Quincy Public Schoolsquincypublicschools.com/qpsinfo/download/district/SPED/PIP Special... · Erin Perkins and Donna Cunningham are assigned to most of the schools while Richard Kelly

Quincy Public Schools

Program Improvement Plan

Special Education

Judith Todd Director of Special Education

2011-2012

Quincy Public Schools Program

Improvement Plan 2

TABLE OF CONTENTS

I. Mission Statements a. Quincy Public Schools pg. 3 b. Academic Program Name pg. 4

II. Program Leader’s Message pg. 5

III. Program Description a. Program Design pg. 6 b. Measures of Student Achievement pg.7 c. Curriculum and Instruction pg.8

IV. Program Assessment

a. Reflection of goals (previous year) pg. 9 b. Analysis of MCAS (Spring results)

and other Assessments pg.11

V. District Improvement Plan Alignment a. System Organizational Chart pg.13 b. System Team Alignment Chart pg.14 c. Program Name Organizational Chart and Staffing pg. 15 d. DIP Standard/Team Alignment

Chart pg. 16 e. Team Information pg. 20

Team Name(s)

Chairperson

Purpose, Standard, Key Question, Indicators, and Benchmarks

Goals, Action Steps, Source of Evidence and Team/Person Responsible

Related Professional Development

Membership and Meeting Dates VI. Appendix pg.39

a. Additional Program Information


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Quincy Public Schools

Mission Statement

Our mission is to provide a safe and nurturing learning environment for children to achieve their individual maximum potential. Our desire is to develop students who persevere in their studies, take responsibility for their choices, and are honest in their character. We seek to equip the students with the necessary skills to thrive as productive workers and committed citizens, and to meet the challenge of change in a global community. We strive to help children discover and explore their gifts and talents, and to value and respect each other’s uniqueness. In order to accomplish our mission, staff, parents and students must work in a collaboration of effort and trust with open communication. Our success will be measured by our students who exemplify a lifelong love of learning.


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Special Education Mission Statement

The Special Education Department is committed to providing all students with a free and appropriate public education designed to meet their unique needs and to successfully maximize their individual educational potential in the least restrictive environment.


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A Message from the Director of Special Education The Quincy Public Schools Special Education Department recognizes that many students have

learning challenges. To meet these needs, we offer an array of programs that address disabilities

in Autism, Developmental Delay, Intellectual Impairment, Sensory (Vision and Hearing)

Impairment, Emotional Impairment, Communication Impairment, Specific Learning Disabilities

as well as providing accommodations for Physical and Health Impairments.

We currently service over 1500 students within our Integrated Pre-Kindergarten classes,

Resource Rooms, Substantially Separate classrooms, Inclusion settings, Alternative Programs

and in out of district placements. Our teachers have extensive training in specially designed

instruction to remediate academic delays. Specialists for Speech and Language, Occupational

and Physical Therapy, Adaptive Physical Education, Orientation and Mobility, Music Therapy

and counseling support our special education programming.

The Special Education office is supported by two team administrators, a liaison of out of district

placements and an out of district team administrator. Erin Perkins and Donna Cunningham are

assigned to most of the schools while Richard Kelly and Sylvia Pattavina chair the out of district

meetings and manage all aspects of their cases. The role of the Team Administrators is to support

the teachers, principals and parents. We are fortunate to have administrators who bring an array

of expertise to all of our students with disabilities.

The results of our Inspire Project were outstanding. Students participating in the program for two

full years demonstrated significant progress. We are eternally grateful that the Quincy School

Committee has funded our Orton Gillingham specialists for an additional year. Our goals this

year will continue to focus on the success of our Language classes as we analyze pre and post

test data for our elementary and middle school programs. Our middle school program has

utilized Read 180 and we will focus on fall and spring data to determine progress. As a second

goal, we will provide professional development for our teachers in the use of Lexia, a software

program that supports Orton Gillingham, in all of our elementary resource rooms. Goal 3 will

center on changes in special education regulations and mandated paperwork. This is also a result

of our mid-cycle review which dictated one area of clarification.

Quincy Public Schools has an active Parent Advisory Council whose members meet quarterly

with the Special Education Subcommittee of the Quincy School Committee as well as monthly

for support and informational workshops. They maintain a Resource Center which is located in

Quincy High School. They have an outstanding website which can be accessed through a link on

the Quincy Public Schools Special Education website. This past year, the QPAC and the special

education department collaborated on a disability booklet which will be shared with the school

system via the QPS website. Copies will be provided to all Principals. It’s an outstanding

document that I believe will be of great service to all professional and support staff in the school

system.


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a. Program Design Programs are offered in the areas of:

Language Development- Language Development Class is for language impaired students in grades 1-12. Students in elementary and middle school are self -contained with inclusive opportunities as deemed appropriate. Students receive intensive interventions to develop the skills and strategies needed to participate in accessing the grade level curriculum frameworks. The high school level previously was called the Extended Vocational Alternative program because students participated in afterschool activities. It functions as a substantially separate class but students move to different teachers each period. The vocational areas for grade 9 were an extended day that explored multiple technical areas. Students in grades 10-12 participated in the typical technical areas offered to all students at Quincy High School. The current proposal is for all students to attend school during the regular school hours and offer ADL courses to the ninth and tenth grade students. This program change was in response to student’s desires to attend the regular school day as well as the team’s need to address student transition plans.

STARS- STARS is an acronym for “Students Together Achieve Real Success” It is for students in K through grade 7 with serious emotional disorders. SED is defined by the Federal Regulations as ‘exhibiting an emotional impairment over a long period of time and to a marked degree that adversely affects educational performance’. This is a highly structured, therapeutic program for students with disabilities ranging from bi-polar to anxiety to depression, etc... Students use a level system which focuses on positive behavioral outcomes.

GOALS-GOALS is an acronym for “Gain Opportunities Acquire Learning Skills.” It is for students in grades 8-12 who also meet eligibility for a serious emotional disorder. The GOALS program incorporates the grade 8 STARS program and the 9-12 high school transitional program under one umbrella, however the grade 8 students are substantially separate with one teacher and do not interact with the transitional students. This is a highly structured, therapeutic program whose goal is to mainstream students back to their home high school. Inclusive opportunities are available for students at North Quincy High School as determined by the IEP Team.

Special Needs Learning Center- The Special Needs Learning Center is a grade 1-12+ (up to age 22) program for students with intellectual disabilities. Students participate in MCAS portfolio assessments. Functional academics develop through multi-sensory, practical community experiences. The high school learning center continues to evolve vocationally incorporating many community- based vocational experiences.

CARES- The C.A.R.E.S. (Children Achieve Real Educational Success) program is a PK-12 program for students who fall within the autism spectrum. This is a highly structured


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program that is based on ABA (Applied Behavioral Analysis) principals. Students in the CARES program typically have a wide range of learning potential so most instruction is individualized. The concentration for most students is around communication and social pragmatics. Many students are integrated into the general education setting for both academic and social modeling. At the middle and high school level, students may attend all general academics with support from the CARES staff.

Transitional Kindergarten- Transitional Kindergarten is a substantially separate kindergarten program for students who developmentally need a transitional year to determine future placement. Many students typically move on to substantially separate settings such as CARES, Learning Center or Language Development.

PASS- P.A.S.S. is an acronym for Positive Academic and Social Success. The PASS program was implemented two years ago at North Quincy High. The target population is for students who demonstrated high levels of anxiety and/or depression. Students may have previously been in out of district placements or heading in that direction. Students typically have average to high average cognition and because of the many levels of courses required for high school students in multiple grades with diverse learning abilities, we use the PLATO program, an online replacement curriculum which is a comprehensive curriculum.

Resource Room- Resource Rooms are primarily for students with specific learning disabilities who need specially designed instruction. Every school in Quincy Public Schools has at least one Resource Room.

Inclusion/Wrap Around- Our grade 7-8 Middle School Math inclusion involves a Special Education teacher working with a General Education teacher in a standard level Math classroom. Special Education students will also receive a minimum of 3 additional classes to “reteach” the lesson, reinforcing the math concepts. This model is also used at both North Quincy and Quincy High School for both English and Math.

b. Measures of Student Achievement

Students with disabilities receive progress reports in addition to their report cards. Progress Reports speak directly to the amount of progress students have made toward achieving their goals. Students are evaluated every three years to assess the amount of progress made in their specific areas of disability. New evaluative tools have been added to address Transition.


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c. Curriculum and Instruction Most students in the Special Needs Learning Center and the CARES program (at elementary level) take the MCAS portfolio assessment. Students in our Language and STARS program participate in the standard MCAS assessment with accommodations. The schools that serve these populations are Atherton Hough, Parker, Snug Harbor, Point and Quincy High School. Understanding that these student’s disabilities impact overall MCAS performance, the ARRA funding was specifically directed toward the implementation of new reading and math programs in the language development strand over the past two years. At the elementary level, new programs included: Orton Gillingham Language! Read Well Reading Plus Do the Math FASTT Math All students have been pre-tested and post- tested using the CTOPP, LAC (as needed), Gray Oral Reading, Orton Gillingham pre-test and a DRA. An integrated learning team met specifically to review progress and design individual programs for students in these classrooms. A comparison of CTOPP results for students receiving Orton-Gillingham indicated significant progress in phonological awareness. All Resource Room teachers will receive training in Lexia, a software program that supports Orton Gillingham. Each Resource Room received three new computers to support the need for reinforcement of these skills. Many of our Resource Room numbers have increased and this will also help facilitate larger numbers in the Resource Room. At the Middle School level, READ 180 has been implemented in the three Language Classrooms with the opportunity for the inclusion of students from the STAR program. Students will be pre-tested with administrative presence in the fall and post- tested, again with administrative support to ensure students give their best effort. Last year’s results were not consistent and teachers reported that, although they really like the READ 180 program, they are not as happy with the assessment tool. Students in ELA and Math Resource Rooms received all new texts last year. The ELA texts by Hampton Brown are extremely comprehensive and of high interest. A significant amount of this reading is non-fiction. The new Math texts by Cambien Learning were purchased to support the wrap-around portion of the inclusion Math to help reteach skills not yet mastered. At the high school level, a new curriculum to support a Life Skills course, called Life Skills Math from PCI will be implemented for ninth and tenth grade students who formerly participated in the extended vocational program. Students will no longer have an extended day and will participate in the Life Skills course as well as in vocational or other courses of interest.


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Program Assessment

a. Reflection of Goals (2010) 2010 Goals and Reflection SMART Goal #1: Implement the core Reading/ELA program and supplemental Math Program for all Wrap around models in all Middle School Resource Rooms by January, 2011. Action Steps/Monitoring Plan WHAT WHEN WHO

Step # Strategies/Activities Timeline Team/Person Responsible

1 Hampton Brown will provide a one day training for the implementation of Inside

November, 2010 Special Education Team

2 Cambien Learning will provide a one day training for the implementation of VMath

November, 2010 Special Education Team

3 Team Administrators will monitor usage of programs at their assigned schools.

November, 2010-April, 2011

Team Administrators

Monitoring: Special Education Team Administrators will report on their assigned schools at our monthly meetings. Reflections: These materials are fully implemented at this time. Teachers report that they really like the materials and students are more engaged using them. SMART Goal #2: Prepare a one-year review on the progress of our elementary Language Development Students to be shared with the Superintendent Leadership Team. Action Steps/Monitoring What When Who

Step # Strategies/Activities Timeline Team Responsible

1 Create an instrument to report test scores

October, 2010- January, 2011

Special Education Team with the Language Development Team


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2 Post test all students January, 2011 Language Development Teachers and Orton Gillingham Teachers

3 Analyze all Data February, 2011 Special Education Team with LDC and OG teachers

4 Prepare a report to share with Superintendent Leadership Team

February, 2011- April, 2011

Special Education Team

Monitoring: The Language Development Team meets monthly with their Team Administrator and Director of Special Education. Reflections: The results of the assessments clearly showed tremendous growth as a result of the Orton-Gillingham instruction in 1:1 or small group settings.


SMART Goal # 3 Implement the Anti-Bullying Regulations.

Action Steps/Monitoring

WHAT WHEN WHO

Step # Strategies/Activities Timeline Team Responsible

1 Create an Anti-Bullying Task Team to develop strategies for IEP TEAMS.

October, 2010- March, 2011


2 Provide professional development for all chairpersons

October, 2010-

December, 2011


3 Monitor IEPs for compliance

January, 2011- June, 2011


Monitoring: Special Education TEAM Administrators will report at monthly meetings.

Reflections: All stakeholders were provided with appropriate training. IEPs were monitored for bullying goals to specific populations and Team Administrators followed up with retraining as necessary.


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MCAS 2011 Reading/ELA Special Education (Subgroup)

Preliminary Quincy and MCAS 2010 Comparison

Grades 3, 4, 5, 6, 7, 8 and 10 PASSING

(Needs Improvement, Proficient, Advanced)

MCAS 2011 Mathematics Special Education (Subgroup)

Preliminary Quincy and MCAS 2010 Comparison

Grades 3, 4, 5, 6, 7, 8 and 10 PASSING

(Needs Improvement, Proficient, Advanced)

0

20

40

60

80

100

Gr 3 ELA Gr 4 ELA Gr 5 ELA Gr 6 ELA Gr 7 ELA Gr 8 ELA Gr 10ELA

6158

62 63

6764

93

5854

69 71

77

69

92

%

Quincy 2010

Quincy 2011

0

20

40

60

80

100

Gr 3Math

Gr 4Math

Gr 5Math

Gr 6Math

Gr 7Math

Gr 8Math

Gr 10Math

49

59

3834

2933

78

60 5550

3632 27

72

%

Quincy 2010

Quincy 2011


Improvement Plan 12

Review of MCAS 2011 Growth Data for Special Education Subgroup

ELA SGP

2010 ELA SGP

2011

Math SGP

2010 Math SGP

2011

Gr 4 34 29 Gr 4 38 45

Gr 5 40 33 Gr 5 33.5 38

Gr 6 43 40 Gr 6 28.5 29

Gr 7 44 43 Gr 7 33.5 44

Gr 8 29 33 Gr 8 38.5 32

Gr 10 45 50 Gr 10 46 62


Improvement Plan 13


Improvement Plan 14


Improvement Plan 15

Special Education Organizational Chart and Staffing

Middle Schools Pre-Kindergarten & Elementary

Martha Barbadoro, John Erickson, Kris Kenney Kathy Aho

Norah Blaney, Laura Brunelle, Annie Northridge Kim Riley

Laura Shea, Lisa Howie, Theresa Carew Phil Diana

Joanne Mac Farlane, Kathy Castognozzi, Charlene Bernick Kathleen Bakis

Stacey McGuire, Stacy Maydak, Richard Osterman Jill Kyranis

Colleen Jackson

Kerry Bertrand

Bic Lam

Jackie Smith

Chris Karaskas

Joanna Goodwin

Kate Sawkiewicz

Judith Todd

Director, Special Education

Richard Kelly

Team

Administrator

D.Cunningham

Team

Administrator

Erin Perkins

Team

Administrator

Elly Papile

Department Head

North Quincy High

Lorraine Kusy

Department Head

Quincy High

Atlantic Special Education Chair

Braod Meadows Special Education Chair

Central Special Education Chair

Point Webster Special Education Chair

Sterling Special Education Chair

Atherton Special Education Chair

Beechwood Special Education Chair

Bernazzani Special Education Chair

Early Childhhood Special Education Chair

Lincoln Hancock Special Education Chair

Marshall Special Education Chair

Merrymount Special Education Chair

Montclair Special Education Chair

Parker Special Education Chair

Snug Harbor Special Education Chair

Squantum Special Education Chair

Wollaston Special Education Chair

Sylvia Pattavina

OOD Placement

Liaison


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Team Administrator Roles and Responsibilities

Judith Todd

Director, Special Education

Donna

Cunningham

Team Admin

Richard Kelly

Out of District

Chairperson

Sylvia Pattavina

OOD Placement

Liaison

Erin Perkins

Team

Administrator

Behavior Strand CPI Training Language- 1-5

Resource Rooms

Marshall Beechwood

Point

Bernazzani Central

Sterling

Merrymount Wollaston

Atlantic

70+Out of District

Case Management

Out of District Transportation

Tuition Payments

Circuit Breaker

Reporting

Home Tutoring

70 + Out of

District Case

Management

Out of District

Contracts

Pre Kindergarten

(all aspects)

Resource Rooms

Broad Meadows

Snug Harbor

Squantum Parker

Atherton Hough

Lincoln Hancock Montclair

Independent

Educational Evaluations contracts

Circuit Breaker

Reporting

Recording for the

Blind

Kerri Connolly

Team

Administrator

Early

Childhood

Center- all areas

Behavior

Team- Oversee

home services

Tuition Tutoring

2 monitoring plans per

placement

Substantially

Separate new

students

Screening and

Medical

Supervise

Psychologists

EasyIEP trainer

Psychologist’s

Professional Development

504 Coordinator

for assigned

schools

New Chairperson

Training

Summer Program

Development

Supervise Language

Development and Learning Center

Classes

504 Coordinator for

assigned schools

CARES

professional

development

504 Coordinator

for Atlantic


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District Improvement Plan Alignment a. System Team Alignment Chart

Primary ~

Secondary ~ Teams that have Special Education Involvement

Superintendent of Schools

Leadership

Governance

Communication

Curriculum

and Instruction

Assessment and

Program

Evaluation

Human

Resource

Mgmt.

Professional

Development

Access

Participation

Student

Support

Financial Asset

Management

Effectiveness

Efficiency

Grant

Management

Food Services

Recycling

Transportation

Administration

Business MUNIS

Management

Data Processing

Team

EL/MS/HS (3)

POS/Scheduling

Business

Personnel Payroll

Transportation

Maintenance

Plant Maintenance

Custodial

Secretaries

Assistant Superintendent of Schools

Community Service

Learning

Pre-Kindergarten

Curriculum

Principals

Educational

Technology

Vertical Teams

Cabinet Council

Assessment

CTE Advisory

School Site

Assessment (18)

Professional

Development

Personnel 1

Principals

Personnel 2

Directors

Academic

Support

Title 1

Gifted and

Talented

Literacy

Eng. Language

Learners

Extended Day

Programs

Special

Education

Student Support

Services

Health Services

Athletic

Advisory

Social Health

Alternative

Programs

Career & Technical

Education

Superintendent’s

Leadership

Educational

Leadership

Safety and

Security

School

Improvement (18)

Out of District

Placement

Information

Technology

Superintendent’s

Management

Quincy School

Committee

School Community

Partnership

Student Records

Student

Placement

Teacher Mentor


Improvement Plan 18

District Improvement Plan Alignment b. DIP Standard/Team Alignment Chart

District Improvement Plan

Team Alignment Chart Standard 3

Assistant Superintendent

Superintendent

Assessment Team

CTE Advisory Team

School Site Assessment Teams (18)

Special Education

Gifted and Talented Team

Literacy Team

English Language Learners Team

Access, Participation and Student Academic Support


Improvement Plan 19

District Improvement Plan Team Alignment Chart

Standard 5

Assistant Superintendent

Superintendent

Extended Day Programs

Gifted and Talented Team

Student Support Services Team

Academic Support


Health Services

Athletic Advisory Team

Social Health Team

Title I Team

Access, Participation and Student Academic Support

Out of District Team

Literacy Team

English Language Learners Team

Alternative Programs Team


Improvement Plan 20

District Improvement Plan Alignment

Team Information

Teams:

Team: Special Education Team

Chairperson: Judy Todd

Asst. Chair: Maura Papile

Purpose: To communicate on an on-going basis, regarding issues and concerns relative to Special Education, and its' relevance to the QPS Budget, Parents, Students and Administrators.

DIP Standard:

Standard 3 ~ Assessment and Program Evaluation

Key Question: Are assessment results and local benchmarks used to make decisions and improve student performance?

Indicators Benchmarks Indicator 5: The district and school leadership used student assessment results and other pertinent data to measure the effectiveness of instructional and support programs.

The district avails itself of data for the purpose of measuring trends in student’s achievement in all sub-group areas.

Teachers are familiar with the content and language of the MCAS and use this knowledge to develop their own assessment and to prepare lessons.

Indicator 6: The system engages in external audits as needed.

School curricula and teachers’ instructional practices are adjusted to address gaps identified through the district assessment program.

Classroom teacher assessments are used to improve the curricula and quality of instruction.

Goals: Students in the middle school language program will be pre-tested in

September under the supervision of their team administrator and post-tested in January and June using the SRI from the Read 180 program and will show definitive improvement.

(1.)

Steps Action Steps / Timeline Source of Evidence

Team/Person(s) Responsible

a. Students will be pre-assessed and students List of students LDC Teachers


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identified in lexiles under 400 will be selected for intensive intervention.

b. Students participate in READ 180 lessons five days per week in 90 minute blocks.

READ 180 data collection per student

LDC Teachers

c. Students will be post-tested in January and compared with 2010 January results.

ILT data LDC Teachers

Goals:

(2) All elementary Resource Room teachers will utilize the Lexia program for all students receiving Orton Gillingham and will report progress during an April meeting.



a. QPS will provide training in the use of the Lexia program.

PDP’s Sign in sheet

Judith Todd

b. Elementary resource room teachers will schedule their students on Lexia and report to their team administrators.

List of students Team Administrators

c. Elementary Resource Room teachers will convene in April and report on their student’s progress.

Progress reports Resource Room Teachers with Special Education Administration.

Goal 3 Relates to Standard 5

DIP Standard:

Standard 5~ Access Participation Student Support

Key Question: Are effective professional staff identified, recruited attracted, supported,

developed, and retained?

Indicators Benchmarks Indicator 1: The district administration and staff used aggregated and disaggregated student achievement data on student participation and achievement to adjust instruction and policies for at-risk populations and provide additional programs and supports to assist their progress and academic achievement.

The district has successfully implemented Federal and State laws related to special education.

Students meet the benchmarks set forth in their Individual Education Programs.

The district has developed a comprehensive program of appropriate and effective services at all levels to address the


Improvement Plan 22

needs of underperforming students.

Indicator 2: At each grade level, the district used formative assessments and summative data to identify all students who did not meet expectations and provided these students with supplementary and/or remedial services that resulted in improved academic achievement and MCAS test proficiency.

Students in general and identifiable subgroups meet State and local requirements for high school graduation.

Student’s Individual Education Programs prescribe clear, challenging and fully attainable goals that are aligned with the Massachusetts Curriculum Frameworks.

The district ensures that students with disabilities are covering the material in the State Curriculum Frameworks.

