special education resource manual latoya k. west sped 6130, summer 2007

Special Education Resource Manual

LaToya K. West

SPED 6130, Summer 2007

Manual RubricCharacteristics Unacceptable

2.7 ptsBasic

2.8 – 3.1ptsProficient

3.2 - 3.5 ptsOutstanding3.6 – 4.0 pts

Points

Fact sheets Selection of fact sheets and/or develop of such sheets was either incomplete, inaccurate, or missing

Selection of fact sheets and/or develop of such sheets were present but not user friendly for colleagues and peers

Adequate selection of fact sheets and/or develop of such sheets was included

Outstanding selection of fact sheets and/or develop of such sheets was included

_______

Resources - organizations

Did not contain at least one or more local, state, national organization for the specific disability and a listing of resources that a parent of colleague could access was either minimal or missing

Basic listing of at least one or more local, state, national organization for the specific disability but inadequate listing of resources that a parent of colleague could access

At least one or more local, state, national organization for the specific disability and a listing of resources that a parent of colleague could access

Thorough listing of at least one or more local, state, national organization for the specific disability and a listing of resources that a parent of colleague could access

_______

Journal article: locate a journal article for each disability you choose to address and how you plan to use that information in your career.

The articles lacked focus on the specified disabilities and did not evidence reflection about how it would be used or articles not included

Selection of articles were related but did not evidence reflection about the disabilities and how that information would be used

Selection of articles were related and evidenced a basic level of reflection about the disabilities and how that information wouldbe used

Selection of articles were very related and evidenced a high level of reflection about the disabilities and how that information would be used

_______

Overall development – Rubric included,written language, user-friendly, etc

The written product did not reflect adequate grammar, spelling, etc. and contained 7 or more errors – tabs missing, rubric, difficult to locate materials

The written product did not reflect adequate grammar, spelling, etc. and contained 5-6 or more errors. Rubric was not included and/or presentation of a basic level

The written product was adequate with regard to inclusion of needed materials, presentation, grammar, spelling, etc. and contained 3-4 errors

The written pro-duct was highly developed with regard to inclusion of needed materials, presentation, grammar spelling, etc. and contained no more than 2 errors

_______

Attention-Deficit/Hyperactivity DisorderTable of Contents:

Click on icons to find out more about each

disability

Attention-Deficit/

Hyperactivity Disorder

Autism

Mental Retardation

Gifted and Talented

Resource Page

Definition

•A disorder characterized by inappropriate degrees of attention, impulsiveness, and/or hyperactivity.

•No IDEA category for AD/HD but services usually are received under “other health impairments.”

Three Subtypes

•Predominately inattentive type

•Predominantly hyperactive-impulsive type

•Combined type

Speech or Language Impairments

http://www.asdk12.org/depts/APE/factsheet/ADD_ADHD.pdf

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Attention-Deficit/


Autism

Mental Retardation

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Resource Page

Attention-Deficit/Hyperactivity Disorder

Characteristics

• Hyperactivity, fidgetiness and/or squirming.

• Impulsivity (difficulty staying focused on an immediate task) often described bythose with ADD/ADHD behavior driven by thoughts, ideas, or suggestions thatrace through the mind.

• Inattention for "tedious" or "unexciting" mental activity, very obvious withrespect to school work but not limited to formal learning experiences. Note bodyposture and lack of attending visually to the task.

• Falling asleep slowly and with great difficulty at night.

• Waking slowly or, especially in young children, being disorganized and/orgrumpy in the morning unless anticipating high excitement activity.

• Spatial dyslexia (for example, writing mirror-image reversals of letters, difficultywith left-right discrimination, and difficulty properly sequencing letters, words ornumbers).

• Episodic explosiveness (also referred to as emotional outbursts or tempertantrums in the very young) manifest as verbal violence and/or hitting, biting,kicking etc.

• Frequent bedwetting due to primary nocturnal enuresis.

• Unexplained and unreasonable emotional negativity.

• Unexplained irritability or easy frustration over minor issues or matters, oftendescribed as "things bug me."



