Lives: Special Education in Today's

Schools (6th ed.). Upper Saddle River: Pearson Education.Learning Disability. (2014). Retrieved December 10, 2014.Specific Learning Disabilities. (2007). National Association of Special Education Teachers. Retrieved

December 10, 2014. Special Ed Information for Teachers & Parents. (2012, January 1). Retrieved December 10, 2014.Teaching Special Education. (2012). Retrieved December 10, 2014.The Professional School Counselor and Students with Disabilities. (2013). Retrieved December 10, 2014.