Curriculum & Assessment for Students with ASD/DDSPED 510-001, CRN:43483

Sheldon Loman, PhD. Winter 2014Contact: sheldon.loman@pdx.edu

2

“Clearing a path for people with special needs clears the path for

everyone!”

SWIFTswiftschools.org• http://vimeo.com/70794074

This Afternoon’s Agenda• Why are you here? • Student Information Sheet• Course Syllabus & Assignments• Defining Severe Disabilities• Activity: Conceptual Models• COACH: A model for educational

planning for students with disabilities

Why are you here?…specifically, pursuing the career of a special educator?

KWL for instructing students with multiple or developmental disabilitiesWhat do you ….

KNOW

What do you…

WANT to know

What you…

LEARNED

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Course Syllabus & Assignments

http://www.ted.com/talks/roberto_d_angelo_francesca_fedeli_in_our_baby_s_illness_a_life_lesson.html??utm_medium=social&source=email&utm_source=email&utm_campaign=ios-share

Who are students with significant disabilities?• In many respects, they are

just like everyone else---heterogeneous group of people

• From every part of society• Every ethnic and racial

group• All socioeconomic levels• All faiths

When said to have a significant disability it means several things1. Moderate, severe, or profound

intellectual disability-interaction between intelligence

and adaptive behavior (i.e., daily living skills, communication, social skills; Grossman, 1983, Reschly, 1999)

2. Disability is present throughout a person’s life

Not like catching the fluPerson’s needs are lifelong

and do not go away simply because he or she turns a certain age

3. Importance of support from other people

Needed for all students, but amplified for students with significant disabilities.

1990’s American Association on Mental Retardation revised intellectual disability based on level of support needed.

Intermittent, Limited, Extensive, Pervasive

IDEA, 2004…• Does not define severe disabilities• 13 distinct disability categories• Several can reasonably include

students considered to have severe disabilities: e.g., autism, deaf-blindness, intellectual disabilities, multiple disabilities, traumatic brain injury.

• 2007 Change in Terms: intellectual disabilities rather than mental retardation

Less than 40 years ago…

• People with significant disabilities did not have a legal right to attend public schools

• 6th grader, 12 years old• Lives at home with her family:

Mom, Dad & 2 high school brothers • Recently entered neighborhood

school• She has a cognitive impairment• She communicates wants/needs

through gestures, pushing, screaming, & crying.

Meet: Grace

Meet: Jamar • 10th grade, 15 years old• English is his second language• Living in his 6th foster family with 4 other

foster siblings.• Loves sports & music• Has difficulty with memory, writing, &

organization due to a traumatic brain injury

• Tries to get friends by teasing, interrupting, and inappropriate proximity

Meet: Earl • Last year of school, 20 yrs old• Wants to work, get his own apartment, &

manage his own bank account• His mother is the primary advocate for his

needs.• Performs well when provided with choices.• Communicates mostly with gestures• Augmentative communication systems

were unsuccessfully implemented at school• Has difficulty following directions at school

-- if “pushed” to do things, he sometimes hits or pushes others (safety concerns)

Horner (2011)

Think of a student that is diagnosed as having a developmental disability• What supports does/will this

student receive?

• How are these supports determined?

• Who is involved in this determination?

Intensive Needs Usually Evident in All Areas of Life (Life-long)

Supports must: • Address all contexts, people, situations

related to student behavior (Contextual Fit) • Think outside the “box” OR School Walls.• Involve family, professionals, community

agencies outside of the school

Schools continue to struggle to support students with intensive

needs (Lewis & Sugai, 1999; Office of Special Education Programs [OSEP], 2002; Rose & Gallup, 2005; Wagner et al, 2006)• These students’ needs are often complex

& confounded with numerous dynamic variables:– Health condition– Home/family situation– Schooling history (failure/mobility)– Socioeconomic status– Culture– Other variables….

Left unchecked interfering behaviors negatively affect one’s quality of life:

• Unsuccessful social relationships,

• Social isolation, • Restrictive educational

settings,• Limited independent work

opportunities (Dunlap & Carr, 2007)

Need for “One Voice”….

• Fragmented supports that are not linked across systems…

• Not based on function of behaviors…• Lack breadth and depth to effectively change

behavior…• Implemented with low intensity, low fidelity =

poor outcome…• Cynicism by student/family towards

interventions…• Apathy by support providers…

Social/Behavior Support System: School-wide PBS

Academic Support System: Response to Intervention

External Community Supports

Context for: Person Centered Planning, Functional Assessment & Wraparound

I hear “One

Voice”

What is a conceptual model?• A mental model that represents

“concepts” and relationships between them.

