Moriah Berry: General Education TeacherKelli Blume: Speech Pathologist

Lauren Gregorcy: Special Education TeacherEmily Jasinski: Social Worker

Overview of High SchoolDemographics

93% of students come from low SES (50% state average)4% of students are homeless (2% state average)23% of students have disabilities (14% state average)Diverse Population

51% Hispanic 45% African Americans 2% Caucasian

Overview of High SchoolAcademic Achievement

Graduation Rate 65% (83% state average)4% of students are college ready (46% state average)Truancy

82% of students are chronic truants (10% state average)PSAE Testing

15% of students either met or exceeded state standards (53% state average)

Special EducationIDEA (Individuals with Disabilities Education

Improvement Act)Protects all students with disabilities from birth to age

21Ensures that all students receive a free and appropriate

education in the least restrictive environment

IDEA 6 Principles1. Zero Reject2. Nondiscriminatory Evaluation3. Appropriate Education4. Least Restrictive Environment 5. Procedural Due Process6. Parent and Student Participation

InclusionInclusion is the word used to describe the right of all

students to shared access to the general curriculum.Fully inclusive schools are characterized by:

Students being included for all or part of the day in the general education setting with their needs being met.

Access for all students to campuses and classrooms, including co-curricular and extra-curricular activities, that are free from prejudice and other physical and psychological barriers

A single set of standards that allows for equality from teachers, staff, and students

Inclusion looks differently for every student depending on their IEPs, grade, disability, level of support, and other factors

InclusionResearch examplesSuccessful InclusionTypes of Inclusion:

Physical Social Academic

Benefits of InclusionAccess to the general

curriculumGreater opportunity to

interactHigher expectationsPeer role modelsGreater acceptance of

differences Respect and

understandingShared resources

Here is a clip that shows the benefits of inclusion from a parent’s perspective:

General RecommendationsPeople First Language: Language that puts the person

before the disability, and describes what the person has, not who a person is.

UDL: Universal Design for Learning. A set of principles for curriculum development that give all individuals equal opportunities to learn. UDL seeks to make learning accessible for all students.

Collaboration

General RecommendationsAccommodation

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes. For example, allowing a student who has trouble writing to give his answers orally is an example of an accommodation. It extends across assignments and content areas.

Modification Modifications are generally connected

to instruction and assessment;, things that can be tangibly changed or modified. Usually a modification means a change in what is being taught to or expected from the student. Making the assignment easier so the student is not doing the same level of work as other students is an example of a modification. Changing what is being taught could make the difference in whether a student becomes proficient in the general education curriculum, which in turn could result in the attainment of a regular diploma as opposed to achieving an IEP diploma.

General RecommendationsAssistive Technology: any device, piece

of equipment or system that helps a person with a disability work around his or her challenges so he or she can learn, communicate or simply function better

Related Services: Can help assist students with disabilities by helping them to participate in general education curriculum with their peers, meet their annual educational goals, and take part in extracurricular and nonacademic activities

What is ADHD?There are three main classifications of ADHD

Inattentive Loses things necessary for tasks (homework, pencils etc.) Has difficulty organizing tasks Does not pay attention or listen when being talked to

Hyperactive-Impulsive Talks excessively or fidgets with hands or feet (H) Often interrupts others (I)

Combined Most students with AD/HD have combined ADHD Distractibility is a key component of combined ADHD

Academic Recommendations for ADHD ADHD and Academic Achievement

Most students with ADHD have normal intelligence Many will have trouble achieving academically in comparison to their

peers How can we help?

Students with 504 plans can be eligible for a 504 Accommodation Plan Inattentive

Preferential seating, long assignments broken down Impulsive

Acknowledge correct behavior Other helpful accommodations

Organizer, weekly check in

http://www.chadd.org/Portals/0/AM/Images/Understading/504accommodations.pdf

Social and Behavioral Recommendations for ADHDHyperactivity and impulsivity can cause behavior

issues in the classroom and school in generalUnderstood.org discusses 5 ways ADHD can affect a

student’s social lifeTrouble making friends, quickly losing friends,

struggles with conversation, overreacts to situations, and is not always reliable

How can we help?Social Work Groups (executive skills, communication,

friendship etc)Peer Mentor

What is Autism?Autism is a developmental disorder that affects an individual’s verbal

and non-verbal communication, social interaction, and educational performance. Individuals with autism often have repetitive behaviors, stereotyped movements, behavioral challenges, a need for predictability, rare responsiveness to sensory stimulation and different intellectual ability levels.