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Suggested Accommodations/Modificatio

ns

1. Posting daily schedules and assignments2. Calling attention to schedule changes3. Setting specific times for specific tasks4. Designing a quiet workspace for use upon request5. Providing regularly scheduled and frequent breaks6. Using computerized learning activities7. Teaching organization and study skills8. Supplementing verbal instructions with visual instructions9. Modifying test delivery



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Suggested Teaching Strategies

• Pause and create suspense by looking around before asking questions.• Signal that someone is going to have to answer a question about what is beingsaid.• Use the child’s name in a question or in the material being covered.• Ask a simple question (not even related to the topic at hand) to a child whoseattention is beginning to wander.• Develop a private running joke between you and the child that can be invoked tore-involve you with the child.• Stand close to an inattentive child and touch him or her on the shoulder as you areteaching.• Walk around the classroom as the lesson is progressing and tap the place in thechild’s book that is currently being read or discussed.• Decrease the length of assignments or lessons.• Alternate physical and mental activities.• Increase the novelty of lessons by using films, tapes, flash cards, or small groupwork or by having a child call on others.• Incorporate the children’s interests into a lesson plan.• Structure in some guided daydreaming time.• Give simple, concrete instructions, once.• Investigate the use of simple mechanical devices that indicate attention versusinattention.• Teach children self monitoring strategies.• Use a soft voice to give direction.



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Autism

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References


Journal Article

http://www.breggin.com/methylphen.html

Teachers: Click on journal article above to find more precise characteristics of AD/HD and more specific activities that can be used within the classroom setting.

Note: As a teacher, I have made a list of characteristics to look for within my students and have made a note of the facts listed in the article to help me better understand the disorder and better develop teaching methods that ensure successful learning for students with AD/HD.

Counselors: Click on journal article above to find facts about AD/HD, common misconceptions, and resources to assist parents with children with AD/HD

Parents: Click on journal article to learn more about AD/HD, causes, and helpful ways to work with the disorder.


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Autism

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References


Resources


National Attention Deficit Disorder AssociationP.O. Box 972 Mentor, OH 44061.Office Line: 216-350-9595Toll-free Voice Mail:1-800-487-2282To Fax to ADDA: 216-350-0223Faxback number: 313-769-6729

CHADD. Children & Adults with Attention Deficit DisorderNational Office499 N.W. 70th Ave.Suite 308Plantation, Florida 33317Phone 305-587-3700Fax 305-587-4599


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disability

Attention-Deficit/


Autism

Mental Retardation

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Resource Page

AutismDefinition

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance.

http://www.asgc.org/ed-definition_of_disabilities.htm


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Autism

Mental Retardation

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Resource Page

AutismCharacteristics

•Difficulties with social interaction

•Unresponsive to people

•Focus intently on one item to the exclusion of others for long periods of time

•Appear normal and then withdraw and become indifferent to social engagement

•Refer to themselves in third person

•Problems with verbal and nonverbal communication

•Fail to respond to name

•Often avoid eye contact with other people

•Difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior

•Lack empathy.

•Repetitive behaviors or narrow, obsessive interests

•Repetitive movement such as rocking or twirling

•Narrow range of favorite topics

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm


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AutismSuggested

Accommodations/Modifications

•Provide frequent positive reinforcement during assessments

•Make sure assessments are given by a familiar person

•Be consistent with schedules and explicitly note when and what schedule changes have been made


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Autism

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Resource Page

AutismSuggested Teaching

Strategies

Social Education•Promote friendships (include peers in the process by helping peers understand behaviors, supporting communication with peers, and pairing students with peers for tutoring and group work)

•Use social stories in lessons written by teachers, students, parents, etc.

•Positive behavior support (have students replace behaviors with positive behaviors)

•Use a variety of teaching strategies •Visual support strategies

• Picture Exchange Communication System (PECS)

•Sensory integration strategies

•Discrete trial

•Music/rhythm intervention strategies


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Resource Page

AutismJournal Article

http://www.specialed.us/autism/structure/str10.htm

Teachers: This report gives a detailed explanation of Structured Teaching, a strategy used to help children with autism function better within a classroom setting. The article details three aspects of Structured Teaching: physical structure, visual schedules, and teaching method. The report is especially helpful because it gives explicit examples of activities to include in lessons.

Note: As a teacher, I plan to use this site as a resource if I ever have to tailor a lesson to include students with autism. The site’s examples can be used as a guide for me to create activities within my own classroom.

Counselors: Click on the report above to find out more information to assist and train teachers on working with students with autism.

Parents: Click on the above report to find out ways to help a child with autism at home. The strategies can be used at home to create activities that help the child socially and academically.


