chris borgmeier portland state university individualization
TRANSCRIPT
Reading Review
Stanovich, 2010
Thompson, Wehmeyer & Hughes, 2010 Mind the Gap: Implications of a Person-Environment
Fit Model of Intellectual Disability for Students, Educators and Schools
Calicott, 2003 Culturally Sensitive Collaboration within Person
Centered Planning
Thompson, Wehmeyer & Hughes, 2010
Perspective on Disability Disability is not a defect within the individual, but a
poor fit between the person’s capacities and the context in which a person functions
• Thompson, Wehmeyer & Hughes, 2010• World Health Organization, 2001
Shift the emphasis from measurement of traits to understanding the individual’s actual functioning in daily living
• Luckasson et al., 1992
Disability
In a person-environment fit model The pathology is not the Disability The Disability is “the expression of a physical or
mental limitation in social context – the GAP between a person’s capabilities and the demands of the environment
The purpose of Special Education is to close the GAP between personal capacity and environmental demands
Supports
From a person-environment fit perspective Intellectual Disability is characterized by limitations
in intellectual functioning that result in individuals needing extraordinary supports (supports that people from the general population don’t need) in order to participate in activities associated with everyday life
Assess: Student’s present level of performance AND Ways in which the environment might be modified
Fad or Fact?Individualization x Learning Styles
The term learning styles refers to the view that different people learn information in different ways. Visual learners Auditory learners Kinesthetic learners
Pashler, McDaniel, Rohrer & Bjork, 2008
The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school.
There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles.
Pashler, McDaniel, Rohrer & Bjork, 2008
“Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. “
“We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
Arter & Jenkins, 1977
Conducted a Research Review & practitioner survey re: “Learning Styles”
• "In spite of the absence of evidence that supports modality instructional matching, textbooks urge teachers to adopt this approach, and the majority of special education teachers believe in and employ this model.“
• “no one has successfully demonstrated that beginning reading instruction can be improved by modality and instructional matching”
Individualization
A systematic and collaborative process to
develop and adapt environments, supports and instruction to individual needs.
Individual considerations include the strengths, cultural and family contexts, preferences and priorities of the learner and family.
A-B-C
Instruction & Support
Student Independence
Individualization
Race
Ethnicity
Age
Ability
Culture
Language
Data-Based Decision Making
Sexual
orientation
Gender
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Universal
Targeted
IntensiveContinuum of
Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
Response To Intervention (RTI)
Learning Disability v. Instructional Disability
Want to rule out instruction as cause for disability Assess Learning & Environment Other factors:
attendance
Necessary components of Assessment
When a student is experiencing difficulty, several related & complementary types of assessment should be performed
1) Assessment of the Learner (Student)
2) Assessment of Instruction (or Intervention) Curriculum and Environment
LearnerInstruction/ InterventionCurriculumEnvironment
Instructional Disability v. Learning Disability
The INSTRUCTION a student has received is assessed to determine whether the student’s difficulties stem from inadequate curriculum or teaching (Instructional Disability)
When instruction is found to be inadequate, the student should be given appropriate instruction to see whether it alleviates the difficulty
When appropriate instruction fails to remediate the difficulty, further assessment of the student is carried out to determine if there is a Learning Disability
Criteria: Double Deficit
The student is significantly below grade level when compared to grade peers
The student is not making progress toward the benchmark according to the progress monitor data (i.e., flat trajectory)
Instructional Challenge
For instruction to be effective, it must be possible for the learner, with reasonable effort, to master the information (facts, skills, behavior, or processes) being taught
1) Unchallenging Content teaching what is already known
2) Appropriately Challenging Content3) Overly Challenging Content
Individualization
What does individualization mean for a student who:
a) Is exceeding grade level and has not behavioral problems (mainstream student)
b) Is 4 grade levels behind in reading (6th grade student reading at a 2nd grade level; learning disability: reading)
c) Is at grade level academically but has signficiant behavioral problems
d) Is in 6th grade w/ significant cognitive deficits (IQ = 65); limited functional living skills (e.g. does not dress, clean or toilet independently)