The district successfully targets students who would benefit from academic support and directs them to participate in a supplementary program.

Goal:

(3.) Teachers will demonstrate knowledge in all areas of Special Education Regulation Changes.



a. High School teachers will be trained on the age of majority letters and new process by September.

Sign in sheet Judith Todd

b. North Quincy Special Education Team shall provide to all high school and middle school teachers their draft transition process by October.

Transitional Procedures

Elly Papile

c. Special Education Regulation changes and reminders will be shared with all chairpersons by March.

Sign in sheet Judith Todd and Team Administrators

d. The Special Education Team and other stakeholders will attend the Legal Conference held at SSEC in February.

PDP’s Special Education Team

Related Professional Development:

School Date Time Location Topic Presenter/Contact High School 9/7/11 8:00 Point Age of Majority Judith Todd

Chairpersons 9/9/11 1:00 Point 504 Judith Todd

Chairpersons 12/10/11 1:00 Point Regulations Judith Todd

Chairpersons 3/11/12 1:00 Point Regulations Judith Todd


Improvement Plan 23

Team Membership:

Member Names Title Telephone Ext. Email

Kerri Connolly Team Administrator 8740 [email protected]

Richard Kelly Team Administrator 8894 [email protected]

Donna Cunningham Team Administrator 8604 [email protected]

Sylvia Pattavina Out of District Placement Liaison

8806 [email protected]

Erin Perkins Team Administrator 8894 [email protected]

Maura Papile Director of Student Support Services


Team Meeting Schedule:

Meeting Dates Times Location

October11, 2011 8:00-10:00 Nage Conference Room

November 8, 2011 8:00-10:00 Nage Conference Room

December 13, 2011 8:00-10:00 Nage Conference Room

January 10, 2012 8:00-10:00 Nage Conference Room

February 7, 2012 8:00-10:00 Nage Conference Room

March 6, 2012 8:00-10:00 Nage Conference Room

April 10, 2012 8:00-10:00 Nage Conference Room

May 8, 2012 8:00-10:00 Nage Conference Room


Improvement Plan 24

All Special Education Teams fall within Standard 3 or 5.

(1.) The Occupational Therapists will develop goals that are Specific, Measureable, Attainable,

Relevant and Timely for all students on an IEP by November, 2011.



a. Each OT will bring two goals with appropriate benchmarks to the 9/27/11 meeting for sharing and assessment.

Copies of goals will she duplicated for all OT’s.

Debbie Harper-Padula

b. A list of goals will be compiled and implemented during the course of the school year by November, 2011.

List of SMART goals.

Debbie Harper-Padula

(2)By March, the Occupational Therapists will implement Assistive Technology into their treatments. Steps Action Steps / Timeline Source of

Evidence Team/Person(s)

Responsible

a. All Occupational Therapists will attend an Assistive Technology full-day conference.

PDP’s Debbie Harper-Padula

b. A list of Resources will be compiled and shared with all OTs in March.

List of Resources Debbie Harper-Padula


School Date Time Location Topic Presenter/Contact Occupational Therapists

9/27/11 12:30-2:00 Snug Harbor Writing SMART goals Debbie Harper Padula

Occupational Therapists

11/15/11 12:30-2:00 Snug Harbor Sharing SMART goals Debbie Harper Padula


1/24/12 12:30-2:00 Snug Harbor Assistive Technology Debbie Harper Padula






5/22/11 12:30-2:00 Snug Harbor Preparing Student Lists for 2012-2013 School year

Debbie Harper Padula


Improvement Plan 25

Team Membership:


Debbie Harper-Padula Occupational Therapist 8953 [email protected]

Lynne Chin Occupational Therapist 8797 [email protected]

Jessica Cook Occupational Therapist 8715 [email protected]

Amy Danick Occupational Therapist 8723 [email protected]

Kate May Occupational Therapist 8721 [email protected]

Trista Murray Occupational Therapist 8740 [email protected]

Jennifer Chipman Occupational Therapist 8708 [email protected]

Abby Thorell Occupational Therapist 8740 [email protected]

Lisa Nasanofsy Occupational Therapist 8923 [email protected]

Tara MacLeod Occupational Therapist 8706 [email protected]

Speech and Language Team

Goals:

(1.) The Speech and Language staff will ensure consistency in the quality and provision of services

to students and to provide effective communication with staff and families regarding the student’s disabilities.



a. Team members will view the DVDs Auditory Linguistic Processing Disorders in Children and Executive Functions in the Classroom to enhance the student’s language performance in the classroom.

Sign in sheet Professional Development summary


b. Team members will review and update evaluation report in order to effectively convey test results and recommendations.

Sign in sheets



School Date Time Location Topic Presenter/Contact

Speech and Language Pathologists

12/13/11 12:30-2:30 Point Webster Auditory-Linguistic Processing Disorder DVDs

Ellen Ridge


1/10/12 12:30-2:30 Point Webster Auditory-Linguistic Processing Disorder DVDs

Ellen Ridge

Speech and 2/14/12 12:30-2:30 Point Webster Auditory-Linguistic Processing Ellen Ridge


Improvement Plan 26

Language Pathologists

Disorder DVDs


4/10/12 12:30-2:30 Point Webster Update evaluation reporting form

Ellen Ridge


5/8/12 12:30-2:30 Point Webster Update evaluation reporting form

Ellen Ridge

Team Membership:


Ellen Ridge Speech and Language Pathologist


Erin Rinella Speech and Language Pathologist


Melissa Bornstein Speech and Language Pathologist


Cindy Camino Speech and Language Pathologist


Susan Carrillo Speech and Language Pathologist


Jennifer Leary Speech and Language Pathologist


Kerry O’Brien Speech and Language Pathologist


Michelle Pusateri Speech and Language Pathologist


Erin Turbacuski Speech and Language Pathologist


Jaclyn Arabasz Speech and Language Pathologist


Catherine O’Connor Speech and Language Pathologist


Janine Birmingham Speech and Language Assistant


Janet Shiels Speech and Language Assistant


Nancy McLaughlin Speech and Language Assistant


Kate MacDonald Speech and Language Assistant



Improvement Plan 27

Elementary Resource Team

Goals:

(1.) To implement Lexia for all students receiving Orton-Gillingham.



a.. Resource Room Teachers will implement Lexia beginning in September and will bring progress reports to a meeting in April.

Progress Reports Special Education Team



Elementary Resource Team

4/5/12 8:00-11:00 Parks and Recreation Phonological Awareness progress

Judith Todd

Team Membership:


Carol Dyer Special Education Teacher


Lori Higgins Special Education Teacher


Nancy Casinelli Special Education Teacher


Laureen MacGillivray Special Education Teacher


Laurie Jordan Special Education Teacher


Lina Subatis Special Education Teacher


Katherine Ell Special Education Teacher


Karen Conneely Special Education Teacher


Colleen McDonnell Special Education Teacher


Linda Delaney Special Education Teacher


Allison Hodges Special Education Teacher


mailto:[email protected]


Improvement Plan 28

Jessica Falbo Special Education Teacher



Improvement Plan 29

Middle School Teachers Team Goals:

(1.) Teachers will attend and participants in the course, “Understanding Rational Number” to

improve their instructional strategies in math by January, 2012



a. Identify common errors and misconceptions and identify activities and resources which would be helpful in developing a strong conceptual understanding of rational numbers by February.

Attendance Sheet PDPs

Team Administrators

b. Implement modeled strategies of effective standards-based instruction by February.

Clinical supervision

Team Administrators

Goals:

(2.) Teachers will be prepared to implement Visualizing and Verbalizing by October, 1st, 2011.



a. Review steps of V&V program and determine which students are appropriate candidates for the program.

List of students sent to TA

Team Administrators

b. Complete a demo lesson with a small group.

Clinical supervision

Team Administrators

Goals:

(3.) Teachers will be prepared to implement LIPS in their classrooms by May 1st, 2012.



a. Teachers will become familiar with the mouth pictures, language and label .

Teachers will provide responses to trainer.

Erin Perkins

b. Teachers will practice chaining, expressive and receptive practice with mouth pictures and labels.


Erin Perkins

c. Teachers will become familiar with the vowel circle, the language and labels that accompany the vowels.


Erin Perkins

d. Teachers will demonstrate syllabication skills with mouth picture, felt, blocks and labels.


Erin Perkins


Improvement Plan 30



Middle School Chairpersons

9/13/11 1:00-2:30 Point Visualizing and Verbalizing Erin Perkins


10/20/11 1:00-2:30 Point LIPS Erin Perkins


5/10/11 1:00-3:00 Parks and Recreation LIPS Erin Perkins

Team Membership:


Martha Barbadoro Special Education Teacher 8797 [email protected]

Stephanie Shields Special Education Teacher 8729 [email protected]

Beth Buckley Special Education Teacher 8729 [email protected]

Richard Osterman Special Education Teacher 8729 [email protected]

Nora Blaney Special Education Teacher 8724 [email protected]

Stacey McGuire Special Education Teacher 8729 [email protected]

Moira Duffy-McGowan Special Education Teacher 6600 [email protected]

Stephanie Hunt Special Education Teacher 6600 [email protected]

Tim Smith Special Education Teacher 6600 [email protected]

Kellee Flynn Special Education Teacher 6600 [email protected]

Erin Leahy Special Education Teacher 6600 [email protected]

Charlene Bernick Special Education Teacher 6600 [email protected]

Kathy Castagnozzi Special Education Teacher 6600 [email protected]

Joanne MacFarlane Special Education Teacher 6600 [email protected]

Laura Shea Special Education Teacher 8725 [email protected]

Theresa Carew Special Education Teacher 8725 [email protected]

Lisa Howie Special Education Teacher 8725 [email protected]

Katie Carey Special Education Teacher 8723 [email protected]

Erik Johnson Special Education Teacher 8723 [email protected]

Laura Brunelle Special Education Teacher 8723 [email protected]

Annie Northridge Special Education Teacher 8723 [email protected]

Stacy Maydak Special Education Teacher 8729 [email protected]

Kris Kenney Special Education Teacher 8727 [email protected]

Jon Erickson Special Education Teacher 8727 [email protected]


Improvement Plan 31

Language Development Team

Goals:

(1.) During 2011-2012 school year, teachers will participate in professional development in the

areas of math and writing curriculum, to be implemented in their classrooms by during the 2011-2012 school year.



a. Participate in a workshop on Touchmath so that they may implement this curriculum in their classrooms by October 2011.

Plan for implementation

Language Development Teachers

b. Teachers will review material such as “The Landmark Writing Method” and “From Talking to Writing” and create a plan for implementation of this material into their classrooms by February 2012.



c. Teachers will review “Study Skills: Research-Based Teaching Strategies” and “Study Skills Organizers: Ready-to-Use Materials for the Classroom” and create a plan for implementation of this curriculum by May 2012.



d. Teachers will review data such as assessments and work samples for the newly implemented programs and create a system for displaying progress.

Progress template Language Development Teachers



LDC Teachers

10/5/11 3:00-4:30 Parker Introduction to Touch Math Materials

Erin Perkins

LDC Teachers

1/12/12 3:00-4:30 Parker Review “The Landmark Writing Method” and “From Talking to writing”

Erin Perkins

LDC Teachers

3/16/12 3:00-4:30 Parker Review “Study Skills: Research-Based Teaching Strategies” and “Study-Skills Organizers: Ready-to-Use Materials for the Classroom”

Erin Perkins

LDC Teachers

5/11/12 3:00-4:30 Parker Review data from newly implemented programs and create a system for displaying progress.

Erin Perkins


Improvement Plan 32

Team Membership:


Jean Bouton LDC Teacher 8763 [email protected]

Katie Pinch LDC Teacher 8797 [email protected]

Kerri Jacques LDC Teacher 8763 [email protected]

Laura McCarthy LDC Teacher 8797 [email protected]

Diane Babcock LDC Teacher 8710 [email protected]

Lauren Ryan LDC Teacher 8710 [email protected]

Emily Markarian Orton Gillingham Specialist


Meaghan Chrisos Orton Gillingham Specialist


Denise Carloni Orton Gillingham Specialist


Erin Perkins Team Administrator 8894 [email protected]


Improvement Plan 33

GOALS Team

Goals:

(1.) Understand the signs and symptoms of childhood stress.



a. Understand and articulate in detail the close relationship between brain circuitry, the endocrine system and the immune system.

Sign in sheet PD form Clinical Super.

Ray Papile/Al Moscaritolo

b. Cite core concepts of child development and how they are influenced by stress and trauma (with an emphasis on bullying).



c. Utilize literature, mindfulness exercises and group activities to promote a positive, enhanced academic experience.





GOALS 10/11/11 12:30-2:00 GOALS Anti-bullying Solutions Al Moscaritolo

GOALS 10/11/11 2:30-4:30 GOALS Transition Planning Al Moscaritolo

GOALS 11/8/11 12:30-4:00 GOALS Stress and Trauma Al Moscaritolo

GOALS 1/10/12 12:30-4:00 GOALS Executive functioning Al Moscaritolo

GOALS 3/13/12 12:30-4:00 GOALS Classroom interventions Al Moscaritolo

Team Membership:


Ray Papile Coordinator of GOALS 8703 [email protected]

Al Moscoritolo Adjustment Counselor 8703 [email protected]

Paul Brown Social Studies Teacher 8703 [email protected]

JoAnn Kenney Grade 8 Teacher 8703 [email protected]

Mike Kozul Math Teacher 8703 [email protected]

Greg Conklin Science Teacher 8703 [email protected]

Cordae Morrissey ELA Teacher 8703 [email protected]






Improvement Plan 34

CARES Team

Goals:

(1.) Teachers will participate in professional development activities to assist in differentiating reading instruction through the use of various curriculum (ex. Lively Letters) during the 2011-2012 school year.



a. Teachers will participate in a training session using the Unique Learning System and implement the program by November, 2011.

Training agenda Clinical Supervision

Debbie Brown/ Kerri Connolly

b. Teachers will be trained in Visualizing and Verbalizing for elementary level and in Literacy Express for Prekindergarten by February, 2012.

Implementation of programs

Erin Perkins/Kerry Connolly



CARES Teachers

9/27/11 1:00-2:30 Della Chiesa Unique Learning System Debbie Brown/Kerri Connolly

CARES Teachers

10/11/11 1:00-2:30 Della Chiesa Unique Learning System Debbie Brown/Kerri Connolly

CARES Teachers

1/24/12 1:00-2:30 Della Chiesa Visualizing and Verbalizing Literacy Express

Erin Perkins/Kerri Connolly

CARES Teachers

5/22/12 1:00-2:30 Della Chiesa Visualizing and Verbalizing Literacy Express

Erin Perkins/Kerri Connolly

Team Membership:


Debbie Brown

Special Educators 8706 [email protected]

Kellie Desmond Special Educators 8963 [email protected]

Mark Poli Special Educators 8963 [email protected]

Tricia Gannon Special Educators 8706 [email protected]

Wendy Barry Special Educators 8740 [email protected]

Kate Tedeschi Special Educators 8740 [email protected]

Colleen Tempesta Special Educators 8740 [email protected]

Alysa Scordp Special Educators 8763 [email protected]

Kerri Connell Special Educators 8740 [email protected]

Marcy Edge Eaton Special Educators 8740 [email protected]

Meghan Carthas Special Educators 8763 [email protected]

Kelly Sprague Special Educators 8763 [email protected]

Kellie Desmond Special Educators 8763 [email protected]


Improvement Plan 35

Physical Therapy Team

Goals:

(1) During the 2011-2012 school year, the Team will compile behavioral resource strategies and interventions for use with students with Autism Spectrum Disorders appropriate for use in various environments during therapy.



a. By 1/12 each Team member will compile no fewer than 3 resources to share

Copies of resources

Donna Cunningham Pat Barry

b. By 5/22 the team will have compiled list of strategies

Compiled list of behavioral strategies

Donna Cunningham Pat Barry


PT/PTA Date Time Location Topic Presenter/Contact 9/27 12:30-2:00 ECC Brain storming Donna Cunningham/pat

Barry

10/11/11 12:30-2:00 NQ Anti-Bullying Suggestions

11/8/11 9:00-3:00 SSEC Rethinking service delivery SSEC

11/15/11 12:30-2:00 ECC CPI Training Richard Kelly

1/24/12 12:30-2:00 ECC Sharing list of resources Donna Cunningham/Pat Barry

3/13/12 12:30-2:00 ECC Assistive Technology Tools Demonstration

Donna Cunningham/Pat Barry

3/27/12 12:30-2:00 ECC Training on Board Maker Donna Cunningham

5/22/12 12:30-2:00 ECC Presentation/discussion of compiled list

Donna Cunningham/Pat Barry

Team Membership:


Donna Cunningham Team Administrator 8604 [email protected]

Pat Barry Physical Therapist 8777 [email protected]

Christine Toler PTA 8777 [email protected]

Caitlin Nichol PTA 8777 [email protected]


Improvement Plan 36

PASS Team

Goal:

(1.) Throughout the 2011-2012 school year, PASS staff will coordinate and communicate with

department heads and teachers regarding PASS students on a daily basis as necessary.



a. Each staff will be assigned as liaison to specific students. Staff will collect missing work for students.

Absentee folders Debbie Parrish

b Liaisons will proctor make-up work and ensure that it has been turned in.

Report card grades

Debbie Parrish

Team Membership:

Member Names Title Telephone Ext. Email Donna Cunningham Team Administrator 8604 [email protected]

Debbie Parrish Adjustment Counselor 1545 [email protected]

Gail Jacobi Special Educator 1545 [email protected]

Greg Lannon Special Educator 1545 [email protected]

*Note: PASS Professional Development will be with North Quincy Special Education Teachers. The PASS goal will be addressed as part of the school program.


Improvement Plan 37

Quincy Parent Advisory Council

Goals:

(1.) Increase Participation in QPAC by February, 2012.



a. Increase the visibility of QPAC in the schools and community by sending written communication to school Principals, share QPAC information with teachers via the QEA, provide information for school newsletter, speak at PTO meetings, share event information with Early Intervention and Head Start by December, 2011.

Emails, agendas and other forms of written communication.

Jen Keane

b Improve communication between QCAP and members by reviewing and revising the website, providing one backpack mailing at the beginning of the school year using instant alert for events and important meetings by January, 2012.

Website, copies of backpack mailing

Laura Keeley

c Improve the services provided by the Resource Center by reviewing and revising resource sheets, draft handouts on high-interest resources, adjust the center schedule, schedule coffee hours and provide daycare for presentations by February, 2012.

Resource sheets Jill Gichuhi

Goals:

(2.) Advise the district on special education policies, procedures and

programs.



a. Evaluate information provided to substitutes regarding students with disabilities by reviewing information currently provided to substitutes, paraprofessionals and nurses, determine additional information substitutes would like and make recommendations regarding additional information by March, 2012.

recommendations Maureen Lynch

b Review QPS transition related procedures recommendations Laura Keeley


Improvement Plan 38

by reviewing and providing input to the QPS transition procedure guide, draft a list of transition resources and review and revise transition resource list by April, 2012.

c Develop a parent’s guide to special education in Quincy by drafting an outline of the guide, obtaining a copy of the QPS procedural guide, and making possible suggestions to the guide.

Parent’s guide to special education.

Jill Gichuhi

Team Membership:

Member Names Title Email

Jill Gichuhi President of QPAC [email protected]

Maureen Lynch Vice President of QPAC [email protected]

Julie Roach Secretary of QPAC [email protected]

Mia Hurld Treasurer of QPAC [email protected]

Laura Keeley Public Relations for QPAC

[email protected]

Carol Dumas Outreach for QPAC [email protected]


Improvement Plan 39

APPENDIX

I. Student Populations II. Staffing and Budget Source III. Program Description

1. Transitional Learning Center 2. Special Needs Learning Center 3. Language Development Center 4. Children with Autism Reaching Educational Success 5. Students Together Achieve Real Success/ Gain Opportunity and Acquire Learning Skills 6. Positive Academic and Social Success

IV. Text and Learning Descriptions

1. Orton Gillingham 2. Visualizing and Verbalizing 3. LIPS 4. Read 180 5. Language! 6. Read Well 7. Inside 8. RAVE-O 9. Edmark 10. Key Math Intervention 11. FASTT Math 12. Do the Math 13. V Math

V. Assessments

1.Gray Oral Reading 2.Test of Written Spelling

3.Test of Written Language 4.Key Math

5.CTOPP 6.RAN/RAS


Improvement Plan 40

Staffing:

Funding Sources: Federal 240 grant 30.3 FTE State 262 grant .6 FTE QPS Alternative 10.0 FTE QPS Occupational Therapy 1.0 FTE QPS Speech and Language 6.7 FTE QPSBudget 82.8 FTE Total Professional Staff= 126.6 Teachers 97.1 Speech Pathologists 12 Occupational Therapists 6 Physical Therapist 1 Adaptive Physical Educator 1 Team Administrators 4 Out of District Coordinator 1 Counselors/Chairpersons 2 Counselor/Coordinator 1 Vision Specialist 1 Teacher of the Deaf .5 Teachers: The teacher of the deaf is on a waiver. All other professionals are appropriately licensed in the area they are assigned.


Improvement Plan 41

Key Questions Related to Student Achievement

Student Population

*= City-Wide Program 1. Population and Programs 2008 2009 2010 2011 2011 comb comb comb Resource Rm Sub. Sep.

*Atherton Hough 43 49 29 25 18

Emotional 2 0 1 0 1

Specific Learning Disability 21 25 8 15 5

Neurological 1 1 2 1 1

Developmental Delay 16 7 13 5 5

Autism 3 3 0 1 1

Health 0 0 2 2 1

Communication 0 0 3 1 4

Resource Room #=13 (2010) FTE- .7

Substantially Separate- 2 (LDC)

1.0 Orton Gillingham

_____________________________________________________________________________

Beechwood 40 39 32

Communication 3 2 4

Specific Learning Disability 24 25 16

Neurological 1 1 2

Developmental Delay 13 7 2

Autism 1 3 2

Health 0 1 2

Emotional 0 0 2

Physical 0 0 2

Vision 0 0 0

# in Resource Room-26 (2010) FTE 1.0

2008 2009 2010 2011

Bernazzani 41 50 41 47

Communication 3 3 6 5

Emotional 1 1 0 1

Health 1 3 0 2

Special Learning Disability 18 28 14 22

Neurological 3 3 6 6

Developmental Delay 15 12 13 7

Autism 0 0 1 3

Hearing 0 0 1 1

# in Resource Room- 16 FTE 1.0

__________________________________________________________________


Improvement Plan 42

Lincoln Hancock 2009 2010 2011

51 49 60

Communication 11 8 8

Emotional 3 3 4

Specific Learning 23 17 33

Autism 3 3 4

Developmental Delay 11 17 9

Intellectual 0 1 1

Vision 0 0 1

Multiple 0 0 0

FTE -2.0

2008 2009 2010 2011 2011 Comb Comb Comb Resource sub.sep.