• Formulation of a written description and visual representation of predicted relationships.

Dyadic Discussion Practice

• Read the assigned article • (30 minutes) • Break into a group with 4-5 other people

who read the same article and discuss (5 minutes)

• Share out the conceptual model presented in your article

Sailor & Roger, 2005

• In SAM, who guides instruction for students with special needs?

Sailor, 2008

• Contrast the medical model vs “New Service Model” OR RTI as presented by Sailor

Thompson, Wehmeyer, & Hughes, 2010• Explain the person-environment fit

model presented

Loman et al., 2010

• What are the 3 dimensions of self-determination?

• What were the 5 practices that met the conditions of self-determination?

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel Six Guiding Principles to Creating an Inclusive School1. All instruction is guided by General Education

2. All school resources are configured to benefit all

students3. School Proactively addresses social development and

citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families

and its community6. District supports school-centered approach and

extensive systems-change activities required to implement a school-wide model

Sailor & Roger, 2005

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel

Sailor, 2008

Practice Guide for Self Determination

Loman et al., 2010

Causal Agency/ Independence Proxy Agency

Opportunities

PracticesGoal Setting

Set

Self-Monitoring

Self –instruction

Self-evaluation

Self-reinforcement

Self-feedback

Choice/Dec. Making

Prob. Solving

Self-Adv

Social Capital

Soc Inclusion

Enriched Environment

Dignity of Risk

Person-Centered Planning

Teacher-Directed Strategies

Self-Directed Strategies

Family Supports

Organize Env. Systems

Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)

Change

Ability Awareness• Alternatively called “disability

awareness”• Lessons, activities, discussions that

teach students & staff about individual abilities

• Facilitates a dialogue about overall respect & dignity

• http://www.youtube.com/watch?v=akbHef74zMM&feature=related

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Person-Centered PlanningStrength-based shared understanding of : • Values, • Long-term goals, • Current programs, • Barriers to participation & success , • Possible variables influencing barriers

• Video: http://www.youtube.com/watch?v=PKYDSncagKQ&feature=youtu.be

Planning Alternative Tomorrows with Hope (PATH)

http://www.inclusive-solutions.com/pcplanning.asp

What planning looks like?

http://www.inclusive solutions.com/pcplanning.asp

Types of PlanningTraditional• Experts made

decisions about life• Placed in programs

to overcome areas of weakness

• Person expected to conform to program

Person-Centered• Focus person and

those who know him/her make decisions

• Programs individualized and focuses on strengths

• Program adapted as need arises

Features of Person-Centered Planning

• Intentional planning for success (pre-planning) – range of purpose for planning - stage

• Focus on and driven by the student’s strengths, interests and preferences

• Focus on capacities and opportunities - establishes a vision

• The process is flexible, dynamic and informal• Requires collaborative teamwork with commitment to

action• Requires an effective facilitatorExcerpt from Flannery, B., Slovic, R. & McLean Person-Centered Planning: How do we know we are

doing it?

Putting it all together

Home Community

School Work

QuickTime™ and aGIF decompressor

are needed to see this picture.

Person-centered Planning: Basic Beliefs

Every person has:• The right to plan a life for his or herself

which is personally meaningful and satisfying.

• Talents and strengths that can be developed

How would you set up a person-centered planning session for one of your students?

• Who would be invited? • How would people be invited? • Schedule?• When/Where?

Remember: Person-centered…..think about the student

Team Members and Roles• Adapted Physical Education (APE) Teacher

• Provides adaptations to regular PE program to promote student participation

• Audiologist: Identifies types and degrees of hearing loss and provides equipment guidelines

• Family Members & Student: Experts in student and stakeholders in their future

• General Education Teacher: GE content expert, collaborates to instruct student

Team Members and Roles• Nurse: information source for the team on student’s medical

conditions, performs & trains staff to do specialized medical procedures (e.g., tube feeding, catheterization)

• Occupational Therapist: Promotes optimal physical functioning (fine motor, sensory motor), suggests modifications/supports

• Physical Therapist: Same, but gross motor, positioning

Team Members and Roles• Orientation & Mobility (O&M): specialized training in visual

functioning in mobility• Psychologist: evaluator of student’s intellectual and adaptive abilities

and interpreter of evaluation results, may provide suggestions for reducing student behaviors

• Social Worker: facilitates access to services and establishing linkages between school and community programs

Team Members and Roles• Speech-Language Pathologist:

• Provides instruction in the area of communication, language, speech. • Provides suggestions and instruction with AAC devices. • Expertise in oral motor and feeding skills

