copyright © 2007 by allyn & bacon disability category review and assignments

Copyright © 2007 by Allyn & Bacon

Disability Category Review and Assignments


Disability Warm-ups/Presentations

Speech and language impairments (February 24th) Serious Emotional Disturbance (March 3rd) Hearing impairments (March 10th) Vision impairments (March 10th) Learning Disabilities (March 24th) Other health impairments – ADHD (March 24th) Mental retardation (March 31st) Autism (April 7th) Developmental Disabilities (April 7th) Multiple disabilities (April 7th) Deafness and blindness (April 14th) Orthopedic impairments (Online April 21st – No Class) Traumatic brain injury – (Online April 21st – No Class) Click here for all Federal Disability Categories


Inclusion strategy warm-up:

Using about 10 minutes, two of you will engage the class in a successful strategy that leads to including all students.


Weekly list of inclusion strategies and accommodations:

In your level groups, you will identify 4-6 instructional strategies or accommodations, with a brief description and an example of how each might be used for a particular age group. Each group will post these inclusion strategies and accommodations to the class Access Database using the form available below and on the eReserves Page.

Instructional Strategies Template


The IEP Process for General Educators

Sharon Vaughn

Candace S. Bos

Jeanne Shay Schumm


Steps in Special Education Process

Before referral—Pre Referral Process

Step 1: Initial referral.

Step 2: Individual evaluation.

Step 3: Determining Eligibility.

Step 4: Individualized Education Program (IEP).

Step 5: Annual review/reevaluation.


The Individualized Education Program (IEP)

Developed and implemented by the multidisciplinary team (MDT)


IEP Must Include

Student’s present levels of performance

Measurable annual goals

Special education and related services to be provided to the student

Statement of program modifications or supports

An explanation of the extent, if any, to which student will not participate with non-disabled peers


IEP Must Include

Individualized modifications for state or district wide assessments

Projected date for the beginning of services

How progress towards annual goals will be measured

method to inform parents of their child’s progress toward annual goals

A transition statement


Persons Who are Required by law to Attend the IEP Meeting

Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can

help develop the IEP


IEP Deconstruction

Purpose: The following activity provides classroom staff and families with information on what to teach, where to teach, and how to teach young children with significant disabilities in inclusive classrooms.

In addition, teachers sometimes “inherit” IEPs from other teachers or from other educational staff who develop IEPs.

– As such teachers sometimes “deconstruct” the IEP in order to make sense of what they need to teacher, where they need to teach it, and how they need to teach it. The steps for “deconstructing” an IEP objective are relatively easy and are listed on the following slides.


IEP Deconstruction – Step 1

Step 1: Determine the critical skill of the objective.

Critical skills are defined as behaviors that are required for participation in activities. They are not activities, nor are they materials. Critical skills can be embedded into a variety of daily activities.



Step 2: Rewrite the objective so it is measurable and meaningful. Occasionally, objectives are written too narrowly which precludes the teacher

from teaching across activities (e.g., “child will use a pincer grasp to pick up raisins").

In this step, the teacher writes the objective in a broad way, not specifying specific materials, or situations under which the skill will be taught. For example, Child will grasp objects/materials using his thumb and forefinger.

Further, there are times when objectives do not contain antecedents, measurable behaviors, and criteria that will allow teams to monitor a child's performance.



Step 3: Identify sample activities in which the skill can be taught.

This provides the context for teaching the critical skill. The activities listed are not meant to be an exhaustive list of every opportunity for teaching the skills. Rather they are intended to be examples that sample a variety of environments and activities.



Step 4: Identify adaptations for teaching the skills. This is the “specially designed instruction”

component of the IEP. Teachers should identify instruction adaptations, environmental adaptations, materials, technology, etc. that are needed for teaching a specific skill.


IEP Deconstruction – Activity

For each of the “problematic” objectives on the handout, identify the critical skill (there may be more than one) associated with the objective.

Next, write a measurable and meaningful objective designed to help a child acquire, strengthen, or maintain the critical skills.

Then, identify at least three daily activities in which you and other team members might address the critical skill.

Lastly, brainstorm adaptations that may be necessary for a child with more significant delays/disabilities.


IEP Deconstruction – Examples

Example #1:

The student will answer yes/no questions about what he wants to eat/drink at meal time 80% of the time.

Example #2:

The student will cut out a square and circle by staying on the outline shape independently 2 out of 3 tries.