*Marshall 63 69 52 53 26


Emotional 8 16 12 3 19

Health 4 5 4 7 2


Multiple Disabilities 2 1 1 0 0



Autism 0 1 3 6 0

Physical 0 0 1 0 0

Resource Room #31(2010) FTE- 1.5 Replacement model

Substantially Separate FTE 3.0 (STARS)

___________________________________________________________________________

2008 2009 2010 2011

Merrymount 51 33 27 46

Intellectual 3 1 0 0


Physical 2 1 1 0

Health 4 2 1 3

Specific Learning Disability 22 16 10 20

Multiple Disabilities 1 0 0 0



Emotional 0 0 1 1

Autism 0 0 0 1

FTE 1.0 + 10 HOURS TUTORIAL


Improvement Plan 43

2008 2009 2010 2011

Montclair 25 24 31 39


Health 1 1 0 1



Emotional 0 0 1 0


Vision 0 0 1 1

Health 0 0 0 1

FTE 1.0

2008 2009 2010 2011 2011 Comb Comb Comb Resource Sub sep

Parker 35 42 38 35 17

Intellectual 1 0 0 0 0




Multiple 0 1 1 0 0

Physical 0 1 1 0 1

Health 0 1 3 0 0


Autism 0 0 3 1 3

Resource Room #=19 (2010) FTE – 1.0

Substantially Separate- 2.0 LDC

1.0- Orton Gillingham

______________________________________________________________________________


Improvement Plan 44

2009 2010 2011 2011

Snug Harbor

49 (comb.) 86 (comb.) 20 RR 54 SS



Emotional 2 1 0 0

Sensory/Vision 0 1 1 0

Sensory/Hearing 2 0 0 0

Physical 4 1 0 1

Health 5 6 5 0



Autism 7 26 0 27


Resource Room # 28

FTE 1.5 (2010)

Substantially Separate- 6.0 (LDC -2/CARES 3/ TK-1)

1.0 Orton Gillingham

______________________________________________________________________________

2008 2009 2010 2011 2011 Comb Comb Comb Resource Sub. Sep.

Squantum 61 70 64 35 32



Sensory/Vision 1 1 0 0 0

Physical 1 1 1 1 0


Multiple Disabilities 1 2 2 0 2

Autism 10 14 14 1 11


Health 0 0 0 3 1


Resource Room # 25 (2011)

FTE- 1.0

Substantially Separate- 4.0 (SNLC and CARES)

_____________________________________________________________________________


Improvement Plan 45

Wollaston 2008 2009 2010 2011

37 28 19 28



Health 1 2 0 0



Autism 10 0 1 0

Developmental Disability 18 14 9 11

Emotional 0 0 0 0

FTE- 1.0

Atlantic 2008 2009 2010 2011

82 63 70 55





Emotional 3 1 2 2

Health 4 1 1 1


Autism 2 0 0 0


Physical 0 0 2 2

Multiple 0 0 2 0

FTE- 3.0

______________________________________________________________________________

Broad Meadows

2008 2009 2010 2011 2011 Comb Comb Comb Resource Sub. Sep. 74 81 68 56 14


Sensory/Hearing 1 0 1 1 0


Sensory/Vision 2 1 1 0 0

Emotional 4 1 1 1 0


Multiple Disability 2 2 1 0 1

Autism 3 2 1 0 1


Health 0 0 4 3 0


Resource Room # =52(2010) FTE 2.5

Substantially Separate- 2.0


Improvement Plan 46

______________________________________________________________________________

Central 2008 2009 2010 2011

58 67 57 55




Emotional 4 1 1 3


Multiple Disability 1 0 0 0

Autism 3 1 0 1


Health 0 4 8 7

Vision 0 0 1 1

FTE- 3.0

2008 2009 2010 2011 2011 Comb Comb Comb Resource Sub. Sep.

Point

70 86 91 32 48


Sensory/hearing 1 1 1 0 1



Health 4 3 1 1 0



Physical 0 1 2 0 2

Multiple 0 1 1 0 1

Resource Room #35 (2010) FTE 3.0

Substantially Separate- 5.0 (LDC 3/ STARS 2)

______________________________________________________________________________


Improvement Plan 47

Sterling 2008 2009 2010 2011 2011 Comb Comb Comb Resource Sub. Sep.

75 80 72 42 17





Multiple Disability 1 2 0 0 0

Autism 10 14 16 2 15


Health 0 3 4 2 0

Developmental 0 0 1 0 0

Resource Room # 55 (2010) FTE 3.0

Substantially Separate- 2.0 CARES

______________________________________________________________________________

2010-2011 High Schools Reported without Graduate Numbers.

2008 2009 2010 2011

*Quincy High

223 208 189 143




Emotional 23 13 13 7

Health 17 12 14 13



Autism 3 3 4 2


Communication 19 21 11

Multiple 0 0 0 2

Resource Room and EVA

FTE- 12 .0


Improvement Plan 48

2008 2009 2010 2011 2011 2011 2011

*North Quincy High Comb Comb Comb PASS LC CARES RR/Inc

191 251 169 12 33 12 80

Intellectual 28 34 27 0 25 0 0

Communication 10 9 7 1 2 0 5

Emotional 15 20 19 9 0 0 1

Physical 1 1 1 0 0 0 0

Health 37 39 11 0 0 0 7

Specific Learning Disability 70 107 72 1 0 0 60

Multiple Disabilities 4 4 2 0 2 0 1

Autism 17 21 16 0 2 11 0

Neurological 9 12 10 1 2 1 4

Sensory/Hearing 0 2 4 0 0 0 2

Resource Room #103

FTE-11.0 INCLUDES LEARNING CENTER , CARES and PASS

______________________________________________________________________________


Improvement Plan 49

Transitional Learning Center T.L.C. Types of Disabilities addressed:

Students with developmental delays who would benefit from a diagnostic year to determine which substantially separate setting or supported general education setting would be most appropriate for grade 1.

Entry criteria and Process: Students are referred by parents, teachers, medical professionals, Social Services, Departments of Mental Health or Retardation and Quincy Public Schools Student Support Services.

Program Goal: The primary goal of the transitional kindergarten class is to determine first grade placement.

Program Description:

Individual or small group instruction in a highly structured setting.

Intense language-based environment, emphasizing best practices that include visual/auditory, kinesthetic-tactile instructional techniques.

Instruction in phonemic awareness, phonology, sound-symbol association, syllable instruction, morphology, syntax, semantics, vocabulary development, reading comprehension, language mechanics and written expression skills.

The curriculum is an introduction to Kindergarten Curriculum Frameworks..

Emphasis is put on vocabulary development, following directions and verbal expression.

Students participate in music, media, art and physical education in the same manner as their peers.

Other related services as determined by Individualized Education Programs

Exit Process: TLC is a one- year program. At the student’s annual review or reevaluation, the team will

recommend the student for the least restrictive placement.


Improvement Plan 50

Special Needs Learning Center

Types of Disabilities Addressed:

Students with intellectual or developmental delays (through age 9) with impairments in communication, language or neurological abilities.

Entry Criteria and Process: Students are referred by to the Quincy Diagnostic Team from Early Intervention Programs for students who are turning 3. Ongoing referrals are made by parents, medical professionals, teachers, Social Service Agencies, Department of Mental Health and/or Retardation and members of the Quincy Public Schools Pupil Personnel Teams. TEAM evaluations administered by QPS personnel in addition to outside agency evaluations are considered to determine student need and eligibility. Placement decisions are made at the team meeting.

Program Goal: The Special Needs Learning Centers are designed to enable students to access the Massachusetts Curriculum Frameworks at entry levels appropriate to individual needs. Students are exposed to a wide variety of academic, vocational, life skill and recreational experiences designed to maximize their potential in the least restrictive environment, providing as many experiences that simulate real

life experiences aimed to facilitate the transition from school to work.

Program Description: Individual or small group instruction in a highly structured environment. Individualized

academic programming in alignment with the Massachusetts Curriculum Frameworks.

Language-based environment, emphasizing best practices including a multi-sensory approach with an emphasis on reading, writing and mathematical development.

The academic program supports communication and skill development by using effective programs consistently across the varied levels (as appropriate).

The High School model offers an extensive prevocational and vocational program that will prepare students for gainful employment.

Inclusion and Mainstreaming opportunities are provided and expanded as students demonstrate social and/or academic competence.

Related services are provided both programmatically and individually (as identified in student’s IEP) in the area of counseling, Adaptive Physical Education, Speech and Language Therapy, Occupational Therapy including sensory integration, Music Therapy and Behavioral therapies.

A summer component that includes both an academic and vocational component is included to prevent substantial regression.

Exit Process: All students in the Special Needs Learning Centers are entitled to educational services provided in the least restrictive environment. Students placed in the SNLC have inclusion and mainstreaming opportunities appropriate to their social and educational needs.


Improvement Plan 51

Language Development Center


Students whose cognition falls within the average range and presents with a Language-based learning disability. Students may also demonstrate disorders in receptive and/or expressive language and/or in language processing.

Entry Criteria and Process: Students may be referred by parents, teachers, Social Service Agencies, Medical Professionals, Department of Mental Health and/or Retardation, or by Quincy Public Schools Pupil Personnel Teams. TEAM evaluations administered by QPS personnel in addition to any outside agency evaluations are considered in the determination of student need and eligibility. Placement decisions are made at the team meeting.

Program Goal: The primary goal of the Language Development Class if to provide a multi-sensory structured language program to develop a student’s independent ability to read, write and understand the language studied.

Program Description: Individual or small group instruction in a highly structured setting.

Intense language-based environment, emphasizing best practices that include visual/auditory, kinesthetic-tactile instructional techniques.

Instruction in phonemic awareness, phonology, sound-symbol association, syllable instruction, morphology, syntax, semantics, vocabulary development, reading comprehension, language mechanics and written expression skills.

Diagnostic/prescriptive teaching using Orton Gillingham. The alphabetic code is presented in a very systematic and cumulative manner that specifically teaches strategies for decoding and spelling. It also includes oral expressive language development and comprehension.

Carryover of decoding techniques across the disciplines.

Students are included, or mainstreamed, as it is deemed appropriate with regard to their individual strengths and weaknesses.

All academic instruction is aligned with the Massachusetts Curriculum Frameworks and highly individualized according to specific goals and benchmarks in the student’s IEPs.

Speech and Language Consultation and/or Direct Services

Other related services as determined by Individualized Education Programs

Exit Process: All students in the Language Development Class are entitled to educational services provided in the least restrictive environment. Students placed in the LDC have inclusion and mainstreaming opportunities appropriate to their social and educational needs. Students may be recommended for a less restrictive program as they approach grade level skills in language.


Improvement Plan 52

Children with Autism Reaching Educational Success C.A.R.E.S.


Students with communication, social-behavioral, academic and functional skills disabilities, including, but not limited to Pervasive Developmental Disability, Autism Spectrum Disorder, Asperger Syndrome, Pervasive Developmental Disability-not otherwise specified and Non-Verbal Learning Disability.

Entry Criteria and Process: Students are referred by to the Quincy Diagnostic Team from Early Intervention Programs for students who are turning 3. Ongoing referrals are made by parents, medical personnel, Social Service Agencies, Department of Mental Health and/or Retardation, in addition to Quincy Public Schools Pupil Personnel Teams. TEAM evaluations administered by QPS personnel in addition to outside agency evaluations are considered to determine student need and eligibility. Placement decisions are made at the team meeting.

Program Goal: The primary goal of the CARES program is consistent with the goal of the Quincy Public Schools, “The development of individuals who excel as: self-fulfilling individuals, citizens and workers in a world that empowers all people to enrich their lives and the lives of others.” The CARES Classrooms are designed to enable students to develop communicative competency, academic proficiency, functional skills and age-appropriate leisure/recreational skills, all leading to empowering the individual to function as an independent, self-fulfilled, contributing member of the community.

Program Description: Individual or small group instruction in a highly structured, familiar, low-stimulus thematically

based environment with intensive staffing. Individualized academic programming supporting communication, social, behavioral development using an A BA based philosophy.

Intense language-based environment, emphasizing best practices including emphasis on naturally occurring language interactions, modeling, scripting, shaping, chaining, task analysis, errorless training, ABA interventions, social stories, role play, etc. promoting generalization beyond the classroom setting.

Motor development is addressed to support functional skill learning and as an access skill to curriculum.

Specialized therapeutic interventions are individually designed to address individual student’s needs and is integrated with classroom skill development to provide continuity across settings and to promote generalization of learned behaviors.

Individualized behavioral intervention including a range of techniques and strategies is provided. Among these are sensory-motor interventions to increase focus or decrease agitation, ABA strategies including response-cost management, token economy, contingency reinforcement and data collection.

Consistency among settings is supported by a home-school collaboration, providing students


Improvement Plan 53

with the continuity of instruction needed to acquire, maintain and generalize skills. Consultation services are offered to provide parents with behavioral support, therapeutic intervention and information regarding access to community services.

Behavior Management Team including staff trained in ABA, Occupational Therapists, Psychologists, Speech and Language Pathologists, Teachers, Counselors and other professional staff coordinate the home component, meeting monthly as a full team to coordinate services and ensure that therapeutic interventions between home and school offer consistency.

Community Skills: Students will be provided the opportunity to participate in community trips (at middle and high school level), facilitating the generalization of skilled learned in the school setting to the community setting.

Related services are provided both programmatically and individually (as identified in student’s IEP) in the area of counseling, Adaptive Physical Education, Speech and Language Therapy, Occupational Therapy including sensory integration, Music Therapy and direct and consultation model Behavioral therapies.

Exit Process: All students in the CARES program are entitled to educational services provided in the least restrictive environment. Students placed in the CARES program have inclusion and mainstreaming opportunities appropriate to their social and educational needs.


Improvement Plan 54

Students Together Achieve Real Success S.T.A.R.S.


Students with an emotional impairment as defined under federal law (34 CFR §300.7). “The student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feeling under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. The determination of disability shall not be made solely because the student’s behavior violates the school’s discipline code, because the student is involved with a state court or social service agency, or because the student is socially maladjusted, unless the TEAM determines that the student has a serious emotional disturbance.”

Entry Criteria and Process: Students are referred by parents, teachers, medical professionals, Social Service Agencies, Department of Mental Health and/or Developmental Disabilities (DDI) and Quincy Public Schools Student Support Teams. TEAM evaluations administered by QPS personnel in addition to outside agency evaluations are considered to determine student need and eligibility. Students must meet criteria for a DSM IV diagnosis for emotional impairment for consideration. Placement decisions are made at the team meeting.

Program Goal: The primary goal of the STARS program is for students to develop the strategies that will enable them to return to the general education setting.

Program Description: Individual or small group instruction in a highly structured environment.

Instruction presented using a multi-sensory approach that utilizes high interest themes to engage the learner.

Group, dyad or individual counseling to address anger management, impulse control, social pragmatics and issues unique to individuals that prevent inclusion in the general education setting.

Collaboration with outside agencies and families.

Mainstreaming opportunities appropriate to their social and educational needs.

Adaptive Physical Education and other related services as identified in the Individual Education Program.

Opportunities to participate in extra curricular activities.

Exit Criteria: Students who demonstrate the ability to utilize strategies that help them adhere to the school rules and do not present a safety risk to self or others will be considered for a less restrictive placement.


Improvement Plan 55

G.O.A.L.S. Gain Opportunities and Acquire Learning Skills

GOALS is a continuation of the STARS program for students in grades 8-12. It also serves as an Interim Alternative Placement for students excluded from school due to a 37H or 37H1/2 offense.

P.A.S.S.

Positive Academic and Social Success Types of Disabilities Addressed: PASS was designed for students in grades 9-12 with a

history of social-emotional/ mental health concerns that impacts participation in the general curriculum.

Entry Criteria and Process: Students are referred by parents, teachers, medical professionals, Social Service Agencies, Department of Mental Health and/or Developmental Disabilities (DDI) and Quincy Public Schools Student Support Teams. TEAM evaluations administered by QPS personnel in addition to outside agency evaluations are considered to determine student need and eligibility. Students must meet criteria for a DSM IV diagnosis for emotional impairment for consideration. Placement decisions are made at the team meeting.

Program Goal: The primary goal of the STARS program is for students to develop the strategies that will enable them to return to the general education setting.

Program Description:

Web-based and direct instruction in English, Math , Science and Social Studies. Psycho-Educational/Life Skills Group/Individual Counseling Transportation provided Inclusion as determined by student’s readiness Close collaboration with outside agencies

Exit Criteria: Students who demonstrate the ability to utilize strategies that allow them to attend

school consistently and participate in general education classes will be candidates to exit the program.

Special Education Intervention Descriptions


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Orton Gillingham

The Orton-Gillingham method is language-based and success-oriented. The student is directly taught reading, handwriting, and written expression as one logical body of knowledge. Learners move step by step from simple to more complex material in a sequential, logical manner that enables students to master important literacy skills. This comprehensive approach to reading instruction benefits all students.

Language!

• LANGUAGE!™ The Comprehensive Literacy Curriculum weaves all of the necessary strands of literacy into six instructional steps of a daily lesson. The Steps form sound to text.

• Cumulative and sequential multisensory activities engage students while establishing skills in phonemic awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and usage, listening and reading comprehension, and speaking and writing.

• Helps students learn the building blocks of the English language progressing from the basic to more complex across the curriculum.

• Progress is monitored through the program that begins with accurate placement into the curriculum followed by baseline, ongoing and summative assessments that drive instruction.

Read Well

• A research based reading program just right for young children.

• It is a comprehensive program comprised of 2 separate components.

• Designed to meet the student’s needs in both whole class and small group.

Visualizing and Verbalizing

• Designed specifically to develop language comprehension and thinking.

• Is aligned with on of the most prominent theories in cognitive psychology – Dual Coding Theory.

LIPS

The Lindamood Phoneme Sequencing (LiPS) Program develops phonemic awareness for competence in reading, spelling, and speech. Weak phonemic awareness can cause problems in spelling and decoding, when students may add, omit, substitute, or reverse sounds and letters within words.

Inside


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Promotes use of more complex language functions and grammar.

Expands vocabulary and develops facility with non-literal language.

Intensive work to build vocabulary and language skills.

Learn reading strategies and develop skills in comprehension, literal analysis and writing.

Reading skills and strategies spiral across the levels and are taught with text at increasingly higher reading levels.

Read 180 READ 180 Enterprise Edition is a comprehensive reading intervention program for struggling readers in grades four through twelve. The goals of the program are to increase students’ decoding, fluency, vocabulary, comprehension, and writing skills. Originally published in 1999 as Read 180, the Read 180 Enterprise Edition (Read 180 EE) appeared in 2006 with enhancements that include more teacher-directed, small group instruction, the ability to aggregate data, and additional support for English Language Learners. Daily, 90–minute lessons utilize an instructional model consisting of one 20-minute whole group session, three rotating, small group sessions of 20 minutes each, and a 10-minute whole group wrap up.

RAVE-O

RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement-Orthography) is a comprehensive, fluency reading and comprehension intervention program that addresses the multiple components of reading. The goal of the program is to develop students’ ability to read fluently with comprehension, expand their knowledge of oral and written language, and promote a positive attitude toward language. In order to achieve these goals, explicit and systematic instructional activities help the student learn how to develop, use, and connect the various visual, cognitive, and linguistic information required to read rapidly. Through an innovative design, RAVE-O captures the multiple skills and processes that the student with a reading impairment needs in order to make these connections

Edmark

The Edmark Reading Program uses a whole-word approach to reading instruction that was specifically designed for students with mild to moderate cognitive disabilities. The publishers state that it may be used as a core reading program or a supplement to a school’s core reading program. The goal of Edmark Reading Program is to teach 150 sight words including endings –s, -ed, -ing in Level 1, and 200 sight words including compound words in Level 2. Sight words taught within the program represent varying parts of speech. After the completion of Level 1 of the program, the intent is for students to read at approximately a 1.0 reading level, and after Level 2, students may achieve a 2.0-3.0 reading level.

Reading Milestones


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This successful alternative, language-controlled program is designed to take readers to approximately a fifth-grade reading level. It is especially effective for students with hearing impairments and language delays and is also widely used with others who have special language and reading needs, including individuals with learning disabilities and students learning English as a second language (ESL).

Key Math Intervention Kit Key Math 3 Essential Resources is a comprehensive math intervention program comprised of hundreds of lessons, student practice sheets and brief tests. The program is designed for reluctant or at-risk learners in the elementary and lower middle grades.

FASTT Math

The FASTT Math software program begins with a computer-based assessment that presents basic

facts and records the amount of time that the child takes to answer each fact correctly. By measuring

the latencies of student responses the program can accurately determine the facts that are being

recalled from memory and those that are solved using a counting strategy.

Do The Math

Do The Math® gives students who have fallen behind the chance to catch up and keep up.

Focusing on Number and Operations, the cornerstone of elementary mathematics

• The program teaches students the basics of math—computation, number sense, and

problem solving.

• Do The Math helps students develop the skills they need to compute with accuracy and

efficiency, the number sense they need to reason, and the ability to apply their skills and

reasoning to solve problems.

V Math

Vmath uses widely-accepted principles of effective intervention instruction for struggling students.

