week three_sped 23000
TRANSCRIPT
8/7/2019 Week Three_sped 23000
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I N T R O D U C T I O N T O E X C E P T I O N A L I T I E S
S P E D 2 3 0 0 0
I N S T R U C T O R : B R I A N F R I E D T
Week three:Society, inclusion, outcomes
8/7/2019 Week Three_sped 23000
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This week
y Supplemental reading
R ead this at some point.
If you are writing a reflection this week, read what you need to.
y V olunteer experience project Start thinking.
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A n acknowledgement
y There is a ton of material in chapter two
We will examine it some of it closely.
We will gloss over some of it.
Some of the material in chapter two overlaps with stuff wediscussed last week. (This is good.)
There will be things that we look at briefly this week anddiscuss at much greater length later.
Much of this material lays the foundation for the course.
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Normalization and institutionalization
y Social validity
Significance of goals
Social appropriateness of procedures
Importance of effects (Wolf, 1978)
y Unintended consequences
y R ational examination of educationally relevant
variables.y Continuum of services/placements
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Labels
y Labels drive service provision.
y Labels can be misused.
y Labels are (probably) unavoidable.
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Universal design for learning
y R epresentation
y Expression
y Engagement
y We will talk about this all semester.
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Differentiated instruction
y Kids are different, right?
y Practical?
y Effective?
y Standards?
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Technology
y Cochlear implants
y D ynavox
y Kurzweil
y Dragonspeak
y A nd so on«
y We will talk about this all semester.
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Inclusion
y Full inclusion
Full anything?
y Evidence
y Ethics
y Educationally relevant variable R ace (not relevant)
Disability (situationally relevant)
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Inclusion
y Continuum of placement
A ppropriateness
V ariety
y Collaboration
Co-teaching
Consulting
Teams
y We will talk about this all semester.
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A ccommodation and modification
y A ccommodation
Changes that don¶t affect content or instructional goals
A ssessments read aloud, scribe, Braille, large text, reduced
assignments (maybe)«y Modification
Changes that do affect content or instructional goals
A lternate materials, variable difficulty, reduced assignments(maybe), modified assessments
y We will talk about this all semester.
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Identification
y Pre-referral teams (child study teams, evaluationteams«)
y RTI
y MFE
y We will talk about this all semester.
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Early intervention
y It works (see the article this week).
y It can take a bunch of forms.
y It looks different from school age special education.
y Developmental delay/IFSP
y We will talk about this all semester.
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Transition
y Huge focus on post-secondary world.
y In general, students with disabilities do worse in the
post-secondary world than their typically developingpeers.
Graduation rates (for some disability categories)
Standardized test scores
Employment rates
y We will talk about this all semester.
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Transition
y Education
y Independent living
y Employment
y Community involvement
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Discipline
y Manifestation determination
A word.
y Behavior modification
y We will talk about this all semester.