• Special Education Teacher: • Provides specialized teaching strategies, provides and implements

adaptations

Connection to IEP• Education/School a part of person’s life• Consistency across

• Behavior support• Skills training (generalization/adaptation of skills)• Communication systems• Planning team members

PC-Planning Role in Support Planning

• Personally valued outcomes that address contextual issues• Broader view of the student that takes into account larger

issues that affect student (student/family/agency views, funding, disability, community supports)

• Ensures interventions match students needs/values• Provide perspective on historical and present setting events• Increase buy-in on the plan from all stakeholders• Identify culturally relevant methods of support• Increases likelihood of the plan being effective

COACH

Choosing Outcomes & Accommodations for Children (3rd Edition): A Guide to Educational Planning for Students

with DisabilitiesGiangreco, Cloninger, Iverson (2011)

Brookes Publishing

What is COACH?

• Planning tool designed to help teams determine the components of individually appropriate educational programs for students with intensive special educational needs.

• Offers initial suggestions for implementing & evaluating students’ educational programs in typical classroom settings & activities

2 Parts of COACH (pg. 4)

• Part A: Determining a Student’s Educational Program1. Family Interview2. Additional Learning Outcomes3. General Supports

• Part B: Translating the Family-Identified Priorities into Goals & Objectives4. Writing Annual Goals5. Writing Short-term Objectives6. Program-at-a-Glance

Principles Forming the Basis of COACH

1. All students are capable of learning & deserve a meaningful curriculum.

2. Quality instruction requires ongoing access to inclusive environments.

3. Pursuing valued life outcomes informs the selection of curricular content.

4. Family involvement is a cornerstone of educational planning.

5. Collaborative teamwork is essential to quality education.6. Coordination of services ensures that necessary supports

are appropriately provided.

Step 1- The Family Interview

• Face to face with the family – 1-2 parents & the student (when appropriate)– Purposely selected school personnel

• Facilitator guides family through a process in selecting a small set of the most important learning outcomes from the family’s perspective

Introducing the Family Interview

• Reminder of orientation to COACH (should have been occurred before Family Interview)

• 6 categories of information to share with the family prior to asking them questions (page 3)

Step 1.1: Valued Life Outcomes (pg. 6)

• These set a context for the rest of COACH• Present/read to family before interview

Step 1.2: Selecting Curriculum Areas to be Explored During the Family Interview (pp. 7-13)

• Family considers all 9 curriculum areas included in COACH and then make a decision about which subset of areas (up to 4) should be explored in greater depth during the Family Interview.

• Helps parents become familiar with the curriculum areas and corresponding lists of learning outcomes included in COACH, given the understanding they are designed to extend learning outcomes included in the general education curriculum, not replace them.

Step 1.3: Rating Learning Outcomes in Selected Curriculum Areas (pp. 14-23)

• Provides lists for each of the 9 curriculum areas and corresponding learning outcomes considered in the Family Interview.

Step 1.4: Prioritizing Learning Outcomes in Selected Curriculum Areas

• Prioritizing allows the family to consider which of the learning outcomes are their top priorities within each curriculum area reviewed.

• Maximum of top 4 priorities• Consider strengths & interests of child, immediacy

of the need, frequency of use, practicality, future use, and its potential affect on valued life outcomes.

• Ranked priorities transferred to next step (pp. 24-25)

Step 1.5: Cross-Prioritization (pp. 24-25)

• Provides an opportunity for the family to select and rank overall priority learning outcomes for their child.

• Using the same criteria in step 1.4, the family ranks a maximum of their top 6 overall priorities.

Step 2: Additional Learning Outcomes

• Team members complete the Additional Learning Outcomes

• This step recognizes that selecting priorities from the Family Interview are insufficient to comprise a complete educational program.

• Subset of team members who know the student and who has knowledge of the general education curriculum.

Step 2.1: Additional Learning Outcomes from COACH (pp. 26-27)

• Ensures that important selections made during the Family Interview, but not slated for inclusion as IEP goals, s well as learning outcome areas tabled in step 1.2 (Selecting Curriculum Areas to Explore during the Family Interview)

Step 2.2: Additional Learning Outcomes from General Education (pp. 30-33)

• Ensures that students with disabilities are provided with the same opportunities as their classmates to pursue a broad-based educational program and to be exposed to a variety of educational content.

Step 3: General Supports (pp. 34-35)

• Simple method for documenting general supports that need to be provided to or for a student.

• General Supports serve to allow access to, or participation in, the education program.

• What other people need to do to assist the student.

• Personal needs, physical needs, teaching others about the student, sensory needs, access & opportunities.