Direct, systematic instruction providing sequenced, specific, and detailed dialogue

Curriculum-based measurement


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Incorporation of NCTM's Curriculum Focal Points

Content aligned with grade-level expectations for the NCTM Content Standards of the PSSM

Four-step lesson format consistent with the tenets of direct instruction

Lessons address three essential components of math instruction-concepts, skills, and problem-solving-with a major goal of developing students' computational fluency


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Assessments These are new assessments that have been added in the past two years. GORT – Gray Oral Reading Test The GORT measures oral reading rate, accuracy, and comprehension. After the child reads a series of passages aloud, the child’s oral reading is scored for rate and accuracy. After reading each passage, the child is asked to answer multiple choice questions that are read by the examiner. TWS- Teacher of Written Spelling The TWS is a norm-referenced test of spelling. The test is administered using a dictated word format. The TWS was developed after a review of 2,000 spelling rules. The results of the TWS can be used to document progress in spelling as a consequence of intervention programs. TOWL-4- Test of Written Language The TOWL is a comprehensive assessment for written language. It is a norm-referenced test that measures three writing components: conventional, linguistic and conventional and two writing assessment formats: contrived and spontaneous. It also assesses vocabulary, spelling, punctuation, logical sentences, sentence combining, contextual conventions and story composition. Key Math- The Key Math 3 Diagnostic Assessment is a comprehensive, norm-referenced measure of essential mathematical concepts and skills. The items are grouped into 10 subtests that represent three general math content areas: Basic Concepts (conceptual knowledge) Operations (computational skills) and Applications (problem solving). The Key Math 3 can be used with students aged 4 years, six months- 21 years of age. CTOPP- Comprehensive Test of Phonological Processing The CTOPP has four principal uses: to identify individuals who are significantly below their peers in important phonological abilities, to determine strengths and weaknesses among developed phonological processes, to document individuals’ progress in phonological processing as a consequence of special intervention programs, and to serve as a measurement device in research studies investigating phonological processing. RAN/RAS- Rapid Automatized Naming and Rapid Alternating Stimulus Tests The RAN and RAS Tests are individually administered measures designed to estimate an individual’s ability to recognize a visual symbol such as a letter or color and name it accurately and rapidly. The tests may be administered to students aged five to adulthood. These tests measure the relationship between processing speed and reading.


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QUINCY PUBLIC SCHOOLS

DEPARTMENT OF SPECIAL EDUCATION

PRESENTS


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A GUIDE TO DISABILITIES

THIS BOOK IS A COOPERATIVE PROJECT BETWEEN THE

SPECIAL EDUCATION DEPARTMENT PROFESSIONAL

DEVELOPMENT FOR MIDDLE SCHOOL TEACHERS AND THE

SPECIAL EDUCATION PARENT ADIVISORY COUNCIL.

Table of Contents

Angelman’s Syndrome………………………………………………………..3

Anxiety……………………………………………………………………………6

Asperger’s Syndrome………………………………………………………….9


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Attention Deficit Disorder…………………………………………………….12

Auditory Processing Disorder……………………………………………….16

Autistic Disorder……………………………………………………………….19

Bipolar Disorder………………………………………………………………..22

Blind/Visually Impaired……………………………………………………….25

Cerebral Palsy………………………………………………………………….27

Deaf-Blind……………………………………………………………………….29

Deaf/Hard of Hearing………………………………………………………….32

Depression……………………………………………………………………...35

Down Syndrome……………………………………………………………….38

Dyscalcula………………………………………………………………………40

Dysgraphia………………………………………………………………………43

Dyslexia………………………………………………………………………….46

Epilepsy………………………………………………………………………….50

Expressive Language Disorder………………………………………………51

Fetal Alcohol Syndrome………………………………………………………53

Fragile X………………………………………………………………………….56

Intellectual Impairment………………………………………………………..58

Non-Verbal Learning Disorder……………………………………………….61

Obsessive Compulsive Disorder…………………………………………….63

Post Traumatic Stress Disorder……………………………………………..65

Prader-Willi Syndrome…………………………………………………………67

Schizophrenia……………………………………………………………………69

Selective Mutism………………………………………………………………..71

Stuttering…………………………………………………………………………73

Tourette’s Syndrome…………………………………………………………..75

Traumatic Brain Injury…………………………………………………………77

Disability: Angelman Syndrome

Definition: Angelman syndrome is a genetic disorder that is characterized by intellectual and developmental delay,

sleep disturbance, seizures, jerky movements (especially hand flapping), frequent laughter or smiling, and usually a

happy demeanor. Individuals will have severe developmental delays, speech limitations, and motor difficulties.

Common Concurrent Disabilities:

Intellectual Impairment

Common Characteristics:

Developmental Delay


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o Delays in meeting motor milestones and in speech development o Severe learning disabilities

Seizure disorder o Abnormal EEGs, characteristic pattern with large amplitude slow-spike waves o Usually associated with having multiple varieties of seizures

Distinctive facial and physical characteristics o Microcephaly (below-average head size) and/or flat back of head o Visual disturbances (squinting, nystagmus, optic atrophy, strabismus, and poor eyesight) o Wide mouth, wide-spaced teeth

Movement/Balance disorder o Fine tremors o Jerky limb movements o Wide-based, stiff-legged gait

Oral Issues o Tongue thrusting; suck/swallowing disorders o Feeding problems during infancy (Pica and rumination have also been noted) o Frequent drooling, protruding tongue o Excessive chewing/mouthing behaviors

Speech issues o No or minimal use of words o Receptive and non-verbal communication skills higher than expressive o Gestures, signs, object boards or pictures systems (low- and high-tech) may be

appropriate augmentative modalities to consider

Behavioral Uniqueness o Frequent laughter/smiling (often inappropriate) o Apparent happy demeanor o Easily excitable personality o Hand flapping movements o Short attention span o Sleep disturbances and hyperactivity

Common Accommodations: General

Provide a predictable and safe environment, with consistent daily routine

Provide visual supports to clarify instructions and teach new concepts

Provide picture boards

Sign to child; additional input mode will benefit the child’s cognitive development

Separate tasks so that each can be completed one at a time

Breaking task down and teaching the sequence can assist the child in learning, particularly in the areas of self-help and social skills

Use activity-based learning where possible

Be concrete as possible avoiding idioms and other figurative expressions during instruction

Use physical therapy to address gross-motor movement patterns

Use occupational therapy to address sensory issues and fine-motor movements Environment

Physical environment planning with restricted area of stimulation can benefit the child

Provide a space for the student to work that decreases distractions

Be conscious of the noise level in the classroom setting

Seat the child at the front of the class and direct frequent questions to him or her to help him or her attend to the lesson

Provide a space for the student to retreat to for relaxation and calming down

Alter features of the environment that cause sensory overload or are distracting to the student Classwork and Homework

Provide extra time for completing assignments


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Provide the student with worksheets that are uncluttered and give the student ample room for the answers

If the student is overwhelmed by the amount of information on a page, fold the paper so only a small amount shows at a time or photocopy sections, and present in parts

Provide alternate formats for completion of worksheets Test and Assessments

Provide extra time for test taking

Offer untimed testing

Highlight directions to the test so that student will focus on them

Assess the students using various modality based on the individual child’s needs and abilities Classroom Discussions

Make sure that you have the student’s attention before asking a question

Ask questions that are as concrete as possible

Ask questions that be answered with a couple or words or simple phrase instead of long essay answer

Note-Taking

Allow a peer to share notes with the student

When possible assist student with note taking Group Work

Provide the student with a transition warning before group activities begin

Allow the student to leave the group before becoming frustrated Presentations, Report, and Projects

Provide an outline and schedule of steps to be completed in correct sequence

Use samples or pictures of the finished project

Provide visual cues Behavior

Provide clear expectations for behavior, using appropriate visual aids to help the student to understand what is expected

Use positive tangible and social reinforcers

Use behavior-management techniques to reduce hyperactivity and increase attention Social

Increase eye contact

Increase the frequency of use for developed intents and functions of language

Increase the range of intent and function of language

Increase nonverbal and verbal turn-taking

Increase the number of turns per episode of interaction relating to one topic or event

Develop joint attention skills

Develop joint action skills Other Resources: Links

Angelman Syndrome Foundation, Inc http://www.angelman.org/

Foundation for Angelman Syndrome Therapeutics http://www.cureangelman.org/

National Institute of Neurological Disorders and Stroke

http://www.ninds.nih.gov/disorders/angelman/angelman.htm

Parent Website on Angelman Syndrome http://www.armyofangels.org/ Books

The Official Parent’s Sourcebook on Angleman Syndrome: A Revised and Updated Directory for the Internet Age, by ICON Health Publications

http://www.angelman.org/

http://www.cureangelman.org/

http://www.ninds.nih.gov/disorders/angelman/angelman.htm

http://www.armyofangels.org/


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Finding Glory in the Thorns: Hope & Purpose in Life’s Painful Seasons, by Lisa Jamieson & Larry Jamieson

See Also:


Epilepsy

Disability: Anxiety Disorder


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Definition: Anxiety Disorder is a mental disorder characterized by repeated abnormal, excessive, or irrational

anxiety or fear.


● Attachment Disorder

● Depression

● Obsessive Compulsive Disorder

● Post Traumatic Stress Disorder


● Generalized anxiety:

○ chronic anxiety, exaggerated worry, preoccupations, fears and tension, even when there is little or

nothing to provoke it

○ physical symptoms that may include fatigue, headaches, muscle tension, muscle aches, difficulty

swallowing, trembling, twitching, irritability, sweating, and/or hot flashes

● Social anxiety:

○ overwhelming anxiety and excessive self-consciousness in one or more types of social situations

○ physical symptoms that may include blushing, profuse sweating, trembling, nausea, and/or

difficulty talking

● Separation anxiety:

○ excessive difficulty going to an/or staying at school, difficulty transitioning between classes,

and/or fears of something happening to caregivers

○ physical symptoms that may include being tense, increased sweating, and heart palpitations

● Panic:

○ unexpected and repeated episodes of intense fear

○ physical symptoms that may include sweating, hot flashes, chest pain, heart palpitations, shortness

of breath, weakness, feeling faint, dizziness, nausea, and/or abdominal distress

Common Accommodations:

General

● Accommodate the child's fluctuating level of stability with a menu of behavioral and academic

expectations.

● Provide flexible scheduling and allow for frequent breaks.

● Schedule shorter study/work periods according to attention span capabilities.

● Develop written work agreements that include clear expectations of responsibilities and the consequences

of not meeting performance standards.

● Involve the student in setting academic and personal goals.

● Assist the student in prioritizing work.

● Make daily to-do lists and check items off as they are completed.

● Issue the child only one specific direction or command at a time.

● Create opportunities for the child to be successful and share their talents and gifts to help foster

development of a positive relationship with self and others.

● Give the child advanced notice of transitions.

Environment

● Reduce distractions in the work area.

● Seat the student where the teacher can monitor, but not where the student is the focal center of attention.

● Allow the student to sit among familiar, or preferred classmates.

● Allow the student to complete schoolwork in a less stimulating environment.

Classwork and Homework

● Provide extra time on class work and homework if needed.

● Break down assignments into manageable parts with clear and simple directions, given one at a time.

● Teacher should prioritize for the students which tasks need to be completed first, second, third, etc.

● Provide self-checking and/or self-monitoring experiences for their work.


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Tests and Assessments

● Providing extended time for testing.

● Allow the student to complete tests in a less stimulating environment, in small groups or one on one.

Group Work

● Foster student interdependence within small groups and natural support systems within larger groups.

● Describe and rehearse rules of conduct and each student’s role within the group.

● Allow each student his/her “physical” space within the group.

Presentations, Reports, and Projects

● Divide large assignments into smaller tasks and goals

● Provide examples for the students to follow with step-by-step procedures stated for the student.

● Provide peer editors and self-checking/monitoring activities at numerous points throughout the project.

● Have the student practice speaking in front of small groups before presenting to the entire class.

Behavior

● Provide a highly structured classroom environment.

● Avoid criticism and punishment; try to establish a positive, enthusiastic, and respectful atmosphere.

● Develop consistent behavior expectations and involve students in developing the rules and consequences.

● Tailor identified target behaviors to the child.

● Keep rules to a minimum, no more than five; state rules in positive terms.

● Clearly post rules and expectations, and review on a regular basis.

● Acknowledge and reinforce acceptable behavior.

● Provide and teach opportunities for the student to use self control/self monitoring techniques for behavior.

● Establish cues as reminders for inappropriate behavior.

● Remain calm and aware of your body language when addressing the student.

● Apply established consequences immediately, fairly and consistently.

● Keep reprimands private to avoid confrontation and humiliation.

● Offer the student a private place to go to calm down when feelings are overwhelming.

● Assign a staff/school person who the student can go see when he or she feels unable to cope.

● Communicate with parents so that strategies are consistent at home and school.

Anxiety

● Have the student identify antecedents/precipitants to anxiety.

● Have the student examine worry/anxiety episodes in a larger context to identify improvement.

● Provide specific steps the student can take to relax.

● Develop a consistent de-escalation procedure familiar to staff.

● Forewarn the student of transitions, and have "tasks" for the student to focus on during transitions.

● Identify alternatives to avoid unnecessary exposure to anxiety-provoking stimuli.

● Embed desirable, familiar, or safe content in instruction.

● Redirect to avoid situations that may increase anxiety levels.

● Model appropriate behavior for the student in anxiety-provoking situations.

● Address student individually, outside of class whenever possible, about fears.

● Specify time to discuss/address recognized fears and worries outside class.

Social

● Have the student rehearse social skills in a smaller or more relaxed setting.

● Have the student role-play common social encounters.

● Identify and practice steps for the student to self-monitor appropriate peer interactions.

● Help the student evaluate the evidence for his/her negative conclusions.

● Provide the student with competing responses to negative thoughts or behaviors.

● Provide the student an exit strategy if he/she is overwhelmed in social situations.

● Provide the student focal targets during social encounters.

Other Resources:

Links

● Anxiety Disorders Association of America http://www.adaa.org/

● Center for Mental Health in Schools http://smhp.psych.ucla.edu/

http://www.adaa.org/








http://smhp.psych.ucla.edu/












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● Federation of Families for Children's Mental Health http://www.ffcmh.org/

● National Alliance for the Mentally Ill http://www.nami.org/

● Positive Environments, Network of Trainers - Mental Health Disorders and Resources

http://www.pent.ca.gov/mh/mentalhealth.html

● School Behavior http://www.schoolbehavior.com/

● School Psychiatry Program and MADI Resource Center http://www2.massgeneral.org/schoolpsychiatry/

● Technical Assistance Partnership for Child and Family Mental Health http://www.tapartnership.org/

Books

● Classroom Management for Students with Emotional and Behavioral Disorders, by Roger Pierangelo and

George Guiliani

● Emotional Disorders and Learning Disabilities in the Elementary Classroom, by Jean Gorman

● The Educator’s Guide to Mental Health Issues in the Classroom, by Frank Kline

http://www.ffcmh.org/









http://www.nami.org/


























http://www.schoolbehavior.com/









http://www2.massgeneral.org/schoolpsychiatry/











http://www.tapartnership.org/










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Disability: Asperger Syndrome

Definition: Asperger Syndrome is a developmental disability characterized by difficulties in social interaction,

along with restricted and repetitive patterns of behavior and interests.


● Anxiety Disorder

● Attachment DisorderAttention-Deficit Hyperactivity Disorder

● Nonverbal Learning Disorder


● Impairment in social interaction:

○ impairment in the use of non-verbal behaviors such as eye-to-eye gaze, facial expression, body

postures, and gestures

○ difficulty with pragmatics of conversation

○ difficulties with developing peer relationships appropriate to developmental level

○ a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people

○ lack of social or emotional reciprocity

● Unusual and distinctive behaviors, including:

○ preoccupation with stereotyped and restricted patterns of interest that is abnormal either in

intensity or focus

○ inflexible adherence to a non-functional routine

○ stereotypical and repetitive motor mannerisms

○ persistent preoccupation with parts of objects


General

● Provide a predictable and safe environment, with consistent daily routine and minimal surprises

● Provide a daily schedule for the student which includes the activities and daily needs.

● Minimize transitions

● Always prepare the child for any schedule changes in advance.

● Be as concrete as possible in presenting new concepts and abstract material

● Provide visual supports to clarify instructions and teach new concepts and skills

● Use activity-based learning where possible

● Use graphic organizers such as semantic maps

● Use outlines to help student take notes and organize and categorize information

● Separate tasks so that each can completed one at a time

● Identify tasks that must be performed simultaneously and tasks that can be performed individually

● Create a flow-chart of tasks that must be performed at the same time, carefully labeling or color-coding

each task in sequential or preferential order

● When giving directions, make sure they are clear and concise. Allow the student enough time to process the

information and respond.

● Alternating more difficult and demanding tasks with those that are easier and more enjoyable

● Avoid using idioms and other figurative expressions during instruction.

● Introduce simple figurative language expressions outside of instructional time.

● Limit perseverative discussions and questions to a specific time during the day

● Set firm expectations for the classroom, but also provide opportunities for the student to pursue his own

interests

● Incorporate and expand on interest in activities and assignments


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● Work out a nonverbal signal with the child for times when he or she is not attending

● Pair the student with a peer to help with social skills and activities in the classroom

Environment

● Identify sounds that may trigger a change in behavior.

● Be conscious of the noise level in the classroom setting.

● Provide a space for the student to work that decreases distractions.

● Allow the student to access the same workspace to provide consistency.

● Alter features of the environment that cause sensory overload for the student

● Provide a place for the student to retreat to for relaxation and calming down

● Seat the child at the front of the class and direct frequent questions to him or her to help him or her attend

to the lesson

Reading

● Allow the student to listen to the story or chapter on tape to reduce external stimuli.

● Provide choices of reading materials.

● Encourage students to explore into new topics.

● Reduce amount of graphics in reading material for students who are visually distractible.

Writing

● Slant board can provide compensation for vestibular difficulties.

● Use letters of various textures such as plastic, wood, or foam. This allows the student to feel the letters.

● Allow the student to use raised line paper to increase proprioceptive input to cue for line usage.

● Allow the student to use a word processing computer program whenever possible.

● If student has an aversion to handwriting, let him do the work using a keyboard solution or by tape-

recording the work.

● Encourage text to speech, Color adjustment, illustrations, etc. to motivate the student to write.

● Allow the student to write about favorite topics whenever possible.


● Provide the student with worksheets that are uncluttered and give the student ample room for the answers.

● Use a highlighter to highlight spaces for answers.


● Highlight important sections of a book to help the student study.

● Provide the student with a written outline of the material that will be covered on the test.

● Provide the student with short answer tests and try to avoid essay tests.

● Highlight the directions to the test so that the student will focus on them.

● Allow the student to actively move during assessments.

Classroom Discussions

● Provide advance notice of topics to be discussed to help facilitate communication

● Make sure that you have the student’s attention before asking a question.

● Ask questions that are as concrete as possible.

● Ask questions that can be answered with words or a phrase instead of long, essay answer.

● During discussion, use speech literally, avoiding the use of idioms, double meanings, sarcasm, and

nicknames.

● Print the questions to show the text in conjunction with the verbal questions.

● Break lengthy questions into separate components.

Note-Taking

● Allow a peer to share notes to share with the student.

● Allow the student to tape record the discussion/lecture.

● Provide the student with an outline of the class discussion.

● Allow the student to access a computer to take notes.

Group Work

● Provide the student with a transition warning before group activities begin.

● Allow the student to leave the group before becoming frustrated.

● Require the student to stay in the group for the activities that are meaningful to them.

● Provide the student with a sequence for the group activities.


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● Provide an outline and schedule of steps to be completed in correct sequence.

● Use samples or pictures of finished products to show the student what needs to be done.

● Provide visual cues of various elements/tasks within the project.

● Allow students to work with a peer.

● Allow the student to prepare/tape presentation rather than having to do it “live”.

Behavior

● Provide clear expectations for behavior, using appropriate visual aids to help the student to understand what

is expected

● Use proactive, instructional approaches whenever feasible

● Use positive reinforcement to selectively directed to shape a desired behavior

● Ignore behaviors that do not harm the classroom atmosphere

● Identifying functions of maladaptive behaviors and teaching more appropriate replacement skills or

behavior.

● Teach an alternative behavior that is related, but more socially acceptable.

Other Resources:

Links

● Asperger's Association of New England http://www.aane.org/

● Online Asperger Syndrome Information and Support http://www.aspergersyndrome.org/

Books

● Addressing the Challenging Behavior of Children with High-Functioning Autism/Asperger Syndrome in

the Classroom, by Rebecca Moyes

● Asperger Syndrome: What Teachers Need to Know, by Matt Winter

● School Success for Kids With Asperger's Syndrome, by Stephan Silverman

See Also:

● Nonverbal Learning Disorder

http://www.aane.org/









http://www.aspergersyndrome.org/










Improvement Plan 74

Disability: Attention-Deficit Hyperactivity Disorder

Definition: Attention-deficit hyperactivity disorder (ADHD) is a neurobiological disorder characterized by

developmentally inappropriate impulsivity, inattention, and in some cases, hyperactivity.


● Specific Learning Disabilities


● Symptoms of Inattentiveness:

○ do not pay close attention to details;

○ can’t stay focused on play or school work;

○ don’t follow through on instructions or finish school work or chores

○ can’t seem to organize tasks and activities;

○ get distracted easily; and

○ lose things such as toys, school work, and books

● Symptoms of Hyperactivity and impulsiveness:

○ fidget and squirm;

○ get out of their chairs when they’re not supposed to;

○ run around or climb constantly;

○ have trouble playing quietly;

○ talk too much;

○ blurt out answers before questions have been completed;

○ have trouble waiting their turn;

○ interrupt others when they’re talking; and

○ butt in on the games others are playing

● Combined inattentiveness and hyperactivity and impulsiveness


General

● Establish structure and schedules for your class and be consistent.

● Develop a routine for transitions between activities and classes.

● Use a variety of visual and auditory teaching techniques including an overhead projector, computer, or tape

recorder.

● During class, arrange for a “break” for the student to release energy (errand, trip to the water fountain, etc.).

● Make sure you have the child's attention before giving directions, and then check the child's understanding

of the direction by having him repeat it.

Assistive Technology

● Checklists, outlines, and organizers

● Books on tape

● Hand-held spell checker

● Computer

● Pointers for reading


Improvement Plan 75

Environment

● Room decorations should directly relate to current curriculum being taught. Allow students to make and

post as much of the material as possible.

● Use low-level music or environmental sounds during independent work. This can be used with the whole

class or with headphones.

● Monitor the noise level in the classroom, and provide corrective feedback, as needed.

● Physically active students should be allowed to kneel in or stand by their desks as long as they are not

disrupting others.

● Seat the child near the teacher to monitor and reinforce the child’s on-task behavior.

● Seat the child near a student role model.

● Provide a quiet area for independent work with as few distractions as possible. Allow the students to isolate

themselves if they are too distracted. Students should be directed to this area privately and discreetly in

order to avoid the appearance of punishment.

Reading

● Allow student to have a second set of books at home.

● Utilize books on tape so that the student can read and listen at the same time.

● Use unison reading when having the student read out loud.

● Provide student with a talking hand-held spell checker or dictionary for identifying unknown words.