Example #3:

Given a 5-10 interlocking puzzle of a familiar objects and a teacher model of task completion, the student will complete the puzzle independently within 2 minutes on 9/10 occasions.

Example #4:

Child will be involved in group activities by participating in circle and small group activities.

Example #5:

The student will string 51” beads.

Example #6:

The student will demonstrate progress toward gross motor skills by walking forward, backward, and sideways on a standard balance beam.


The IEP TASK—What Do General Education Teachers Need to Know?

Meet in your small groups Review the IEP’s together Identify information that you:

– Must know– Good to know– Interesting , but not directly

related to your role Share with other groups


IEP—What Do You Need to Know?

IEP Section Need to Know Good to Know Not NeededParent Student Concerns

Strengths & Key Eval Results

Vision

Present Levels of Ed Perform A.

Progress Report: Current IEP

Transition Plan

Eligibility Determination


IEP—What Do You Need to Know?

IEP Section Need to Know Good to Know Not NeededCurrent Perform Meas Ann Goals

Service Delivery

Nonparticipation Justification

Schedule Modification

Transportation Services

Placement Consent

State or District Assessment


Chapter 15

Helping All Students Succeed in

Mathematics


Current Trends

Mathematic literacy.

National Council of Teachers of Mathematics– Curriculum standards (Page 399)


Difficulties in Learning Mathematics

Cognitive Factors

Educational Factors

Personality

Neuropsychological Patterns


Developmental Arithmetic Disorder

Students have difficulties learning arithmetic-difficulties that are unexpected given the students’ overall cognitive functioning and academic performance in other subject areas.


Nonverbal Math Difficulties(Johnson & Mykelebust, 1967)

Social immaturity

Disorientation

Deficits in visual, motor, and self-help skills

Problems estimating distance and time


Guidelines for Adequate Math Instruction

Select appropriate, comprehensive math content

Select goals that establish high expectations Provide systematic and explicit instruction Teach students to understand math concepts


Guidelines for Adequate Math Instruction

Monitor the progress of students Teach to mastery Promote a positive attitude toward math Teach students to generalize the math skills

they learn


Effective Math Instruction for All Learners

Inappropriate or inadequate instruction Evaluate the math curricula

– Students have difficulty reading the information provided– Math concepts are often presented poorly – There are insufficient problems covering any one concept

or operation– Students often do not have the necessary prerequisite skills

assumed by the text– The pages and organizational format of the text vary

considerable and make learning from text difficult– Students have difficulty transferring knowledge to real

problems


Curricular Programs

Project Math

DISTAR Arithmetic Program

Computational Arithmetic Program

Key Math Teach and Practice

Corrective Mathematics Program

NCTM Navigation Series

Touch Math

ETA/Cuisenaire


Establishing Appropriate Goals

Strategies (Leon & Pepe, 1983)

– Teacher models and verbalizes the procedure– Teacher guides student through problem and

solves it– Student verbalizes procedure while teacher

monitors progress– Student whispers procedure to himself/herself


Cooperative Learning

Peer tutoring

Small groups

Team-Assisted Instruction


Providing Appropriate Instruction

Demonstration-prompt-practice routine

Explicit instruction– step-by-step

instructions– Information about why

learning this skills is important

Assurance that students understand directions and task demands– Monitoring

Maintaining positive reinforcement, varied practice, and ensuring motivation


Teaching for Comprehension

“Talk aloud”

Constant time delay

Correction and immediate feedback

Providing Practice


Strategies for Helping All Students Acquire Basic Math Skills

Prenumber– Seriation– Classification

Numeration– Estimating– Regrouping

Place Value– Grouping– Naming Tens

Fractions– Systematic practice– Separation of confusing

terminology– Wide of elements to

illustrate concepts


Working with Numeration

Estimating Understanding Zero


Understanding Place Value

Grouping by Ones and tens Naming Tens Place Value beyond Two Digits


Learning Fractions

Systematic practice in discrimination among different problem types

Separation of confusing elements and terminology

Use of wide range of elements to illustrate each concept


Computation and Calculators

Calculators for instructional purposes do not impede the acquisition of basic skills

The advantages of using calculators are more obvious for problems that include computation than for problem solving

Students who use calculators on criterion tests produce higher achievement scores than those students who do not

Studies indicate that students do not develop a negative attitude toward math because of calculator use

copyright © 2007 by allyn & bacon disability category review and assignments

Documents

iep slide

allyn bacon steps

allyn bacon persons

iep process

th vision impairments

th deafness

th multiple disabilities

th learning disabilities