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Resource Page

AutismResources

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

Association for Science in Autism TreatmentP.O. Box 188Crosswicks, NJ [email protected]://www.asatonline.org

Autism Network International (ANI)P.O. Box 35448Syracuse, NY [email protected]://ani.autistics.org

Autism Society of America7910 Woodmont Ave.Suite 300Bethesda, MD 20814-3067http://www.autism-society.orgTel: 301-657-0881 800-3AUTISM (328-8476)

Fax: 301-657-0869


mailto:[email protected]

http://www.asatonline.org/

http://www.asatonline.org/


http://ani.autistics.org/

http://ani.autistics.org/

http://www.autism-society.org/

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Autism

Mental Retardation

Gifted and Talented

Resource Page

Mental Retardation

Definition

Significantly sub-average general intellectual functioning existing

concurrently with deficits in adaptive behavior. And manifested during the developmental period that adversely

affects a child's educational performance.



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Mental Retardation

Characteristicshttp://www.nichcy.org/pubs/factshe/fs8txt.htm

•Sit up, crawl, or walk later than other children

•Learn to talk later, or have trouble speaking

•Find it hard to remember things

•Not understand how to pay for things

•Have trouble understanding social rules

•Have trouble seeing the consequences of their actions

•Have trouble solving problems

•Have trouble thinking logically

•87% only a little slwer than average in learning new information and skills

•13% score below 50 on IQ tests


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Mental Retardation


nshttp://www.nichcy.org/pubs/factshe/fs8txt.htm

•Services provided through early intervention program

•Child provided with IEP

•Have students dictate assessment responses to a scribe

•Give extended time to complete assignments

•Have test items read to students

•Secure clarification of test items


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Mental Retardation


•Read, understand, and keep a copy of students’ IEPs•Provide immediate feedback•Work collaboratively with parents•Be concrete – demonstrate rather than just say•Focus on adaptive skills whenever possible:

•Communicating with others; •Taking care of personal needs (dressing, bathing, going to the bathroom); •Health and safety; •Home living (helping to set the table, cleaning the house, or cooking dinner); •Social skills (manners, knowing the rules of conversation, getting along in a group, playing a game); •Reading, writing, and basic math; and •As they get older, skills that will help them in the workplace

http://www.nichcy.org/pubs/factshe/fs8txt.htm


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Resource Page

Mental Retardation

Journalhttp://www.aboutourkids.org/aboutour/articles/about_mr.html

Teachers: This article tells about different people that have are mentally retarded and gives ways to identify mild, moderate, severe, and profound retardation. The article is helpful if you are trying to gain a better understanding of the disability. It also has a list of questions asked by readers that may be similar to questions you may have.

Note: As a teacher, this article is very informative. It aided me in learning about the differences between the types of mental retardation. In addition, the symptoms listed are very specific. The article will help if I have any children that are mentally retarded in my classroom because it gives me a better understanding of how, why, and what they are thinking and how I can better accommodate them to ensure success.

Counselors: This informational article will be beneficial to provide to any teacher with students that are mentally retarded.

Parents: Click on the article to find out more information about mental retardation and to find answers to many questions that you may have. In particular, the question and answer section at the bottom of the page may be beneficial to you.


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Mental Retardation

Resources

The Arc of the United States1010 Wayne Avenue, Suite 650Silver Spring, MD [email protected] E-mailwww.thearc.org Webwww.TheArcPub.com Web (Publications)

American Association on Intellectual and Developmental Disabilities(formerly the American Association on Mental Retardation, AAMR)444 North Capitol Street NW, Suite 846Washington, DC 20001-1512202.387.1968; 800.424.3688 (outside DC)www.aaidd.org/ Web

Division on Developmental DisabilitiesThe Council for Exceptional Children1110 North Glebe Road, Suite 300Arlington, VA 22201-5704888.232.7733; 703.620.3660866.915.5000 [email protected] E-mailwww.dddcec.org Web




http://www.thearc.org/

http://www.thearcpub.com/

http://www.aaidd.org/


http://www.dddcec.org/

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Gifted and Talented


Resource Page


Definition

A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance.


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Characteristics




•Speech disorders refer to difficulties producing speech sounds or problems with voice quality and the symptoms include:

•Articulation disorder – child cannot correctly produce the various sounds and sound combinations of speech (child substitutes sounds, omits sounds, or distorts sounds)

•Apraxia of speech – student has trouble producing speech

•Voice disorders - difficulties with the pitch, volume or quality of the voice

•Fluency disorders - interruption in the flow or rhythm of speech

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Characteristics




•A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally and symptoms include:

•Improper use of words and their meanings

•Phonology difficulties – inability to discriminate differences in speech ounds or sound segments that signify differences in words