● Teach the child to use a pointer to help visually track written words on a page.

Writing

● Allow extended time to complete assignments.

● Guide topic selection.

● Allow student to use word processors or computers.

● Allow the student to use graph paper while doing math.

● Allow the student to dictate the responses to a teacher or peer for recording as an alternate to writing.

● Allow student to use any method of production, even if there is a mix of manuscript with cursive writing.


● Provide extra time for completing assignments.

● Emphasize accuracy instead of speed.

● If the student is overwhelmed by the amount of information on a page, fold the paper so only a small

amount shows at a time or photocopy sections, and present it in parts.

● If the appearance is visually distracting, photocopy to take out color, and give student both color and black

and white copies.

● Write instructions and directions on the board or overhead.

● Read the instructions as you write them. Use “modeling” to show how instructions or directions should be

carried out.

● Incorporate different learning styles by having reading, writing, coloring, and construction type activities

(puzzles, gluing pasting, etc.) as is possible.

● Provide the student with an assignment notebook to help organize homework and other seatwork.

● Assign the student a partner to help record homework and other seatwork in the assignment notebook and

file work sheets and other papers in the proper folders.

● Provide students with a checklist of frequent mistakes. Provide the student with a checklist of mistakes that

he or she frequently makes in written assignments (e.g., punctuation or capitalization errors), mathematics

(e.g., addition or subtraction errors), or other academic subjects. Teach the student how to use this list when

proofreading his or her work at home and school.

● Teach a student how to use Venn diagrams to help illustrate and organize key concepts in reading,

mathematics, or other academic subjects.


● Provide extra time for taking tests.

● Offer untimed testing.

● Allow student to take test orally instead of written.

● Provide limited choices for multiple choice and matching tests.

● Provide the student with an answer list for fill in the blank questions.


Improvement Plan 76

● Allow the student to write or circle the answers in the test booklet on tests having computer scored answer

sheets. Allow an assistant to transfer the responses onto the computer sheet.


● Seek to involve student in lesson presentation.

● Cue student to stay on task with a private signal.

● Post discussion material in areas where students are most likely to look when they go off task.

● Place the student near the teacher and/or directly in front of the teacher.

● Use frequent eye contact to get and keep the child’s attention.

● Follow discussion/lecture with a hands-on activity.

● Pause and create suspense by looking around before asking a question.

● Stand close to the student during the discussion.

● Ask a simple question to a student whose attention is beginning to wander.

● Provide the student with visuals as part of the discussion (films, tapes, flash cards, etc.).

● Allow the student to repeat the question before answering.

● Use a personal listening device to help the student focus more on the teacher’s voice and less on extraneous

noises.

● Provide students with an outline or skeleton of information that will be presented in lecture style and ask

them to fill it in as the class proceeds.

Note-Taking

● Teach a student how to take notes when organizing key academic concepts that he or she has learned.

● Student highlights key points on printed copy of notes rather than copying/recording lecture notes.

● Provide student with an outline of key points prior to the lecture.

● Allow the student to tape record class lectures or access a copy of peer’s notes after the lecture.

Group Work

● Limit group assignments.

● Carefully define and frequently monitor expectations for behavior and the child's contribution to the group

work.

● Allow student to work in cooperative mixed ability groups with group reward reinforcement system.

● Encourage peer assistance and collaborative learning.

● Clarify the rules when working in a group situation.

● Allow the student to have a responsible job within the group.


● Short, frequent assignments in an orderly sequence are preferable to long-term projects.

● Provide the student with a detailed description of what is expected and a checklist of components.

● Allow student to use alternative methods for presentation (medium used, display type, illustrations, models,

and oral versus written presentations).

● Provide the student with supervised opportunities to break down a long assignment into a sequence of

short, interrelated activities.

Behavior

● Involve students in establishing three to five basic classroom rules, state them positively and post them in

the room.

● Establish a hierarchy of consequences to be used when classroom rules are repeatedly broken. Ensure that

students are aware of these consequences, and make every effort to use them consistently and in a timely

manner.

● Provide opportunities for students to role play positive and negative examples of these rules on a regular

basis to ensure that rules are reviewed often and all students understand the expectations.

● Compile a list of characteristics or behaviors that the child can be legitimately praised for and praise him

immediately and often.

● Use a behavior system appropriate for the child's level of development. Use stars, tokens or check lists to

monitor and reinforce behaviors such as staying on task and task completion, neatness, independence,

keeping up assignment sheets, staying in seat, quiet working, ignoring distractions, etc.

● Tape behavior reminders on the student’s desk to encourage self-monitoring.

Organization


Improvement Plan 77

● Model organizational skills by designating places for students' belongings, classroom materials, incoming

assignments, etc. in the classroom/

● Have a checklist by the door for typical things that need to be taken to exploratory classes, taken home, etc.

● Post a list of required materials on the inside of student lockers to encourage them to maintain a supply of

materials needed.

● Color-code books and supplies by subject.

● Help the student organize a notebook or folder for your class.

● Provide a special assignment notebook with larger-than-usual spaces in which to write.

● Give assignments in writing, or check what the child has written down, to ensure accuracy.

● Use an assignment sheet/calendar to help a student monitor upcoming due dates and what needs to be done

as homework, with listed materials.

● Post assignments on flip chart paper or in an assignment binder at the back of the classroom to create a

permanent record which students can consult when they have missed classes or are having trouble

understanding or remembering what to do.

● Tape organizational reminders on the student’s desk to encourage self-monitoring.

● Provide students with a "day at a glance" that can be used as a checklist on their desk as assignments are

completed.

Other Resources:

Links

● ADDitude http://www.additudemag.com/

● National Resource Center on ADHD http://www.help4adhd.org/

Books

● ADHD Diagnosis and Management: A Practical Guide for the Clinic and the Classroom, by Mark Wolraich

● Classroom Management Techniques for Students with ADHD, by Roger Pierangelo

● How To Reach And Teach Children with ADD/ADHD, by Sandra Rief

● Teenagers with ADD and ADHD: A Guide for Parents and Professionals, by Chris Zeigler Dendy

See Also:

● Dyscalculia

● Dysgraphia

● Dyslexia

http://www.additudemag.com/









http://www.help4adhd.org/












Improvement Plan 78

Disability: Auditory Processing Disorder

Definition: Auditory Processing Disorder is an umbrella term referring to disorders that affect the way the brain

processes auditory information. Auditory Processing Disorder may also be referred to as central auditory processing

disorder, auditory perception problem, auditory comprehension deficit, central auditory dysfunction, central

deafness, and “word deafness.”


● Asperger Syndrome

● Attention-Deficit Hyperactivity Disorder


● Difficulty with processing and remembering language-related tasks

● Processes thoughts and ideas slowly and have difficulty explaining them

● Misspells and mispronounces similar-sounding words or omits syllables

● Difficulty with figurative language (metaphor, similes) or misunderstand puns and jokes and interprets

words literally

● Distracted by background sounds and noises

● Difficulty with staying focused on or remembering a verbal presentation or lecture

● Difficulty with remembering oral directions and following directions in a series

● Difficulty with comprehending complex sentence structure or rapid speech


General

● Add visual clues, such as gestures or pictures to verbal instructions.

● Present information in a multi-sensory way

● Use simple, brief directions given in a logical, time-ordered sequence, using words that make the sequence

clear, such first, next, finally

● Paraphrase instructions and information in shorter and simpler sentences

● Ask students to repeat your instructions in their own words.

● Review previously learned material

● Recognize periods of fatigue and give breaks as necessary

● Make instructional transitions clear

● Emphasize key words and critical information when speaking or writing

● Speak slowly and clearly, but do not over-exaggerate speech

● Vary loudness to increase attention


Improvement Plan 79

● Check comprehension by asking the child questions or asking for a brief summary after key ideas have

been presented to be sure the child understands

● Avoid showing frustration when the child misunderstands a message

● Avoid asking the child to listen and write at the same time

● Allow to doodle in order to listen

Assistive technology

● Use assistive listening devices such as a sound field amplification system or an FM auditory trainer

● Use ear plugs

● Use audio recorder

● Use note taker

Environment

● Acoustically modified classroom to minimize auditory/visual distractions

● Flexible preferential seating, away from auditory and visual distraction

● Reduce external visual, auditory, and tactile distractions

● Provide isolated area for independent work

Reading

● Use books on tape when reading

Writing

● Encourage student to sequence events appropriately verbally or visually before writing stories.

● Require student to create an outline organizing important details and providing a logical sequence of

actions.


● Allow more time for the student to complete activities.

● Develop use of consistent attention getting devices before giving an assignment


● Allow for extra time to complete tests and selected assessments.

● Keep auditory/visual distractions in the testing area to a minimum.

● Read test directions to students and circle key words


● Gain the child's attention prior to delivery of information

● Use visual aids, manipulatives, and written instructions to supplement spoken information

● Have the student read ahead on a subject that will be discussed to become familiar with new

vocabulary/concepts that will be presented during the discussion.

● Before discussing new information, list key vocabulary on the board.

● Emphasize key words in the discussion by inflection or deliberate pausing to help students focus on the

main idea.

● Reword complex concepts into simple language.

● Repeat key information.

● Encourage the child to ask questions for further clarification

● Allow time for the child to respond to questions and “catch up”

Note-Taking

● Provide student with a list of vocabulary pertinent to lectures to get a “heads-up” on what to expect.

● Provide students with an outline of the material so they are responsible for details and clarification, not

entire content.

● Provide written record of lesson prior to the lecture and have the student use a marker to highlight lecture

points, and can focus on the lecture not the recording of the information.

● Pause between key points.

Group Work

● Model appropriate social behavior and communication that is necessary to operate within a group.

● Provide cues for student when/if social behavior or communication skills lapse within the group.


● Organize long-term assignments into manageable, sequenced steps

● Demonstrate and model presentation techniques.


Improvement Plan 80

● Allow student to practice presentation in a small group before presenting to entire class.

● Provide cues to student during lapses in presentation such as long pauses, wandering off-topic, not using

target voice and/or articulation, etc.

Organization and Study Skills

● Use outlines, checklists, study guides, and other organizational aids

● Use visual daily schedule and calendars

● Use study sheet to organize material

● Teach how to develop and maintain an organized notebook to aide in memory

● Teach outlining techniques and cognitive mapping

● Practice cumulative reviewing

● Practice sequencing dates, parts of essay, steps in math problems, etc.

● Use flash cards to study

● Have student write when memorizing

● Develop memory techniques and mnemonics

● Write directions given orally, teacher checks

Other Resources:

Links

● American Speech-Language-Hearing Association http://www.asha.org/

● Speaking of Speech http://www.speakingofspeech.com/

● Speech Language Therapy http://www.speech-language-therapy.com/

Books

● Language Processing Problems: A Guide for Parents and Teachers, by Cindy Gaulin

● When the Brain Can't Hear : Unraveling the Mystery of Auditory Processing Disorder, by Teri James Bellis

See Also:


http://www.asha.org/









http://www.speakingofspeech.com/









http://www.speech-language-therapy.com/














Improvement Plan 81

Disability: Autistic Disorder

Definition: Autistic Disorder is a developmental disability, generally evident before the age of three that adversely

affects a student’s educational performance and significantly affects developmental rates and sequences, verbal and

non-verbal communication and social interaction and participation.


● Intellectual Impairment


● Impairment in social interaction

○ impairment in the use of non-verbal behaviors such as eye-to-eye gaze, facial expression, body

postures, and gestures

○ difficulty with pragmatics of conversation

○ difficulties with developing peer relationships appropriate to developmental level

○ impaired expression of pleasure in other people’s happiness.

● Impairment in communication

○ delay in, or total lack of, the development of spoken language

○ marked impairment in the ability to initiate or sustain a conversation

○ repetitive and idiosyncratic speech patterns

○ echolalic speech

○ restricted vocabulary

○ stereotyped and repetitive use of language or idiosyncratic language

● Lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level

● Unusual and distinctive behaviors, including:

○ restricted range of interests, and a preoccupation with one specific interest or object

○ inflexible adherence to a non-functional routine

○ stereotypical and repetitive motor mannerisms, such as hand flapping, finger flicking, rocking,

spinning, walking on tiptoes, spinning objects

○ preoccupation with parts of objects

○ fascination with movement, such as the spinning of a fan, or turning wheels on toys


Improvement Plan 82

○ insistence on sameness and resistance to change

○ unusual responses to sensory stimuli


General

● Provide a predictable and safe environment, with consistent daily routine and minimal surprises

● Provide a daily schedule for the student which includes the activities and daily needs.

● Minimize transitions

● Always prepare the child for any schedule changes in advance.

● Be as concrete as possible in presenting new concepts and abstract material

● Provide visual supports to clarify instructions and teach new concepts and skills

● Use activity-based learning where possible

● Use graphic organizers such as semantic maps

● Use outlines to help student take notes and organize and categorize information

● Separate tasks so that each can completed one at a time

● Identify tasks that must be performed simultaneously and tasks that can be performed individually

● Create a flow-chart of tasks that must be performed at the same time, carefully labeling or color-coding

each task in sequential or preferential order

● When giving directions, make sure they are clear and concise. Allow the student enough time to process the

information and respond.

● Alternating more difficult and demanding tasks with those that are easier and more enjoyable

● Avoid using idioms and other figurative expressions during instruction.

● Introduce simple figurative language expressions outside of instructional time.

● Pair the student with a peer to help with social skills and activities in the classroom

Environment

● Identify sounds that may trigger a change in behavior.

● Be conscious of the noise level in the classroom setting.

● Provide a space for the student to work that decreases distractions.

● Allow the student to access the same workspace to provide consistency.

● Alter features of the environment that cause sensory overload for the student

● Provide a place for the student to retreat to for relaxation and calming down

● Seat the child at the front of the class and direct frequent questions to him or her to help him or her attend

to the lesson

Reading

● Allow the student to listen to the story or chapter on tape to reduce external stimuli.

● Provide choices of reading materials.

● Encourage students to explore into new topics.

● Reduce amount of graphics in reading material for students who are visually distractible.

Writing

● Slant board can provide compensation for vestibular difficulties.

● Use letters of various textures such as plastic, wood, or foam. This allows the student to feel the letters.

● Allow the student to use raised line paper to increase proprioceptive input to cue for line usage.

● Allow the student to use a word processing computer program whenever possible.

● If student has an aversion to handwriting, let him do the work using a keyboard solution or by tape-

recording the work.

● Encourage text to speech, Color adjustment, illustrations, etc. to motivate the student to write.

● Allow the student to write about favorite topics whenever possible.


● Provide the student with worksheets that are uncluttered and give the student ample room for the answers.

● Use a highlighter to highlight spaces for answers.

● Provide alternate formats for completion of worksheets.


● Highlight important sections of a book to help the student study.


Improvement Plan 83

● Provide the student with a written outline of the material that will be covered on the test.

● Provide the student with short answer tests and try to avoid essay tests.

● Highlight the directions to the test so that the student will focus on them.

● Allow the student to actively move during assessments.


● Provide advance notice of topics to be discussed to help facilitate communication

● Make sure that you have the student’s attention before asking a question.

● Ask questions that are as concrete as possible.

● Ask questions that can be answered with words or a phrase instead of long, essay answer.

● During discussion, use speech literally, avoiding the use of idioms, double meanings, sarcasm, and

nicknames.

● Print the questions to show the text in conjunction with the verbal questions.

● Break lengthy questions into separate components.

Note-Taking

● Allow a peer to share notes to share with the student.

● Allow the student to tape record the discussion/lecture.

● Provide the student with an outline of the class discussion.

● Allow the student to access a computer to take notes.

Group Work

● Provide the student with a transition warning before group activities begin.

● Allow the student to leave the group before becoming frustrated.

● Require the student to stay in the group for the activities that are meaningful to them.

● Provide the student with a sequence for the group activities.


● Provide an outline and schedule of steps to be completed in correct sequence.

● Use samples or pictures of finished products to show the student what needs to be done.

● Provide visual cues of various elements/tasks within the project.

● Allow students to work with a peer.

● Allow the student to prepare/tape presentation rather than having to do it “live”.

Behavior

● Provide clear expectations for behavior, using appropriate visual aids to help the student to understand what

is expected

● Use proactive, instructional approaches whenever feasible

● Use reinforcers to increase appropriate behaviors

● Reinforce appropriate behavior with reinforcements that are meaningful to the individual student

● Ignore behaviors that do not harm the classroom atmosphere

● Identifying functions of maladaptive behaviors and teaching more appropriate replacement skills or

behavior.

● Teach an alternative behavior that is related, but more socially acceptable.

● When the behavior is happening, try to divert the person's attention to another activity.

Other Resources:

Links

● Center for Autism and Related Disabilities http: //card.ufl.edu/

● Cindy's Autistic Support http://www.cindysautisticsupport.com/

● National Autism Center http://www.nationalautismcenter.org/

● National Professional Development Center on Autism Spectrum Disorders http://autismpdc.fpg.unc.edu/

● Polyxo:Teaching Children with Autism http://www.polyxo.com/

● TARGET: Texas Autism Resource Guide for Effective Teaching http://www.txautism.net/manual.html

● The Family Autism Center http://www.sncarc.org/family%20autism%20center/index.htm

Books

● Activity Schedules for Children With Autism: Teaching Independent Behavior, by Lynn McClannahan

● A Land We Can Share: Teaching Literacy to Students With Autism, by Paula Kluth

http://card.ufl.edu/









http://www.cindysautisticsupport.com/









http://www.nationalautismcenter.org/









http://autismpdc.fpg.unc.edu/











http://www.polyxo.com/









http://www.txautism.net/manual.html












http://www.sncarc.org/family%20autism%20center/index.htm



















Improvement Plan 84

● Autism in Your Classroom: A General Educator's Guide to Students with Autism Spectrum Disorders, by

Deborah Fein

● Do-Watch-Listen-Say, by Kathleen Ann Quill

● Functional Behavior Assessment for People With Autism: Making Sense of Seemingly Senseless Behavior,

by Beth Glasberg

● Educating Children with Autism, by the Committee on Educational Interventions for Children with Autism

● Behavioral Intervention for Young Children With Autism:, by Catherine Maurice

● Just Give Him The Whale!: 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support

Students with Autism, by Paula Kluth and Patrick Schwarz

● Right from the Start: Behavioral Intervention for Young Children With Autism, by Sandra Harris

● Teaching Communication Skills to Children with Autism, by Pat Crissey

● Teaching Conversation to Children With Autism, by Lynn McClannahan and Patricia Krantz

● Teaching Students with Autism Spectrum Disorders, by Roger Pierangelo and George Giuliani

● The Autism Checklist: A Practical Reference for Parents and Teachers, by Paula Kluth

● Visual Supports for People with Autism: A Guide for Parents and Professionals, by Marlene Cohen

● You're Going to Love this Kid!: Teaching Students with Autism in the Inclusive Classroom, by Paula Kluth

See Also:


Disability: Bipolar Disorder

Definition: Bipolar disorder is a mood disorder that causes radical emotional changes and mood swings.



● Depression



● Episodes of mania or hypomania::

○ Elevated, expansive or irritable mood

○ Decreased need for sleep

○ Racing thoughts

○ Pressure to keep talking

○ Inflated self-esteem or grandiosity

○ Excessive involvement in pleasurable but risky activities

○ Increased physical and mental activity

○ Hallucinations and/or delusions

○ Increase in goal directed activity

● Episodes of depression:

○ Pervasive sadness or irritability

○ Crying spells or tearfulness


Improvement Plan 85

○ Sleeping too much or inability to sleep

○ Agitation or too quiet

○ Withdrawal from activities formerly enjoyed

○ Drop in grades and inability to concentrate

○ Thoughts of death and suicide

○ Low energy

○ Significant change in appetite (low or high) with the accompanying change in weight

○ Poor concentration, diminished ability to think, indecisiveness

○ Feelings of worthlessness or exaggerated feelings of guilt

● Mixed episodes of mania/hypomania and depression


General


expectations.


● Monitor clarity of understanding and alertness.

● Allow most difficult subjects at times when student is most alert.











Environment


● Increase natural lighting or provide full spectrum lighting.





● Allow the student to observe several other students before attempting a task.

● Visually divide worksheet with lines, boxes, and different colored areas.




● Provide extra-credit opportunities, particularly following deteriorations.




● Allow the student to take important tests during the part of the day when the student is most able to focus.


● Discuss the need to raise hand before speaking and listening to others.

● Reward the child for exhibiting good turn-taking skills.

Group Work






Improvement Plan 86

● Limit the child’s choices for projects to ideas that he/she has had prior experiences with until the child has

shown an ability to assimilate, organize, and transfer new information.




Behavior





● Focus on the big picture and ignore the minor issues.










● Once a consequence is initiated, carry it through to a satisfactory conclusion.

● Avoid requiring confessions, challenging a student to misbehave, arguments and confrontations, forcing

apologies, and mass punishment for the misbehavior of a single student.

● Create a crisis intervention plan for extreme cases where student is experiencing periods of withdrawal or

fatigue, or gets out of control and may do something impulsive or dangerous.




● Allow previous mistakes to stay in the past and focus on the present only.

Other Resources:

Links


● Child and Adolescent Bipolar Foundation http://www.bpkids.org/








Books

● Challenging Kids, Challenged Teachers, by Leslie Packer


George Guiliani


● The Bipolar Child, by Demitri Papolos and Janice Papolos


See Also:

● Depression






















http://www.bpkids.org/









































































Improvement Plan 87

Disability: Blind/Visually Impaired

Definition: The capacity to see, after correction, is limited, impaired, or absent and results in reduced performance

in visual acuity tasks, difficulty with written communication, and/or difficulty with understanding information

presented visually in the education environment. The term includes students who are blind and students with limited

vision.


● Visual impairment of varying severity

○ Blind (20/200 to complete sightlessness with the best possible correction)

○ Limited Vision (visual acuity between 20/70 and 20/200 after all corrective possibilities)



● Low vision devices such as CCTV, monoculars

● Captioning for television and video materials

● Computer with adaptive equipment or software, such as screen magnification programs, screen readers, text

readers, or other voice output devices, Braille display, specialized keyboards, and/or headphones.


Improvement Plan 88

Environment

● Allow for access to the room before the beginning of the school year or semester.

● Preferential seating with the student seated as close to the teacher or material being presented as possible.

● Face the class while speaking.

● Provide a good level of even light, including in toilets and changing areas. Avoid sudden changes between

bright and dim light, or give the child time to adjust.

● Use contrasting colors to distinguish differences.