6 Distinct Characteristics of Autism1. Atypical language development2. Atypical Social Development3. Repetitive Behavior4. Problem Behavior5. Sensory and Movement Disorders6. Differences in Intellectual Functioning

Academic RecommendationsIncorporate their strengths and weaknesses into

planningVisual and Literal learnersWell-structured and predictable environment and

schedulePrimingHome baseAccommodations and Modifications

Social/ Behavioral RecommendationsFunctional Behavior Assessment/ Behavior

Intervention PlanPeer BuddySocial work group

Literacy bases social interventionSocial stories and narrative

What is Hearing Loss? Deaf vs. Hard of Hearing

Deaf: 70-90 decibels or higherHard of Hearing: 20-70 decibels

IDEA definition: “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance”

Academic Recommendations for Hearing LossUse of technology

Computer programsAmplification devices

Environmental AccommodationsReduce background noise

Utilize Visuals Provide notes before lessonAvoid long lectures

Social and Behavioral Recommendations for Hearing LossTeach about Deaf Culture

Teacher taught and/or social work push-inInclude students in regular activities

Consult sponsors and coaches on how to include children with hearing loss

See social worker to develop self-confidenceRecognize strengths for future planning

Conclusion Communication planPoint person Opportunities for growthCollaboration!

References "Assistive Technology: Tools That Help With Learning." Understood.org. Web. 9 Dec. 2014.

<https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-tools-that-help-with-learning>.

Bailey, E. (2011). Suggestions for classroom accommodations and modifications for children with autism. Health Central. Retrieved from http://www.healthcentral.com/autism/c/1443/140596/accommodations/

Black, Dr. "Module 3: Placement & Supporting and Monitoring Progress." SPED 410: University of Illinois at Chicago. , Chicago, IL. 1 Oct. 2014. Class Lecture.

Classroom Accommodations for Students with Hearing Impariments. Retrieved from: http://www.usd.edu Francis, G. L., McMullen, V. B., Blue-Banning, M., & Haines, S. (2013). Increasing the Social Skills of a Student With

Autism Through a Literacy-Based Behavioral Intervention. Intervention In School & Clinic, 49(2), 77-83. doi:10.1177/1053451213493168

Gut, Dianne, and Turki Alquraini. "Critical Components of Successful Inclusion of Students with Severe Disabilities." International Journal of Special Education 27.1 (2012): 42-59. ERIC. Web. 1 Jan. 2014. <http://eric.ed.gov/?id=EJ979712>.

Individuals with Disability Education Act Amendments of 2004 [IDEA]. (2004). Retrieved from http://www.idea.ed.gov

References Sharpe, Michael, and Maureen Hawes. "Collaboration Between General and Special Education: Making It Work."

Publication of the National Center on Secondary Education and Transition. Web. 9 Dec. 2014. <http://www.ncset.org/publications/viewdesc.asp?id=1097>.

Snow, Kathie. "People First Language." (2006). Web. <https://uic.blackboard.com/bbcswebdav/pid-3823443-dt-content-rid-46503983_2/courses/2014.fall.sped.410.11357/people first language.pdf>.

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L. & Shogren, K. A. (2013). Exceptional Lives: Special Education in Today’s Schools (7th Edition). Pearson

United Nations Educational, Scientific and Cultural Organization. "Policy Guidelines on Inclusion in Education." (2009). Web. 8 Dec. 2014. <http://www.inclusive-education-in-action.org/iea/dokumente/upload/72074_177849e.pdf>.

Understanding autism: A guide for secondary school teachers. Organization for Autism Research, 1-16. Retrieved from http://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/UnderstandingAutismSecondaryTeachersGuide.pdf

"Universal Design for Learning: What It Is and How It Works." Understood.org. Web. 9 Dec. 2014. <https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/universal-design-for-learning-what-it-is-and-how-it-works>.

Xie, Y. H., Potměšil, M., & Peters, B. (2014). Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions With Peers. Journal of deaf studies and deaf education, 19(4), 423-437.