•Inability to express ideas

•Morphology difficulties - inappropriate grammatical patterns

•Pragmatic difficulties - reduced vocabulary and inability to follow directions

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ns



•Provide child with individual therapy from a speech/language pathologist

•Use technology as an alternative method of communicating

•Provide multiple choice options during assessments

•Focused contrast – explicitly state differences between child’s speech and adult’s speech


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•Repeat child’s utterance and fill in blanks

•Give ongoing descriptions of activities

•Keep the child’s basic meaning but change structure

•Allow for small group discussion

•Provide a model to help child learn to interact with other students

•Provide visual and verbal models of complete sentences

•Teach all students ways to interact and solve problems

•Provide multiple opportunities for writing

•Use graphic organizers and teach how to use to organize thoughts

•Provide positive feedback


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Resource Page

Website



http://www.angelfire.com/nj/speechlanguage/

Teachers: This site gives many resources that can be used in the classroom.

Note: I particularly like the online speech and language activities provide. The site will be especially helpful when I am planning differentiated lessons. In addition, I like the idea exchange because,

although I am not a speech and language pathologist, I can still incorporate some of their ideas within my own classroom.

Counselors: This site is an excellent reference for you and teachers to use. It provides links to companies that create materials that help in educating students with speech and language impairments.

Parents: The link above is a site that gives an extensive amount of resources for speech and language impairments. Also helpful is a link in which ideas are shared about what is being taught to students with speech and language impairments.

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Resource Page

Article



http://www.angelfire.com/nj/speechlanguage/Articles.howtohelp.html

Teachers: This article gives great examples from a speech pathologist that can be used in the classroom. The article is aimed for parents but the activities are simple and can easily be incorporated in the classroom.

Note: I particularly like the online speech and language activities provide. The site will be especially helpful when I am planning differentiated lessons. In addition, I like the idea exchange because,

although I am not a speech and language pathologist, I can still incorporate some of their ideas within my own classroom.

Counselors: This is another great resource that should be provided to teachers who have children in their classrooms that have speech or language impairments.

Parents: This article provides answers for the question as to how to help a child with speech or language impairments. The activities can be done at home and used to help improve the child’s speech and langauge.

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Resources



Alliance for Technology Access2175 E. Francisco Boulevard, Suite LSan Rafael, CA 94901800.455.7970; 415.455.4575Email: [email protected]: www.ataccess.org

American Speech-Language-Hearing Association (ASHA)10801 Rockville PikeRockville, MD 20852301.897.5700 (V/TTY); 800.638.8255Email: [email protected]: www.asha.org

Childhood Apraxia of Speech Association of North America (CASANA)123 Eisele RoadCheswick, PA 15024412.767.6589Email: [email protected]: www.apraxia-kids.org

Cleft Palate Foundation104 South Estes Drive, Suite 204Chapel Hill, NC 27514800.242.5338; 919.933.9044Email: [email protected]: www.cleftline.org

Easter Seals--National Office230 West Monroe Street, Suite 1800Chicago, IL 60606312.726.6200312.726.4258 (TTY)800.221.6827 Email: [email protected]: www.easter-seals.org

Learning Disabilities Association of America (LDA)4156 Library RoadPittsburgh, PA 15234-1349412.341.1515Email: [email protected]: www.ldaamerica.org

Scottish Rite FoundationSouthern Jurisdiction, U.S.A., Inc.1733 Sixteenth Street, N.W.Washington, DC 20009-3199202.232.3579Web: www.srmason-sj.org/web/index.htm

Trace Research and Development CenterUniversity of Wisconsin-Madison1550 Engineering Dr.2107 Engineering HallMadison, WI 53706608.262-6966; 608.263.5408 (TTY)Email: [email protected]: www.trace.wisc.edu



http://www.ataccess.org/


http://www.asha.org/


http://www.apraxia-kids.org/


http://www.cleftline.org/


http://www.easter-seals.org/


http://www.ldaamerica.org/

http://www.srmason-sj.org/web/index.htm


http://www.trace.wisc.edu/

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Gifted and Talented

Resource Page

Gifted and Talented

Definition


Children and, whenever applicable, youth, who are identified at the preschool, elementary, or secondary level as possessing demonstrated or potential abilities that give evidence of high performance capability in areas such as intellectual, creative, specific academic or leadership ability or in the performing and visual arts and who by reason thereof require services or activities not ordinarily provided by the school.