● Avoid glare from reflected light. Use curtains or blinds at windows, and matte rather than shiny surfaces.

● Avoid standing with back to a window or bright light source to avoid glare.

● Avoid clutter. It distracts children trying to look at other things, and may be dangerous for mobile children.

● Patterns on clothes and busy wall displays can also be visually distracting.

● Don't move furniture around without telling children.

● Position furniture to make clear routes around the room. Avoid large open spaces without landmarks.

● Be aware of textures on toys, to mark possessions and places, on walls and underfoot.

● Surfaces that children will trail their hands along need to be checked for safety and comfort - no staples

sticking out of noticeboards, for example. Head-height obstacles, such as fire extinguishers, are particularly

hazardous.

Reading

● Consult with VI teacher on any optical devices the student may use to read printed materials.

● Allow extra time for low-vision readers as they may experience eye fatigue.

● Provide reading materials to the VI teacher in advance to be enlarged, scanned, Brailled, or recorded on

tape, or so they can be ordered.

Writing

● Some low-vision students use dark, bold, or raised lined paper for writing assignments, others may use a

computer or an electronic Braille note taker.


● Provide worksheets to VI teacher in advance to be enlarged, scanned, Brailed, tactually adapted, or put on

cassette tape.

● Provide worksheets in an electronic file for students who use laptop computers with screen magnification,

screen readers or other voice output tools.

● Allow students to work in pairs to complete worksheets. Pair the visually impaired student with a print

reader.

● Keep the format of the document visually clear and uncluttered.


● Allow extra time to complete tests.

● Tests may be read to the student and/or answers may be recorded by the reader.

● Provide assessments to the VI teacher in advance to be enlarged, scanned, Brailed, tactually-adapted, or

converted to an audio file.

● Use of oral examinations.

● Avoid using bubble-in answer sheets.


● Call on visually impaired student by name to participate in discussion.

● Make sure everything that is visually displayed is verbally described.

● Provide the students with an outline in their preferred format so the discussion can be more easily followed.

● Allow the student to touch any tactual items being presented either before or during the discussion.

Note-Taking

● Visually impaired students may take notes on their Brailler, electronic Braille note taker, computer, or may

use a cassette recorder.

● Any notes written on the board should be said aloud for the visually impaired student.

● Keep the information in a visually simple and organized format.

● Use high contrast writing tools when using the overhead, chalkboard, or dry erase board.

● Use a Smart Board that is attached to the student’s or a classroom computer.



Improvement Plan 89

● Give the student project assignments as far in advance as possible to allow time for adapting or ordering

research or project materials.

● Have students work in groups.

● Include sample projects that the student can refer to.

● Allow for reports that are given verbally, written, or typed.

Other Resources:

Links

● Advisor http://www.e-advisor.us/

● American Foundation for the Blind http://www.afb.org/

● Association of Massachusetts Educators of Students with Visual Impairments http://amesvi.org/

● Dots for Families http://www.uacoe.arizona.edu/viliteracy/

● Family Connect http://www.familyconnect.org/

● Massachusetts Accessible Instructional Materials Library http://www.aimlibrary.org/index.htm

● National Center for Blind Youth in Science http://www.blindscience.org/

● National Federation of the Blind http://www.nfb.org/

● Perkins School for the Blind http://www.perkins.org/

● Recording for the Blind & Dyslexic http://www.rfbd.org/

● VI Curriculum http://vicurriculum.org/

Books

● Foundations of Education: Instructional Strategies for Teaching Children and Youths with Visual

Impairments, by M. Cay Holbrook and Alan Koenig

● Foundations of Low Vision: Clinical and Functional Perspectives, by Anne Corn and Alan Koenig

● Making It Work: Educating the Blind/Visually Impaired Student in the Regular School, by Carol

Castellano

● Teaching Visually Impaired Children, by Virginia Bishop

Disability: Cerebral Palsy

Definition: Cerebral palsy refers to any one of a number of neurological disorders that appear in infancy or early

childhood and permanently affect body movement and muscle coordination but don’t worsen over time. It is caused

by damage to one or more specific areas of the brain, usually occurring during fetal development; before, during, or

shortly after birth; or during infancy. Cerebral palsy can vary in intensity.




● muscular weakness and hypotonia

● poor muscle control and lack of coordination

● stiff or tight muscles and exaggerated reflexes

● muscle spasms or seizures

http://www.google.com/url?q=http%3A%2F%2Fwww.e-advisor.us%2F&sa=D&sntz=1&usg=AFQjCNFb5J0vPb3O5a4ht8v4rebaqAB9Og











http://www.google.com/url?q=http%3A%2F%2Fwww.afb.org%2F&sa=D&sntz=1&usg=AFQjCNGOmq9gUwaU6rREeWV5wElvdowZAQ









http://www.google.com/url?q=http%3A%2F%2Famesvi.org%2F&sa=D&sntz=1&usg=AFQjCNFqX1oxRa2PTDppSRDkgrJ1eilS2g







http://www.google.com/url?q=http%3A%2F%2Fwww.uacoe.arizona.edu%2Fviliteracy%2F&sa=D&sntz=1&usg=AFQjCNF4Se9zpm8GAcJF_EI2b0KrC8CvdA













http://www.google.com/url?q=http%3A%2F%2Fwww.familyconnect.org%2F&sa=D&sntz=1&usg=AFQjCNFiWuquDPdBm27C-HDbFBP0PABPjg









http://www.google.com/url?q=http%3A%2F%2Fwww.aimlibrary.org%2Findex.htm&sa=D&sntz=1&usg=AFQjCNFo9pLxkBrni4zBdKiizIJJUHL1EA











http://www.google.com/url?q=http%3A%2F%2Fwww.blindscience.org%2F&sa=D&sntz=1&usg=AFQjCNELgFLtO2rh9HmTPYn-DhKe5xCcEQ









http://www.google.com/url?q=http%3A%2F%2Fwww.nfb.org%2F&sa=D&sntz=1&usg=AFQjCNEDMa_13tV2EjYATMxZVre9kjL6Ng









http://www.google.com/url?q=http%3A%2F%2Fwww.perkins.org%2F&sa=D&sntz=1&usg=AFQjCNHGIpyEmaH4q_bt11wll5lomPMSxw









http://www.google.com/url?q=http%3A%2F%2Fwww.rfbd.org%2F&sa=D&sntz=1&usg=AFQjCNE4CGHmtus8qi1oEVdrFoY4nAz9ng









http://www.google.com/url?q=http%3A%2F%2Fvicurriculum.org%2F&sa=D&sntz=1&usg=AFQjCNGhT5r_VRPLcGOyQf05nAhOOYBVFw








Improvement Plan 90

● disturbance in gait or mobility

● abnormal, awkward positions

● a tendency to favor one side of the body over the other

● problems with sucking, chewing, or swallowing

● difficulty speaking, concentrating, and interpreting sense perceptions


General

● Provide periodic breaks.

● Provide memory aids, such as schedulers or organizers.

● Use an electronic organizer, post notes/reminders.

● Provide a picture board or picture cards.

● Provide speech amplification, speech enhancement, or other communication device.

● Provide course materials available in electronic or other alternative format.


● Computer with adaptive equipment or specialized software

● Augmentative/alternative communication method or device

● Audio recorder

Environment

● Maintain unobstructed hallways, aisles, and means of egress.

● Keep work areas uncluttered.

● Allow preferential and accessible seating.

● Provide an accessible classroom desk, such as an adjustable height, tilt, or portable wheelchair desk.

● Keep all needed materials and equipment located within reach.

Reading

● Provide a page turner and a book holder.

Writing

● Allow use of a computer.

● Provide writing and grip aids.


● Provide written instructions.

● Allow extra time to complete homework assignments.


● Allow extra time to complete homework tests.

● Provide tests in alternative formats, if necessary.


● Develop a system for student to indicate that they have a question, answer, or would otherwise like to

participate in the discussion.

Note-Taking

● Use a laptop computer with alternative computer input device/software.

● Use writing and grip aids.

● Provide a note taker.

● Provide a copy of the instructor’s notes or outline.

Other Resources:

Links

● Children's Hemiplegia and Stroke Association http://www.chasa.org/

● Hemi Help http://www.hemihelp.org.uk/

● United Cerebral Palsy http://www.ucp.org/

Books

● Teaching Motor Skills to Children With Cerebral Palsy, by Sieglinde Martin

See Also:

http://www.chasa.org/









http://www.hemihelp.org.uk/











http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/

http://www.ucp.org/


Improvement Plan 91


Disability: Deaf-Blind

Definition: Deaf-blindness is a visual and hearing impairment in which the combination of impairments limits

access to auditory and visual information. The impairments can be of varying type or degree. Deaf-blindness may be

congenital or acquired, and can have many different causes, including genetic conditions such as CHARGE

syndrome, Usher syndrome, or Down syndrome.


● Mild to profound hearing loss

● Near normal vision to total blindness


Improvement Plan 92


General

● Give visual descriptions or tactile representation of any material being used for instruction.

● The student will need more time to explore tactile items and respond.

● The student may be missing vital experiential background that the teacher will need to provide prior to

presenting new material.

● The teacher needs to frequently assess for comprehension of concepts being taught and provide meaningful

information.

● Provide handouts in appropriate media (e.g., braille, tape, large print, tactile representation).

● Provide a high degree of consistency in presenting new information.


● Personal hearing aids and glasses

● Low vision devices such as CCTV, monoculars

● Easels and book stands

● Assistive listening device such as FM systems, vibrotactile aids, or auditory loops

● Alerting devices such as vibrating alarms

● Captioning for television and video materials

● Computer aided real time (CART)

● Lamps or spotlights on interpreter to help the child in visually accessing the information that is being

signed

● TDD/telebraille devices for making phone calls

● Interpreter

Environment

● Allow for access to the room before the beginning of the school year or semester.

● Provide a good level of even light, including in toilets and changing areas. Avoid sudden changes between

bright and dim light, or give the child time to adjust.

● Use contrasting colors to distinguish differences.

● Avoid glare from reflected light. Use curtains or blinds at windows, and matte rather than shiny surfaces.

● Avoid clutter. It distracts children trying to look at other things, and may be dangerous for mobile children.

● Patterns on clothes and busy wall displays can also be visually distracting.

● Don't move furniture around without telling children.

● Avoid background noise as far as possible.

● Deaden echoes with carpets and wallboard. Be aware that hearing aid wearers may suffer in noisy echoing

spaces such as dining halls.

● Position furniture to make clear routes around the room. Avoid large open spaces without landmarks.

● Be aware of textures on toys, to mark possessions and places, on walls and underfoot.

● Be aware of smells and air currents which may help children recognise places and activities.

● Surfaces that children will trail their hands along need to be checked for safety and comfort - no staples

sticking out of noticeboards, for example. Head-height obstacles, such as fire extinguishers, are particularly

hazardous.

● Limit the number of people in an environment, when possible.

● When an assistive listening device, low vision device, or other form of assistive technology is being used,

make the entire class aware of how it is going to be incorporated into the classroom.

Reading

● Reading material should be in appropriate media for student.

● The student may require the reading material in large print or braille.

● The student may need support of a Reader to read textbooks and other materials to the student. Some

students may access reading material by having it scanned into computer and use a program that will read

the text aloud.

● Decrease glare by correctly positioning material.

● Be sure there is appropriate lighting.

Writing


Improvement Plan 93

● The student may require an alternative means of writing such as a brailler, low vision device, or computer

with appropriate software

● The student may require longer time to complete assignments.


● Worksheets may need to be converted into large print or Braille.

● Make sure that the worksheets are not visually or tactually cluttered.

● Have easily identified workspace for the student to place answers.

● The student may need to access and complete the worksheet using an alternate means of response, such as

braille, low vision device, interpreter, computer with appropriate modifications.

● Allow the student more time to complete the worksheets.

● Allow the student time after class to ask questions privately and make the student aware that this is an

option.


● Use appropriate modifications to make assessment accessible to student.

● Allow the student to take the test orally or in appropriate media.

● Allow the student to record test answers using appropriate media.

● Provide the student extended test-taking time.

● Allow student to take test in a different location for better lighting.

● Allow the student to use Braille

Class Discussions

● The student may use a low vision device to view material being presented during discussion.

● Use overlays with high contrast for students with low vision.

● Provide students with copies of overhead materials in student’s preferred media.

● Provide the student with discussion material early, especially if the student is expected to respond through

discussion.

● An interpreter may be needed to relay information to and from the student and other people in the

classroom.

● When using audiovisual materials (overhead projector, video, etc.) be aware of the negative effects on

hearing and sight. Some students using their residual hearing may need to sit away from overhead

projectors that are noisy. Students using an interpreter will need light on the interpreter to see the signs. For

some students, dimming the lights may impair the student’s ability to see the material.

● Information that is presented visually should be described for the student with vision loss and some

material may need to be represented tactually through use of models or tactile graphics.

● In some instances, the teacher may need to remain in one place when lecturing so that the student can

follow the voice clearly.

● Teacher should present lecture at an appropriate speed for the interpreter to keep pace.

● Encourage participation during discussion by allowing student time to answer.

● Allow the interpreter to translate to the class what the student signs.

Note-Taking

● The student may require a note taker in class.

● Provide the student with written, Brailled, or taped important information discussed.

● Provide an easily identified workspace for the student to take notes.

● Provide the student access to discussion notes using high contrast text and background (such as black and

yellow). Be sure text is of appropriate size, spacing, and boldness.

● Review the note taker’s notes to ensure that the student is correctly getting all of the information presented

in class.

Group Work

● An Assistive Listening Device may be used in small groups to enhance the understanding of several voices.

● Bring awareness to the group that only one student speaks at a time.

● Have students in the group identify themselves before speaking.

● Materials that are developed by the group may need to be converted to alternate format.

Reports, Projects, and Presentations

● Allow student more time to complete work.


Improvement Plan 94

● Be sure student understands requirements of the work and has an opportunity to ask questions for

clarification.

● Allow student to turn in the work in appropriate media, especially if student is still learning keyboarding

skills. Braille can be translated by the teacher of the visually impaired.

● Allow the interpreter to translate to the class what the student is signing.

● An oral interpreter may be needed if the student’s voice is not clearly understood or loud enough.

● Allow the interpreter to relay comments and feedback from the peers and teacher to the student.

Other Resources:

Links

● National Consortium on Deaf-Blindness http://www.nationaldb.org/

● New England Consortium of Deaf-Blind Project http://www.necdbp.org/

● Sense http://www.sense.org.uk/

Books

● Tactile Strategies for Children Who Have Visual Impairments and Multiple Disabilities, by Deborah Chen

See Also:

● Blind/Visually Impaired

● Deaf/Hard-of-Hearing

Disability: Deaf/Hard-of-Hearing

Definition: The capacity to hear, with amplification, is limited, impaired, or absent and results in one or more of the

following: reduced performance in hearing acuity tasks; difficulty with oral communication; and/or difficulty in

http://www.google.com/url?q=http%3A%2F%2Fwww.nationaldb.org%2F&sa=D&sntz=1&usg=AFQjCNFmHjty3sHH4OlEy41S4CVtOQQNJQ









http://www.google.com/url?q=http%3A%2F%2Fwww.necdbp.org%2F&sa=D&sntz=1&usg=AFQjCNFoCX_Zd5d1tQa54yQyFMbMhyH_DA









http://www.google.com/url?q=http%3A%2F%2Fwww.sense.org.uk%2F&sa=D&sntz=1&usg=AFQjCNE9LN_pur0ibKYLH21Dyirz6MXmYw











Improvement Plan 95

understanding auditorally-presented information in the education environment. The term includes students who are

deaf and students who are hard-of -hearing.


● Hearing impairment of varying degree:

○ Slight (16 to 25 db loss)

○ Mild (26 to 40 db loss)

○ Moderate (41 to 55 db loss)

○ Moderately severe (56 to 70 db loss)

○ Severe (71 to 90 db loss)

○ Profound (91+ db loss)

● Hearing impairment of varying type:

○ Conductive (caused by diseases or obstructions in the outer or middle ear that usually affect all

frequencies of hearing evenly and do not result in severe losses)

○ Sensorineural (caused by damage to the sensory hair cells of the inner ear or the nerves that supply

it, that affect often the person’s ability to hear certain frequencies more than others and can result

in mild to profound losses)

○ Mixed (a combination of conductive and sensorineural loss and means that a problem occurs in

both the outer or middle and the inner ear)

○ Central (caused by damage or impairment to the nerves or nuclei of the central nervous system,

either in the pathways to the brain or in the brain itself)

● Hearing impairment of varying configuration:

○ Unilateral (hearing loss in one ear)

○ Bilateral (hearing loss in both ear)

○ Symmetrical (degree and configuration of hearing loss are the same in each ear)

○ Asymmetrical (degree and configuration of hearing loss are different in each ear)

○ Progressive (hearing loss becomes worse over time)

○ Sudden (hearing loss that happens quickly)

○ Fluctuating (hearing loss that changes over time, sometimes getting better and sometimes getting

worse)


General

● Require that students raise their hand to speak, speak one at a time, and stand.

● Arrange smaller groups for certain activities in the classroom.

● Repeat questions and comments from other students and allow the use of index cards to communicate.

● Get the student’s attention and address him or her directly when speaking.

● Pre-teach new vocabulary, with signs if the student requires it, while continuing to build on learned

vocabulary and signs.

● Utilize pictures and visual prompts that reinforce the language and content.

● Have a visual cue system for the student such as pointing to your chin so the student will know that he

needs to pay attention and will watch you.

● Use vocabulary throughout the school day to help the student generalize across all content areas and at

home.

● Use software or videos that are closed captioned to reinforce learning.

● If the student uses an interpreter, speak directly to the student, not the interpreter.

● Indicate who is speaking by gesturing or pointing.


● Sign language or oral interpreting services.

● Communication access realtime translation (CART) captioning services or computer assisted note taking.

● Provide an assistive listening system such as an FM system.

● Support the use of augmentative communication devices when applicable.

● Provide visual and audible alarm systems.


Improvement Plan 96

● Provide a scribe or student volunteer to take notes.

Environment

● Reduce background noise and improve acoustics by shutting classroom doors and windows and quieting air

rush sounds from air and heating ducts.

● Add carpet, window treatments, or acoustical wall/ceiling coverings to absorb sound.

● Fully light the classroom for optimum viewing of the educator and other students.

● Arrange the classroom so students with hearing impairments can see facial expressions, read lips, and

assess body language of the educator and other students and provide preferential seating.

Reading

● Make sure that reading is on the students’ language level.

● Pre-teach vocabulary and signs.

● Make flashcards of the vocabulary and the signs for the student to keep at his desk. Look at the pictures that

go with the story to give the student an idea of what the story is about.

● Read short passages, rephrase and ask questions, and then continue on.

● Read several types of books that use the same vocabulary.

● Practice answering questions about the material.

● Paraphrase the main idea, and stress there is a beginning, middle, and end.

● If there are several characters in the story, use pictures so the student knows what they look like.

● Have a peer help the student if he loses his place.

● Use a voice output device if the student is to participate with a repetitive word or a line.

● Be sure the reader’s face is always visible and not covered by a book.

● Provide deliberate use of visual aids/cues to help the student grasp the concept being presented.

● If the student is being read to, make sure extra time is given for students to actually look at the

pictures/illustrations.

● Color-code the text according to 5W questions.

Writing

● Pre-writing using at least a letter.

● Accept pictures.

● Allow students to copy sentences.

● Fill in the blanks with known vocabulary.

● Use story webs.

● Use story starters.

● Utilize Co Writer and Write Out Loud software to reinforce listening.

● Offer assistance/make allowances for homonym and synonym use.


● Make sure that the student understands what he is to do.

● Questions should be short and to the point.

● Highlight the question words, so the student will know how to answer.

● If the student’s language level is too low, let the student draw a picture and label, or match vocabulary or

signs.


● When giving a written test, make sure that the student understands what the questions mean.

● Test questions should be short.

● Word keys should be available.

● Ask fewer questions, and test the most important concepts and main ideas.


● Main concepts should be short and specific, rephrasing and continuous checking for understanding.

● Write the important information on chart paper: Making sure that who, what, when, where, why and how is

addressed. Repeat the information on the chart frequently.

● Begin any questions on a very literal level: If the student is just learning to answer questions ask the same

kind of questions such as “where” questions.

● Ask questions that require little language, or leading questions such as: The sky is ________. As language

develops or if the language is higher then ask higher levels of questions.


Improvement Plan 97

● Continue working on question/answer skills by building on the different types of questions.

● A copy of the questions should be given to the student with the main ideas and vocabulary highlighted.

● Send a copy of the questions and signs home to reinforce what is learned in the school. Also send a copy of

the information that is on the chart.

● If the student does not use his voice, use a voice output device with the sign or word on it, so when he is

called upon, the device will be his voice.

● If the student uses his voice, accept any close approximation of the answer, repeat the answer correctly, do

the same with signs.

● For students that are very literal, use figurative speech cautiously.

Note-Taking

● Provide a scribe or student volunteer to take notes.

● Provide the student with the lecture notes with the critical information, test questions, and vocabulary

highlighted.

Group Work

● Make sure that the student is included.

● Have a designated spokesperson for the group.

● Make sure group members understand the needs of the student with hearing impairments.

● Turn taking and pragmatic skills need to be reinforced.


● Allow the student to use computer software that has graphics and pictures to be used in his presentation.

● Allow the student to video or use a camera.

Other Resources:

Links

● Alexander Graham Bell Association for the Deaf http://www.agbell.org/

● American Speech-Language Hearing Association http://www.asha.org/

● Hands and Voices http://www.handsandvoices.org/

● Postsecondary Education Programs Network http://www.pepnet.org/

Books

● Choices in Deafness: A Parents' Guide to Communication Options, by Sue Schwartz

● Educating Deaf Students: From Research to Practice, by Marc Marschark

● Raising and Educating a Deaf Child, by Marc Marschark

http://www.google.com/url?q=http%3A%2F%2Fwww.agbell.org%2F&sa=D&sntz=1&usg=AFQjCNHlIfFQEGV6XJFBAKRYSr2Vm5BXGg









http://www.google.com/url?q=http%3A%2F%2Fwww.asha.org%2F&sa=D&sntz=1&usg=AFQjCNF-M4-dJchUX2xzbvecgRummpvsXw









http://www.google.com/url?q=http%3A%2F%2Fwww.handsandvoices.org%2F&sa=D&sntz=1&usg=AFQjCNH0-R9ukZHAVIh6GZjQS1K0gBqRCQ









http://www.google.com/url?q=http%3A%2F%2Fwww.pepnet.org%2F&sa=D&sntz=1&usg=AFQjCNG1iTYMRGU6gVcjtMf-8ZJQiQY0Qg










Improvement Plan 98

Disability: Depression

Definition: Depression is a mood disorder characterized by a profound and persistent feeling of sadness, despair

and/or a loss of interest in things that were once pleasurable.



