DEMYSTIFYING HOW TO CHANGE EDUCATIONAL DISABILITIES INTO

FUNCTIONAL LANGUAGE

JACKIE BURROFFICE OF STUDENT LEARNING AND PARTNERSHIPS, ODE

PETER FITZGERALDUNIVERSITY OF OREGON

HOOD RIVER, OREGONFEBRUARY 2011

So…What’s The Big Deal?FACT: Educators understand academics better than

functional skills!FACT: Educators have a hard time explaining how

doing poorly in school translates into doing poorly in work--life!

FACT: Frequently, LIFE demands to know what you can do rather than what you have learned!

Let’s Get Our Terms Straight!Academic

Achievement

Academic achievement generally refers to a child’s performance in academic areas

Examples: reading or language arts, math, science, and history.

Functional Performance

Skills or activities in which the ability to function is significant to successful independence, education and/or employment.

Examples: dressing, eating, going to the bathroom; social skills such as making friends and communicating with others; behavior skills, such as knowing how to behave across a range of settings; and mobility skills, such as walking, getting around, going up and down stairs.

 

Source: NICHY.org

Maybe Two More Terms?

Adaptive BehaviorThe age-appropriate behaviors necessary for people to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility.

Cognitive SkillsThe underlying brain skills that make it possible for us to think, remember and learn. These are the skills that allow us to process the huge influx of information we receive each and every day at work, at school and in life.

Source: About.com Source: LearningRX.com

Differences in What Agencies Need and Want!

Schools want:

1. To know how the disability affects the ABILITY to make progress in the general curriculum?

2. To know whether or not there is an impairment to a MAJOR LIFE FUNCTION that requires reasonable accommodation?

Agencies want:

1. To know how the disability affects the ABILITY to do things like work, live independently, care for oneself, etc.

2. To know whether or not there is an impairment to a MAJOR LIFE FUNCTION that requires reasonable accommodation or a service they can or have to provide?

Why are we doing this?• SOP: A school district must provide the

student with a summary of the student's academic achievement and functional performance.

• PLAAFP: The individualized education program (IEP) must include a statement of the student’s present levels of academic achievement and functional performance.

Transition Smoothly from High School to Work

Functional AreasInterpersonal

Skills Motor Skills Self Care

Self DirectionCommunicati

onWork

Tolerance

Work Skills

See attachment “What is Functional Performance?”

Communication• Is the student able to speak clearly enough to

be understood by peers and staff?• Do you often have to ask the student to

repeat herself?• Can the student clearly tell the teacher/aide

what he needs?

Education

• Is the person’s speech difficult to understand?

• Is repetition often necessary?• Is the person able to communicate

his/her needs effectively?

Vocational Rehabilitation

Interpersonal Skills

• Does student have friends? Does student like to work on teams?

• Does student answer when spoken to?• Does student know when teacher is giving

constructive criticism?

Education

• Does person enjoy being with other people or prefer to be alone?

• Is person able to recognize social cues?• Is person able to handle constructive criticism

Vocational Rehabilitation

Mobility• Can the student get from one classroom to another?• Is student able to participate in physical education?• Do any of the 13 IDEA disability categories impair

mobility?• Does student have accommodations /modifications on

IEP to improve access due to mobility impairments?Education

• Does person have control and coordination of fine/gross motor movements?

• Does the person need assistive devices to mover around?

• Does the person need specialized transportation?

Vocational Rehabilitation

Self Care

Education

• Is student able to get to class on time and organize work for each class?

• Does the student have trouble deciding what he wants to do after he completes high school?

• Is the student impulsive and/or behave without thought toward consequences?

Vocational Rehabilitation

• Does the person require an attendant, monitoring to prevent injury, or to manage money?

• Does the person have difficulty making decisions?• Does the person lack “common sense” ability?• Is the person unaware of the consequences of

behavior?

Self Direction

Education

• Is student able to read/listen to and follow directions?

• Does the student complete homework assignments?

• Does the student learn appropriate behavior in the resource room but

then cannot generalize that appropriate behavior to her general

classes?

Vocational Rehabilitation

• Is the person able to follow directions?• Is the person able to complete tasks?

• Does the person have difficulty generalizing, transferring and/or assimilating information (written, spoken, receptive or expressive)?

Work Skills• Does the student work on an assignment for

a reasonable amount of time?• Is the student often tardy for class or school?• Can the student start an assignment without

being told to start?Education

• Is the person able to maintain attention to a task for a reasonable amount of time?

• Is the person able to tell time and be on time for work?

• Does the person take initiative or does he need cues to perform?

Vocational Rehabilitation

Work Tolerance• Does the student have a shortened school

day?• Can the student sit still for a regular class

period?• Does the student get along with teachers,

aides, and fellow classmates?

Education

• Can the person work for an eight hour day?• Can the person sit or stand for more than two

hours? Lift?• Is the person able to establish adequate

working relationships, especially with co-workers and supervisors?

Vocational Rehabilitation

LET’S SEE HOW IT MIGHT WORK!

• High School Student who reads at 3rd Grade Level.

• Reading comprehension below grade level.

Educational Disability

• Reading Technical Manuals or Instructions will be difficult.

• May need to ask for help with a complex task.

Functional Performanc

e• May avoid cooking

using recipes.• May have trouble

following medication directions that require reading.

Adaptive Behavior

The Process

See Handout “The Process—Angela”

The Process Specific to Jack (See Handout)

• Without calculator scores 16% on Key Math Assessment.

• 50% and 60% Decoding and Comprehension Reading Skill Respectively.

Educational Disability

• Without a calculator, work related math tasks will be subject to error.

• Will need help with scheduling future work events on a calendar.

• Will need help with tasks that require reading.

Functional Performanc

e• Getting places using bus

schedules will be difficult.• Without adaptive

technology, recipes and other daily living tasks will be hard to master.

Adaptive Behavior

See Handout “The Process—Jack”

Jackie Burr

(503) 947-5639

Jackie.burr@state.or.us

http://www.ode.state.or.us/search/results/?id=266

Peter FitzGerald

(503) 522-6973

petefitz@q.com

http://www.ytporegon.org/