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Resource Page

Gifted and Talented

Characteristics


•High general intellect

•125 – 130 IQ – gifted

•130 – 144 IQ – moderately gifted

•145 – 159 IQ – highly gifted

•159 and up – measured by other methods than IQ

•Creative productive thinking

•Little tolerance for boredom

•High in divergent thinking ability

•More sensitive

•Richer fantasy life

•Able to integrate

•Capacity to be puzzled

•Openness to experience and new ideas

•Leadership ability

•Can keep a group focused

•Offers compromises that are acceptable to group

•Takes actions with values, ethics, and/or justice

•Listened to and respected by group members

•Visual and performing arts

•Highly developed non-verbal communication skills

•Highly developed physical coordination

•Exceptional awareness of where they are in relation to others

•Visual and performing arts

•Highly developed non-verbal communication skills

•Highly developed physical coordination

•Exceptional awareness of where they are in relation to others

•Skills in music, dance, acting, storytelling, drawing, or painting

•Behavioral Characteristics

•Strong sense of humor

•Perfectionist

•Easily distracted by external stimuli

•Social and emotional characteristics

•Impulse control

•Self-awareness

•Persistence

•Hope and optimism

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Gifted and Talented


ns


•Do not need many testing accommodations other than extension activities for early finishing

•Modify scope and sequence of the student’s curriculum through acceleration to create more challenge

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Gifted and Talented



•Acceleration – move students more rapidly through standard sequence

•Compact the curriculum – test on curriculum mastered and teach only on what has not been mastered

•Curriculum extension – expand content (less repetition, more higher order thinking)

•Provide school citizenship activities that promote leadership

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Gifted and Talented

Resource Page

Gifted and Talented

Journal


http://www.kidsource.com/kidsource/content/nuturing_giftedness.html

Teachers: This article tells ways to identify gifted students. At times, giftedness can be mistaken for behavior problems or social problems. This article details some of the characteristics to look for in gifted children.

Note: I feel like I often overlook my gifted students. This article helps me to understand how to identify and nurture gifted students. This can be helpful when planning differentiated instruction for gifted students.

Parents: This article is helpful in that it states what to look for in a school or program to help nurture a gifted child. Use this article as a resource when trying to find ways to cultivate your child’s gifted abilities.

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Gifted and Talented

Resource Page

Gifted and Talented

Resources


National Association for Gifted Children1707 L Street, N.W. - Suite 550Washington, DC 20036Telephone: (202) 785-4268Fax: (202) 785-4248Email: [email protected]


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Resource Page

Resource Page


ADHD Fact Sheet. Retrieved July 6, 2007 from http://www.asdk12.org/depts/APE/factsheet/ADD_ADHD.pdf

Breggin, Ginger R. and Peter R. Breggin. The Hazards of Treating "Attention-Deficit/Hyperactivity Disorder" with Methylphenidate (Ritalin). The Journal of College Student Psychotherapy, Vol. 10(2) 1995, pp. Retrieved July 7, 2007 from http://www.breggin.com/methylphen.html

Casserly, Carol. How to Help your Child get the Most out of Speech Therapy (1998). Retrieved June 8, 2007 from http://www.angelfire.com/nj/speechlanguage/Articles.howtohelp.html

Gurian, Anita Dr. About Mental Retardation. Retrieved June 6, 2007 from http://www.aboutourkids.org/aboutour/articles/about_mr.html

IDEA's Definition of Disabilities - The Autism Society of Greater Cleveland. Retrieved June 5, 2007 from http://www.asgc.org/ed-definition_of_disabilities.htm

National Dissemination Center for Children with Disabilities (2004). Mental Retardation. Retrieved July 6, 2007 from http://www.nichcy.org/pubs/factshe/fs8txt.htm

National Dissemination Center for Children with Disabilities (2004). Speech and Language Impairments. Retrieved July 6, 2007 from http://www.nichcy.org/pubs/factshe/fs11txt.htm

Roedell, Wendy C. Nurturing Giftedness In Young Children. (1990) ERIC EC Digest #E487. Retrieved June 6, 2007 from http://www.kidsource.com/kidsource/content/nuturing_giftedness.html

Stokes, Susan. Structured Teaching: Strategies for Supporting Students with Autism. Retrieved July 5, 2007 from http://www.specialed.us/autism/structure/str10.htm

Turnbull, A., Turnbull, R. & Wehmeyer. M. (2007). Exceptional Lives: Special Education in Today's Schools. (5th ed.). New Jersey: Merrill Prentice Hall.

special education resource manual latoya k. west sped 6130, summer 2007

Documents

andor presentation

specific disability

national organization

parent of colleague

grammar spelling

andor hyperactivity

adequate grammar

missingbasic listing