● Bipolar Disorder



● Depressed mood

● Feelings of guilt or worthlessness, and sadness

● Irritable mood, tantrums, meltdowns, and greater frustration over small disappointments

● Changes in appetite

● Changes in sleep patterns

● Social withdrawal and less interest in previously engaging activities

● Reduced energy and difficulty sustaining mental effort


General


expectations.














Environment


● Increase natural lighting or provide full spectrum lighting.













Improvement Plan 99



Group Work








Behavior


















Mood

● Check in with the student to quantify his/her mood status each day.

● Connect academic assignments with student-specific interests or special projects.


● Provide the student a time/place beforehand to regroup if the student feels weepy or fatigued.

● Acknowledge the student's feelings, rather than dispute/argue with feelings.

Irritability

● Address irritability with brief (two-three word), low volume cues.

● Model appropriate responses to replace irritable responses.

● Help the student identify what led to his/her irritability and identify possible alternative responses.

● Allow the student to take him/herself out of a situation (self-timeout) when irritability is starting to disrupt

others.

● Allow the student to stop an activity and resume it later when calm.

● If the student is in a group activity, allow the student to work independently, and then rejoin the group.

● Provide opportunities for the student to "fix" problems or inappropriate classroom behaviors.

Appetite Changes

● Allow the student multiple opportunities to snack or be physically active during the school day or during

breaks.

● Allow the student to eat apart from other students, or eat with preferred students.

Sleep Changes

● Start the school day with less demanding academic tasks.

● Allow the student specified "rest" times to avoid sleeping during instruction.

Social Withdrawal

● Have the student participate in desirable teacher-directed play and group activities.

● Have the student participate in cooperative/team learning with peers.

● Let the student sit among student-identified classmates where he/she is more comfortable and productive.

Fatigue/Energy Loss


Improvement Plan 100

● Provide class notes to the student.

● Identify study partners who can support and assist with assignments.

● Introduce physical activity throughout the day.

● Have the student start with familiar, previously successful tasks to get going and then move to new and/or

more challenging tasks.

● Break the class into smaller time blocks where the student's efforts are rewarded in 10-20 minute intervals.

● Provide the student alternative response formats based on his/her energy level.

● Grade the student based on work completed or attempted, rather than work assigned.

Other Resources:

Links









Books


George Guiliani



● Understanding Teenage Depression, by Maureen Empfield and Nicholas Bakalar














































































Disability: Down Syndrome

Definition: Down Syndrome is set of mental and physical symptoms that result from having an extra copy of

Chromosome 21, also called trisomy 21. Symptoms of Down Syndrome can range from mild to severe. Usually,

mental development and physical development are slower in people with Down syndrome than in those without the

condition.




● mild to moderate intellectual impairment

● delayed language development

● slow motor development

● poor muscle tone


General

● Have high expectations for the student. Be enthusiastic and encouraging.

● Provide consistent positive reinforcement immediately after the student produces a correct response.

● Use face to face and direct eye contact.

● Check understanding and help memorizing by asking the child to repeat back instructions.

● Ask the student to repeat or rephrase instructions.

● Ask the student specific step-by-step questions to make sure the student has understood the instructions

given.

● Use shorter work sessions interspersed with choosing activities.

● Break tasks and activities down into short, clear and concise steps.

● Provide extra time and opportunities for additional repetition and reinforcement.

● Provide additional help with skills involving hand-eye coordination.

● Set aside time for frequent review and practice of tasks.

● Give clear signals about the end of one activity and the beginning of the next.

● Present new skills and concepts in a variety of ways, using concrete, practical and visual materials as much

as possible.

● Be as concrete as possible with the student.

● Give the student practical materials and experiences and the opportunity to touch and examine objects.

● Demonstrate what you want to see happen instead of giving only verbal instructions.

● Present only a few stimuli or objects at a time. For example, if you are using worksheets, create worksheets

that do not have too many pictures or sentences with complicated wording. Highlight or print key words in

bold.

● Use errorless teaching.

● Use small group and one-on-one instruction.

● Use peers as models and to motivate learning.

Environment

● Use preferential seating, near the teacher and away from windows and doors to minimize distractions in the

environment.

● Use lines and signs on floors and walls to help direction, to understand limits of space or moving around in

large spaces.




● Use larger type and simple, uncluttered presentation.

● Reinforce spoken instruction with print, pictures, diagrams, concrete materials.


● Allow for additional time to complete tests.


● Speak clearly using clear whole sentences, with repetition of the key words of the sentence and use of signs

as necessary for the individual.

● Reinforce speech with facial expression, gesture and sign.

● Give sufficient time for the child to process language and respond.

Other Resources:

Websites

● Massachusetts Down Syndrome Congress http://www.mdsc.org/

● Mosaic Down Syndrome on the Web http://www.mosaicdownsyndrome.com/

● National Down Syndrome Congress http://www.ndsccenter.org/

● National Down Syndrome Society http://www.ndss.org/

Books

● Classroom Language Skills for Children With Down Syndrome, by Libby Kumin

● Early Communication Skills in Children With Down Syndrome, by Libby Kumin

● Fine Motor Skills in Children With Down Syndrome, by Maryanne Bruni

● Gross Motor Skills in Children With Down Syndrome, by Patricia Winders

● Motor Development in Down Syndrome: Play, Move and Grow, by: Anne Jobling

● Teaching Math to People With Down Syndrome and Other Hands-On Learners, by Deanna Horstmeie

● Teaching Reading to Children With Down Syndrome, by Patricia Logan Oelwein

See Also:


http://www.mdsc.org/









http://www.mosaicdownsyndrome.com/









http://www.ndsccenter.org/









http://www.ndss.org/











Disability: Dyscalculia

Definition: Dyscalculia is a learning disability which affects mathematical performance, without a concurrent

impairment in general mental function.



● Dysgraphia

● Dyslexia


● Young Children:

○ Difficulty with learning to count

○ Trouble recognizing printed numbers

○ Difficulty tying together the idea of a number and how it exists in the world

○ Poor memory for numbers

○ Difficulty understanding concepts of place value, and quantity, number lines, positive and

negative value, carrying and borrowing

○

● School-Age Children:

○ Trouble learning math facts

○ Difficulty developing math problem-solving skills

○ Difficulty understanding and doing word problems

○ Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing

○ Difficulty using steps involved in math operations

○ Difficulty sequencing information or events

○ Poor long term memory for math functions

○ Not familiar with math vocabulary

○ Difficulty measuring things

● Teenagers:

○ Difficulty learning math concepts beyond the basic math facts

○ Trouble with concepts of time

○ Difficulty: recalling schedules

○ Trouble with mental math

○ Difficulty finding different approaches to one problem

○ Difficulty estimating costs

○ Poor ability to budget or balance a checkbook


General

● Maintain daily routines. If you anticipate a change in schedule, give plenty of advance notice.

● Prepare students for upcoming lessons and state what students are expected to learn during the lesson.

● Prepare students for the day’s lesson by quickly summarizing the order of various activities planned.



● Take time out to go over and review information about previous lessons.

● Identify all materials that the students will need during the lesson, rather than leaving them to figure out on

their own the materials required.

● Make instructions, choices, and scheduling as easy as possible.

● Teach using small, sequential steps. Present work in smaller amounts, three to four pieces of new

information at a time.

● Present material visually, verbally, and with as much hands-on experience as possible.

● Use diagrams and draw math concepts.

● Use banners, charts, lists, pie graphs, and diagrams situated throughout the classroom to remind students of

the subject material being learned.

● Repeat directions often. It is important to give nonverbal or verbal cues before you give directions.

● Identify students who need additional assistance. Watch for signs of lack of comprehension, such as

daydreaming or visual or verbal indications of frustration. Provide these students with extra explanations,

or ask another student to serve as a peer tutor for the lesson.

● Question individual students to assess their mastery of the lesson. Be sure that the child understands these

concepts before presenting more new information.

● Probe for the correct answer after allowing a student sufficient time to work out the answer to a question.

● Describe how students can identify and correct their own mistakes.

● Remind students to keep working and to focus on their assigned task.


● Personal computers/laptop computers

● Calculators

● Colored Mylar templates, colored coding for maintaining ledger columns

● Number lines.

● Manipulatives.

● Graph paper

Environment

● Seat the student near the teacher.

● Seat the student near a student role model.

● Provide low-distraction work areas.

● Post mathematical tables at desk or in work area.



● Modify work by breaking it up into small step-by-step tasks.

● Give one assignment at a time in an individual folder.

● Assign the task at the appropriate level; giving precise directions, being certain the child can see an end to

the task.

● Allow the students some choice within the framework of the assignment, i.e., doing step 2 then 1 then 3; or

drawing before writing etc. The student must then stick to the choices he/she has made.

● Cover parts of the whole, for example cover all the rows of math problems on a page allowing the student

to complete one row at a time.

● State directions in a variety of ways (orally and written). Ask student to rephrase directions in his/her own

words to ensure that they understand the task. Highlight key words in the instructions to help the student

focus on the directions.

● Change the required response mode.







● Set a limit on time spent on homework.




● Avoid high pressure and/or timed tests.

● Prepare student ahead of time by explaining the expectations for the test.

● Prepare review sheets; encourage student to do them.

● Consider testing longer exams in shorter time segments.

● Provide extended time to complete the test.

● Provide an alternative location to complete the test.

Note-Taking

● Provide a copy of class notes and study guides.

Group Work

● In the beginning, involve the student in small group activities (one to two other children) that he/she will be

successful in.

● Provide direct instruction in “group processes.”

● Prepare the group members to include and help the student.

● Provide structure within the group by stating the goal, objectives and tasks, and listing the necessary steps

to accomplish this goal.

Math Computation

● Teach the student to recognize patterns when adding, subtracting, multiplying, or dividing whole numbers.

● Pair a student with LD with another student and provide opportunities for the partners to quiz each other

about basic computation skills.

● Review and be sure students understand math symbols.

● Teach mnemonics for basic computation.

● Provide the student with real-life opportunities to practice target money skills.

● Use color coding arithmetic symbols.

● Use calculators to check basic computation.

● Provide board games for basic computation practice.

● Provide number lines for the student to use when computing whole numbers.

● Use manipulatives to help students gain basic computation skills, such as counting poker chips when

adding single-digit numbers.

● Ask the student to use graph paper to help organize columns when adding, subtracting, multiplying, or

dividing whole numbers.

Math Word Problems

● Teach the student to read a word problem two times before beginning to compute the answer.

● Teach the student clue words that identify which operation to use when solving word problems.

● Teach students to ask guiding questions in solving word problems. For example: What is the question asked

in the problem? What information do you need to figure out the answer? What operation should you use to

compute the answer?

● Use real-life examples of word problems.

● Allow calculators for students to check word problems.

Other Resources:

Links

● Learning Disabilities Association of America http://www.ldanatl.org/

● Learning Disabilities Online http://www.ldonline.org/

● National Center for Learning Disabilities http://www.ncld.org/

● National Research Center on Learning Disabilities http://www.nrcld.org/

● Teaching LD http://www.teachingld.org/

Books

● Complete Learning Disabilities Handbook by Joan Harwell

● Dyscalculia Guidance: Helping Pupils with Specific Learning Difficulties in Maths, by Brian Butterworth

● Learning Disabilities: Characteristics, Identification, and Teaching Strategies, by William Bender

● Teaching Students With Learning Disabilities, by Roger Pierangelo and George Giuliani

● The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths, by Ronit Bird

See Also:

http://www.ldanatl.org/









http://www.ldonline.org/









http://www.ncld.org/









http://www.nrcld.org/









http://www.teachingld.org/











● Dysgraphia

● Dyslexia

Disability: Dysgraphia

Definition: Dysgraphia is a learning disability which affects writing, without a concurrent impairment in general

mental function.



● Dyscalculia

● Dyslexia


● In Early Writers:

○ Tight, awkward pencil grip and body position

○ Avoiding writing or drawing tasks

○ Trouble forming letter shapes

○ Inconsistent spacing between letters or words

○ Poor understanding of uppercase and lowercase letters

○ Inability to write or draw in a line or within margins

○ Copying or writing is slow or labored

○ Tiring quickly while writing

● In Young Students:

○ Illegible handwriting

○ Mixture of cursive and print writing

○ Saying words out loud while writing

○ Difficulty with spelling

○ Concentrating so hard on writing that comprehension of what's written is missed

○ Trouble thinking of words to write

○ Unfinished or omitted words in sentences

● In Teenagers:

○ Difficulty organizing thoughts on paper

○ Trouble keeping track of thoughts already written down

○ Difficulty with syntax structure and grammar

○ Large gap between written ideas and understanding demonstrated through speech


General















● Repeat directions often. It is important to give a nonverbal or verbal cue before you give directions.









● Avoid chastising student for sloppy, careless work.

● Allow the student to use cursive or manuscript, whichever is most legible

● Allow the student to use the writing instrument that is most comfortable.


● Scanners, which allow the user to enter hard copies into the computer system


Environment





Writing

● Offer story starters to promote creative writing.

● Identify and teach the student classroom standards for acceptable written work, such as format and style.

● Provide a “sample” of what the finished paper should look like.

● Use graphic organizers-Venn diagram, web, brainstorm sheet, etc., to help organize student’s thoughts.

● Use line guides and column guides.

● For students with speed, legibility, and spelling difficulties, consider the use of a keyboard-based solution.

● Use word prediction software that displays a list of words that typically follow the word that was entered in

a document.

● Add editing support through spell checkers, grammar checkers, and text to speech support.

● Use everyday examples of difficult spelling words.

● Assign spelling words that the student routinely uses in his or her speech each day.

● Ask the student to keep a personal dictionary of frequently misspelled words.

● Require students to proofread their own work, providing the student with a list of items to check.

● Allow buddy to proofread written material.

● Omit assignments that require copying in a timed situation.







the task.







● Reduce the length requirements on written assignments, and stress quality over quantity.

● Grade different assignments on individual parts of the writing process, so that for some assignments

"spelling doesn't count," for others, grammar.

● Do not count spelling on rough drafts or one-sitting assignments.





● Reduce copying aspects of work.




● Reduce the copying elements of tests.






Note-Taking

● Allow use of tape recorder for lectures.

● Allow the use of a note taker.

● Provide a copy of class notes or provide a partially completed outline for the student to fill in.

Group Work


successful in.





● Develop cooperative writing projects where different students can take on roles such as the 'brainstormer,'

'organizer of information,' 'writer,' 'proofreader,' and 'illustrator.'


● Break the presentation into small, logical, naturally progressing components for the student to follow.

● Provide a teacher-made “presentation checklist.”


● Child gives report to a small group using a student-rating checklist.

● Accept written reports in a modified form, i.e., a series of illustrations or illustrations coupled with written

work.

Handwriting

● Ask the student to practice copying and erasing the target words on a small, individual chalkboard.

● Provide the student with a special quiet place to complete his or her handwriting assignments.

● Teach the student to use his or her finger to measure how much space to leave between each word in a

written assignment.



● Ask the student to use special paper with vertical lines to learn to space letters and words on a page.

● Allow use of wide rule paper and graph paper.

Other Resources:

Links






Books


● Dysgraphia: Why Johnny Can't Write: A Handbook for Teachers and Parents, by Diane Cavey


● Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science, by Virginia

Berninger


See Also:

● Dyscalculia

● Dyslexia

Disability: Dyslexia

Definition: Dyslexia is a learning disability which affects reading and related skills, without a concurrent

impairment in general mental function.



● Dyscalculia

● Dysgraphia


● Young Children:

○ Trouble with recognizing letters, matching letters to sounds, and blending sounds into speech

○ Trouble with pronouncing words, for example saying"mawn lower" instead of "lawn mower"

○ Trouble with learning and correctly using new vocabulary words

○ Trouble with learning the alphabet, numbers, and days of the week or similar common word

sequences

○ Trouble with rhyming

● School Age Children:

○ Trouble with mastering the rules of spelling

○ Trouble with remembering facts and numbers

○ Trouble with handwriting or with gripping a pencil

○ Trouble with learning and understanding new skills; instead, relying heavily on memorization

○ Trouble with reading and spelling, such as reversing letters (d,b) or moving letters around (left,

felt)

○ Trouble with following a sequence of directions

○ Trouble with word problems in math

● Teenagers: Reading at the expected level
















































○ Trouble with understanding non-literal language, such as idioms, jokes, or proverbs

○ Trouble with reading aloud

○ Trouble with organizing and managing time

○ Trouble with trouble summarizing a story

○ Trouble with learning a foreign language

○ Trouble with memorizing


General



● Prior to a lesson, write key words and new vocabulary on the chalkboard/overhead. Go over these words

and what they mean before presenting them in reading text.











● Repeat directions often. It is important to give nonverbal or verbal cues before you give directions.










● Screen reading software for computer use

● Colored Mylar templates for reading and scanning

● Color-coded manuals, outlines, and maps

● Scanners, which allow the user to enter hard copies into the computer system

● Reading Pen


● Spell checking software/electronic spell checkers

● Recorded books

Environment





Reading

● Provide reading material in accessible format to student: larger print, double-spacing, simpler format page,

color overlays, & electronic format for auditory support.

● Use a reading pen, which is a portable device that scans a word and provides auditory feedback.

● Keep a word bank or dictionary of new or hard-to-read sight-vocabulary words.

● Make available to students a second set of books and materials that they can use at home.



● Allow and encourage students to use published book summaries, synopses, and digests of major reading

assignments to review (not replace) reading assignments.

● Use “advance organizers” to help the child transfer and maintain new skills.

● Use reading material that is simpler; cue into main idea of specific passage. Ask short, concrete questions

about paragraph.

● Teach child options for figuring out new words: context clues, phonetic analysis, structural analysis or ask

someone for help.

● Provide deliberate use of visual aids/cues to help the student grasp the concept being taught.

● Color-code the text according to 5W questions. At first do this for the student prior to the reading and

discussion of the story, and then gradually lead the students to find the main point themselves as they pre-

read.

● Teach the student mnemonics that provide reminders about hard-to-learn phonics rules.

● Teach the student to recognize and read word families that illustrate particular phonetic concepts.

● Have students play board games, such as bingo, that allow them to practice phonetically irregular words.

● Use picture-letter charts for students who know sounds but do not know the letters that go with them.

● Teach the student how to describe the major parts of a story.

● Teach the student how to make a storyboard. Ask the student to make storyboards that illustrate the

sequence of main events in a story.

● Establish a fixed time each day for silent reading.

● Ask the student to read a story silently while listening to other students or the teacher read the story aloud

to the entire class.

● Pair the student with LD with another student partner who is a strong reader. The partners take turns

reading orally and listening to each other.

● Schedule storytelling sessions where the student can retell a story that he or she has read recently.

● Schedule playacting sessions where the student can role play different characters in a favorite story.

● Play board games that provide practice with target reading-comprehension skills or sight-vocabulary words.

Writing

● Offer story starters to promote creative writing.

● Identify and teach the student classroom standards for acceptable written work, such as format and style.

● Provide a “sample” of what the finished paper should look like.

● Use graphic organizers-Venn diagram, web, brainstorm sheet, etc., to help organize student’s thoughts.

● Use line guides and column guides.

● For students with speed, legibility, and spelling difficulties, considers the use of a keyboard-based solution.

● Use word prediction software that displays a list of words that typically follow the word that was entered in

a document.

● Add editing support through spell checkers, grammar checkers, and text to speech support.

● Use everyday examples of difficult spelling words.

● Assign spelling words that the student routinely uses in his or her speech each day.

● Ask the student to keep a personal dictionary of frequently misspelled words.

● Require students to proofread their own work, providing the student with a list of items to check.

● Allow buddy to proofread written material.

● Omit assignments that require copying in a timed situation.




● Provide the task in the learning media best used by the student-large print, electronic format for annotating

and/or auditory support.


the task.



● Cover parts of the whole.





















Note-Taking

● Teach a student how to take notes when organizing key academic concepts that he or she has learned.

● Provide a copy of class notes and study guides.

Group Work


successful in.






● Break the presentation into small, logical, naturally progressing components for the student to follow.

● Provide a teacher-made “presentation checklist.”


● Child gives report to a small group using a student-rating checklist.

● Accept written reports in a modified form, i.e., a series of illustrations or illustrations coupled with written

work.

Other Resources:

Links

● International Dyslexia Association http://www.interdys.org/






Books



● Teaching Children with Dyslexia: A Practical Guide, by Philomena Ott

● Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science, by Virginia

Berninger


http://www.interdys.org/
























































See Also:

● Dyscalculia

● Dysgraphia

Disability: Epilepsy

Definition: Epilepsy is a brain disorder with many possible causes in which the normal pattern of neuronal activity

becomes disturbed, causing strange sensations, emotions, and behavior or sometimes convulsions, muscle spasms,

and loss of consciousness.


● Generalized Seizures

○ Grand mal seizure during which limbs stiffen then move involuntarily

○ Absence seizure that may include blank stares, rabid blinking, unresponsiveness, and confusion

● Partial Seizures

○ Simple partial seizure that may include jerking, automatic and repetitive behaviors, and odd

sensations and perceptions, but no loss of consciousness

○ Complex partial seizure that may include impairment or loss of consciousness


General

● Divide large tasks into smaller steps.

● Provide a checklist of assignments and a calendar with due dates.



● Provide verbal, written, or symbol prompts or reminders.

● Make daily/weekly task list.

● Provide breaks, as needed.


● Use flicker-free monitor, monitor glare guard, "computer glasses," and take frequent breaks from tasks

involving computer.

Environment

● Replace fluorescent lights with full spectrum lighting, use desk or floor lamps, and use natural lighting

source instead of electric light.

● Provide private area to rest or recover from a seizure.


● Provide clear written or pictorial instructions.

● Use voice recordings of verbal instructions.

● Decrease memory demands during classwork.

● Provide extra time for assignments and a modified workload


● Decrease memory demands during testing

Note-Taking

● Have a peer buddy take notes for the student or permit tape recording.

Other Resources:

Links

● Epilepsy Foundation of America http://www.epilepsyfoundation.org/

Disability: Expressive Language Disorder

Definition: Expressive Language Disorder is a communication impairment characterized by difficulty with verbal,

and sometimes written, communication, when language comprehension is within normal limits.


● Hesitance when speaking

● Difficulty with finding the right vocabulary, proper grammar, correct verb tenses and phrases

● Trouble completing full sentences and thoughts


General

● Be patient, do not complete words or phrases for the individual

● Concentrate on the content of the conversation not the delivery

● Communicate as naturally as possible

http://www.epilepsyfoundation.org/











● Model correct language by identifying a specific target and reflecting it back to the student after every

incorrect use.

● Expand on the student's utterance by adding form, content and attributes.

● Add visual clues, such as gestures or pictures to verbal instructions.

● Highlight key words on a page with written instruction.

● Keep your language familiar and predictable.

● Make sure the students are paying attention.

● Ask students to repeat your instructions in their own words.

● Give instructions in the right sequence.

Environment

● Minimize auditory/visual distractions

Writing



actions.

● Use sentence part strips until they learn the components of a complete thought.

● Give the student a color-coded grid that contains the main components of a complete sentence. Student’s

sentence must contain each component before being finished.

● Provide appropriate vocabulary for writing tasks to assist with semantic/formulation difficulties.


● Allow more time for the student to complete activities.





● Give a written copy of questions that will be asked during the discussion.

● Keep questions brief and to the point.

● Ask only one question at a time.



● Encourage use of complete sentences when answering questions.


● Emphasize key words in the discussion by inflection or deliberate pausing to help students focus on the

main idea.

● Provide visual cues and/or reinforcement.

Note-Taking

● Provide students with an outline of the material so they are responsible for details and clarification, not

entire content.

Group Work

● Model appropriate social behavior and communication that is necessary to operate within a group (turn-

taking during conversation, topic maintenance, maintaining appropriate eye contact).

● Provide cues for student when/if social behavior or communication skills lapse within the group.

● Provide pen and paper, chalk or dry-erase boards




● Allow student to write down pertinent details on index cards to use during presentation.

● Provide cues to student during lapses in presentation such as long pauses, wandering off-topic, not using

target voice and/or articulation, etc.

● Allow other non-traditional presentation forms for self-expression.

● Allow student to tape record/video tape presentation instead of doing it “live.”

Other Resources:



Links



Books

● Childhood Speech, Language & Listening Problems, by Patricia McAleer Hamaguchi

● The Handbook for Evidence-Based Practice in Communication Disorders, by Christine Dollaghan

Disability: Fetal Alcohol Syndrome

Definition: Fetal Alcohol Syndrome is a pattern of mental and physical defects that can develop in a fetus in

association with high levels of alcohol consumption during pregnancy.



Developmental Delay

ADHD

ODD


Prenatal/Postnatal Growth Retardation o Often diagnosed as “failure to thrive”





















o 80% have low birth weight o Microcephaly (small head) and cervical vertebral defects o May achieve typical height and weight by late adolescence

Central Nervous System Abnormalities o Range of developmental delay and intellectual levels o 2/3 of children display significant behavior and emotional disturbances o Inability to govern own behavior o Hyperactivity and attention problems o Poor memory o Poor problem solving skills o Seizures of various degrees may be present

Craniofacial Abnormalities o Microcephaly (small head) widely spaced eyes with narrow eyelids o Small, upturned nose with anteverted nares, a thin upper lip, and underdeveloped jaw o Clefting of lip and/or palate have been exhibited o Ear malformation and/or protuberant ears are not uncommon

Other Physical Characteristics o Congenital heart anomaly o Vision complications o Sensorineural hearing loss o Late to toilet train (renal and genito-urinary abnormalities) o Hypotonia o Low anterior hairline related to the deficiency in the development in the frontal lobe

Speech-Language Issues o Voice disorders (resonance problems) o Articulation disorders (may have feeding issues) o Hearing (frequent ear infections) o Language disorders

Low anterior

Common Accommodations: General

Provide a predictable and safe environment, with consistent daily routine

Give student choices so that he/she has some control over environment

Provide visual supports to clarify instructions and teach new concepts

Multisensory instructional approach with all types of language are targeted (verbal, written, gestural, nonverbal communication)

Separate tasks so that each can be completed one at a time

Breaking task down and teaching the sequence can assist the child in learning, particularly in the areas of self-help and social skills

Use activity-based learning where possible

Structure and repetition with established routines

Behavior management techniques

Multi-modal instruction and activities

Be concrete as possible avoiding idioms and other figurative expressions during instruction

Use speech therapy to address voice and articulation issues Environment

Physical environment planning with restricted area of stimulation can benefit the child

Provide a space for the student to work that decreases distractions

Minimize auditory and visual distractions

Physical management of the environment may be needed due to tantrums and out of seat behaviors

Seat the child at the front of the class and direct frequent questions to him or her to help him or her attend to the lesson

Alter features of the environment that cause sensory overload or are distracting to the student




Provide extra time for completing assignments

Practiced instruction (repetition of concepts)

Provide the student with worksheets that are uncluttered and give the student ample room for the answers

Provide alternate formats for completion of worksheets Test and Assessments

Provide extra time for test taking or untimed tests

Highlight directions to the test so that student will focus on them

Assess the students using various modality based on the individual child’s needs and abilities Classroom Discussions

Make sure that you have the student’s attention before asking a question

Ask questions that are as concrete as possible

Ask questions that be answered with a couple or words or simple phrase instead of long essay answer

Give student reminders for appropriate classroom behavior

Target pragmatic skills

Integrate specific behaviors relevant to social appropriateness Note-Taking

Allow a peer to share notes with the student

When possible assist student with note taking

With fine motor issues, access to a keyboard to type notes Group Work

Limit time of group interactions to help student remain on task and focused

Provide the student with a transition warning before group activities begin

Allow the student to leave the group before becoming frustrated Presentations, Report, and Projects

Provide an outline and schedule of steps to be completed in correct sequence

Use samples or pictures of the finished project

Provide visual cues Behavior

Provide clear expectations for behavior, using appropriate visual aids to help the student to understand what is expected

Use positive tangible and social reinforcers

Use behavior-management techniques to reduce hyperactivity and increase attention

Give student verbal and visual reminders of appropriate behaviors to engage in Social

Build concrete situations into the routine (allow for true functional language use)

Pragmatic skills need to be taught

Integrate specific behaviors relevant to social appropriateness

Increase the frequency of use for developed intents and functions of language

Increase the range of intent and function of language Other Resources: Links

Whitecrow Village FASD Society http://www.whitecrowvillage.org/

Congressional Caucus on Fetal Alcohol Spectrum Disorders http://www.house.gov/pallone/fasd_caucus/welcome.shtml

FAS Diagnostic & Prevention Network http://depts.washington.edu/fasdpn/

CDC Fetal Alcohol Spectrum Disorders http://www.cdc.gov/ncbddd/fasd/index.html

FASD Newsletter http://www.fasiceberg.org/

MOFAS Fetal Alcohol Syndrome Website http://www.mofas.org/

Bridging the Gap (research, information, & support) http://www.acbr.com/fas/j.htm

http://www.whitecrowvillage.org/

http://www.house.gov/pallone/fasd_caucus/welcome.shtml

http://depts.washington.edu/fasdpn/

http://www.cdc.gov/ncbddd/fasd/index.html

http://www.fasiceberg.org/

http://www.mofas.org/

http://www.acbr.com/fas/j.htm



Books

Fantastic Antone Grows Up Edited by Judith Kleinfeld

The Best I Can Be: Living with Fetal Alcohol Syndrome-Effects by Liz Kulp & Jodee Kulop

The Broken Cord: A Family’s Ongoing Struggle with Fetal Alcohol Syndrome by Michael Dorris See Also:


ADHD

ODD

Disability: Fragile X Syndrome

Definition: Fragile X syndrome is a genetic disorder. It results from a change, or mutation, in a single gene, which

can be passed from one generation to the next. Symptoms of Fragile X syndrome occur because the mutated gene



cannot produce enough of a protein that is needed by the body’s cells, especially cells in the brain, to develop and

function normally. The amount and usability of this protein, in part, determine how severe the effects of Fragile X

are. Fragile X is the most common inherited form of intellectual impairment.




● In males:

○ moderate intellectual impairment

○ behavioral problems such as hyperactivity, hand flapping, hand biting, and temper tantrums

○ poor eye contact

○ perseverative speech

○ problems in impulse control

○ distractibility

○ tremors and poor coordination

○ particular facial appearance characterized by a large head size, a long face, prominent forehead

and chin and protruding ears

○ joint laxity

○ physical problems including eye, orthopedic, heart and skin problems.

○ autistic-like symptoms

● In females:

○ mild intellectual impairment

○ tremors and poor coordination


General

● Let the student observe before trying tasks.

● Intersperse learned and familiar tasks with new ones.

● Alternate periods requiring mental concentration with structured physical activity.

● Provide concrete rather than abstract concepts, whenever possible.

● Use concepts in a realistic context.

● Use small-group or one-to-one instruction when teaching novel tasks.

● Simplify visually presented materials to eliminate a cluttered or excessively stimulating format.

● Provide visual cues such as color coding, numbering, and arrows to help organize tasks.

● Provide social skills lessons and have typical peer’s model appropriate behaviors.

● Capitalize on strengths in modeling, memory, simultaneous learning and associative learning.

● Use indirect questioning rather than direct, e.g., fill in the blank/cloze technique.

● Utilize “cloze” techniques (fill-in blanks) to help facilitate executive function skills.

● Use backward chaining, and ask the student to finish up a task after you begin it.

● Use reinforcement such as “high fives” rather than hugs or pats on the back.


● Use technological adaptations, such as the computer, for writing assignments.

● Use manipulatives, visual material, videos, and models.

Environment

● To the degree possible, provide a calm, quiet classroom environment, with breaks in a “safe” refuge away

from distractions.

● Provide strategic seating location, as near to the front and side as possible.

● Avoid the middle of any seating layout.

● Have an optional private study location, such as a study carrel.


● Minimize assignment length and frequency




● Avoid timed tests whenever possible.

● Consider replacement of written tests with oral tests as appropriate.


● Capitalize on visual strengths of students by using manipulatives, visual material, videos, models, and

computer programs.

● Pause during verbal presentations to allow processing time.

● Give ample time for processing and alternative methods of responding.

Transitions

● Provide a visual schedule to prompt transitions.

● Provide completion or closure for activities and lessons.

● Prompt upcoming transitions using a visual count-down system or timer to signal the transition time.

● “Practice” changes in routine to give student ideas for appropriate reactions.

Sensory

● Explore use of calming strategies in concert with an occupational therapist trained in sensory integration.

● Have a “sensory diet” built into the daily schedule.

● Give student a “safe” place outside the classroom that is available upon request.

Other Resources:

Links

● Fragile X LINKS Group of Eastern Massachusetts http://www.fragilexma.org/

● Fragile X Research Foundation http://www.fraxa.org/

● National Fragile X Foundation http://www.fragilex.org/html/home.shtml

See Also:


http://www.fragilexma.org/









http://www.fraxa.org/









http://www.fragilex.org/html/home.shtml
















Disability: Intellectual Impairment

Definition: Intellectual Impairment is characterized by a permanent limitation or impairment in the capacity for

performing cognitive tasks, functions, or problem solving.


● IQ of 70 or less, as measured on a standardized IQ test

● a slower rate of learning

● disorganized patterns of learning

● impaired language and literacy skills

● limited conceptual skills

● limited adaptive behavior and functional skills


General

● Be as concrete as possible.

● Teach using multi-sensory techniques; repeat key material; tie in with previous experience; monitor

frequently.

● Demonstrate what you mean rather than giving verbal directions.

● Rather than just relating new information verbally, show a picture and provide the student with hands-on

materials and experiences and the opportunity to try things out.

● Break longer, new tasks into small steps and demonstrate the steps.

● Have the student do the steps, one at a time, providing assistance, as necessary.

● Give the student immediate feedback.

Reading

● Use “pre-reading activities” such as verbally giving the child an overview of the story, linking to other

experiences, etc.

● Provide reading materials in accessible format, such as larger print and fewer words per page.

● Provide pictures, symbols, or diagrams instead of words

● Get high interest/low vocabulary books that parallel the topics discussed and texts used in the class.

● Use high interest, class-made books that will tie in familiar friends and activities.

● Use graphical word processors to create reading materials with graphics that are paired with the text.

● Symbolize the environment to promote basic vocabulary skills.

● Highlight every other line of the reading material to ensure that the child is reading from the correct line.

● Use recorded books

● Use voice output on computer

● Use Reading Pen on single words

Writing

● Make sure that the child is positioned comfortably with feet flat on the floor and elbows resting on the

table.

● Use a slant board or wide three-ring binder to help child keep an upright position while writing. Add

nonslip mat.

● Tape child’s paper to the table or use a clipboard with a nonslip mat to ensure a stable writing surface.

● Provide stencils of letters, numbers, and strokes for practice writing.

● Use larger-size writing utensils or provide pencil grips to adequately position pencil and anchor pencil in

child’s hand.

● Provide alternatives to paper/pencil tasks to keep child motivated, i.e., finger-painting, dry-erase board,

chalkboard, and Magna Doodle.

● Have child copy letters from a sample at the table rather than from the board.

● Practice dot to dot (green dot indicating ‘go,’ red dot indicating ‘stop’) to reinforce starting and stopping

points when writing letters.

● Use a traceable font in a word processor to create functional writing practice sheets.



● Use writing guides/windows to help students see the relationship between the size of writing and the lines

on the paper.

● Permit different types of writing output- plays, picture stories with captions, and filmstrips.

● Allow verbal response instead of written response.

● Make lists and charts of vocabulary, parts of speech, acceptable works, and display for reference.

● Use pre-writing activities while reviewing papers containing: introduction, body, and conclusion.

● Give “jump starts”-titles for work with corresponding word banks; also use computer applications.

● Provide templates or forms to prompt information requested.


● Modify work by breaking it up into step-by-step tasks.

● Worksheets should be visually simple, without lots of extra drawings or crowded problems.

● Limit the number of problems on a page.

● Rewrite directions at a more appropriate reading level.

● Speak slower and avoid giving directions or speaking when not directly facing the class.

● Simplify task direction: write major points or content outline on the board, for child put sticky notes on

desk.

● Have students repeat instructions given by the teacher back to the teacher before beginning the task.

● Cover sections of worksheets or cut sheets and give students only one section at a time.

● Give one assignment at a time in an individual file folder.

● Use a timer to help worksheet completion in adequate amount of time.

● Provide options for answers supplied in an alternative format.


● Rewrite the tests with shorter sentences, simpler vocabulary, and an easier to read format.

● Provide choice in the method students will use to demonstrate their knowledge of the concepts.

● Avoid handwritten tests, give word banks, & enlarge print.

● Allow the child to point to indicate the correct answer.

● Decrease the number of possible answers.

● Use manipulatives instead of printed items.

● Alter the time limits for tests; if necessary break the testing into segments, testing over many days.


● Explain “discussion etiquette” before beginning a conversation. Use verbal cues such as, “It’s my talking

turn and your turn to listen.”

● Give directions in a mode other than solely auditory.

● Use a “talking card” to give a visual cue as to whose turn it is to speak. This card may be passed back and

forth.

● Prepare the child with several reminders before calling on him/her.

● Give verbal reminders to remain “on topic” during a conversation.

● Give adequate “wait time” after asking questions.

● Limit the number of words when asking questions.

● Use picture symbols to encourage appropriate behavior when others are speaking, i.e., ‘quiet’ symbol,

‘listen’ symbol, ‘sit down’ symbol, etc.

● Ensure that each child has a chance to be included in the conversation.

● Use picture communication symbols or other graphics to help provide the students with needed vocabulary

and sentence structure.

● Break lessons into smaller segments; use hands on activities and concrete learning to supplement

discussion.

Note-Taking

● Allow use of tape recorders or assistive technology devices.

● Give to student greatly-simplified, teacher-generated written notes and outlines, having the student

highlight important concepts.

● Team student with another student to “spot check” child’s notes for gaps in information; to help clarify

confusing relationships between facts; and to get rid of unnecessary, unimportant information.



● Give child plenty of verbal cues ahead of time to help teach the child that this is information to write down.

Group Work

● Provide “peer buddy” to help foster independence within the group.

● When seated on the floor within a large group, provide clearly delineated boundaries for the child by using

Velcro to mark an area, carpet squares, or seating in a low chair.

● If necessary, seat child in close proximity to the teacher or an adult.

● If possible, control size of the group until child is successful. Gradually increase the size of the group.

● Use visual symbols or gestures to signal to the child the expected behaviors.

● Ensure that the child is included in group discussion.


● Give written and/or picture instructions of the steps to be followed to complete the task.

● Have a list of items to complete on the desk.

● Provide a sample of the finished product before beginning an activity.

● Have students come in early to go over the day plan for the project in a quiet, uninterrupted setting.

● Develop a print outline of the main points the child should cover in the report, with blanks to be filled in as

he finds the information in the reference materials.

Other Resources:

Links

● Division on Autism and Developmental Disabilities http://daddcec.org/Home.aspx

● The Arc of the United States http://www.thearc.org/

Books

● Teaching Students with Mental Retardation: Providing Access to the General Curriculum, by Michael

Wehmeyer

http://daddcec.org/Home.aspx










http://www.thearc.org/











Disability: Nonverbal Learning Disorder

Definition: Nonverbal Learning Disorder is a neurological syndrome where individuals are able to process verbal

communication, but have difficulties with non-verbal communication.


● Asperger Syndrome



● Difficulty with non-verbal communication, such as body language, facial expression and tone of voice,

understanding humor, and/or nuances of language

● Problems with visual-spatial organization

● Problems with coordination

● Difficulty understanding connections between and among independent factors and relating these to the

whole

● Difficulty generalizing previously learned information

● Difficulty following multi-step instructions

● Rigid behavior and difficulties with novelty and transition

● Difficulty with reading comprehension

● Deficits in social judgment and social interaction

● Difficulties with executive functioning tasks, including decision making, planning, initiative, assigning

priority, sequencing, motor control, emotional regulation, inhibition, problem solving, planning, impulse

control, establishing goals, monitoring results of action, and self-correcting

● Early speech and vocabulary development

● Strong verbal ability

● Remarkable rote memory skills, attention to detail, early reading skills development and excellent spelling

skills


General

● Apply expectations with flexibility. Establish performance expectations based on observation and

knowledge of what the student is able to complete or produce, given the nature of the tasks and the time

available.

● All expectations need to be direct and explicit. Write out exact expectations for any situation where the

child may seriously misperceive complex directions and/or proper social cues.

● Teach in a sequential, step-by-step fashion.

● Begin the work with what is most familiar and simple-the more novel or complex, the more difficult the

task.

● Provide specific sequenced verbal instructions, teaching the learner to verbally self-direct and eventually to

internalize this process.



● Provide structure and directions about priorities for completing multiple tasks.

● Rely heavily on the student's verbal and analytic strengths.

● Check often for understanding and present information in plain and clear verbal terms.

● Offer added verbal explanations when the child seems lost or registers confusion

● Verbally point out similarities, differences and connections; number and present instructions in sequence;

simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading

material

● Identify opportunities to generalize newly learned skills to other situations and to practice in those

situations.

● Avoid assuming the student will automatically generalize instructions or concepts

● Never assume child understands something because he or she can “parrot back” what you’ve just said

● Avoid sarcasm, figurative speech, idioms, slang, etc., unless you plan to explain your usage.

● Allow the child to abstain from participating in activities at signs of overload

● Arrange with other teachers to stagger the demands for products (papers, projects, tests, etc.), so that they

are not all due at the same time.


● Paper and pencil tasks need to be kept to a minimum because of finger dexterity and visual-spatial

problems. Use of a computer word processor is highly recommended for all written school assignments.

● Whenever possible, use of graph paper is recommended to keep columns aligned in written math

assignments.

● Additional time will be needed for all written assignments.

● Assistance will be needed for tasks requiring folding, cutting with scissors, and/or arranging material in a

visual-spatial manner (maps, graphs, mobiles, etc.).

● Worksheet layouts and the arrangement of assignments need to be simplified.

Group Work

● Group the child with good role models so that she can label and learn appropriate behavior.

Behavior

● Verbally point out the distinctions between appropriate versus inappropriate behavior.

● Feedback given to the student should be constructive and encouraging.

● Avoid power struggles, punishment, and threatening. This child does not understand rigid displays of

authority and anger.

Social

● Be sensitive to situations that have high potential for the student to behave inappropriately and intervening

to avoid behavior that might lead to criticism, teasing, or social ostracism.

● Arranging structured social activities for young children (through elementary school); coaching the child in

how to participate; and signaling the child discreetly if he behaves in a manner that turns others away.

Transitions

● The student's schedule should be as predictable as possible. He should be prepared in advance for changes

in routine, such as assemblies, field trips, half days, vacation days, finals, etc.

● Minimize transitions and give several verbal cues before transition.

● Rehearse getting from place to place

● Provide extra time before and after transitions to disengage and readjust to the changes in pace.

● Provide less changing of rooms and more time spent with one teacher.

● Build a study hall into the student's schedule at middle and high school levels.

● Selected peer buddy to help guide him through the day.

● Allow extra time to get places and by giving him verbal cues to navigate through space.

Other Resources:

Links



● NLDline http://www.nldline.com/

● NLD on the Web http://www.nldontheweb.org/

Books

● Helping a Child With Nonverbal Learning Disorder or Asperger's Disorder, by Kathryn Stewart

● Nonverbal Learning Disabilities at School, by Pamela Tanguay

● The Nonverbal Learning Disorder Guide for Teachers, Parents, Employers and Therapists by Rondlayn

Varney Whitney

Disability: Obsessive Compulsive Disorder

Definition: Obsessive Compulsive disorder is an anxiety disorder characterized by recurrent obsessions and/or

compulsions.



● Depression

● Tourette's Syndrome


● Obsessions (recurrent and persistent thoughts, impulses, or images that are intrusive and inappropriate, and

cause marked anxiety and distress)

● Compulsions (repetitive behaviors or mental acts in response to an obsession or according to rules that

must be applied rigidly)


General


expectations.












Environment








http://www.nldline.com/








http://www.nldontheweb.org/





















Behavior












Obsessions

● Establish acceptable teacher comments to unstick the student when he/she is obsessing.

● Identify prompts or special words that can be used to interrupt obsessions.

● Challenge the student's negative cognitions.

● Encourage positive self-talk.

● Help the student evaluate the evidence for his/her negative conclusions.

Compulsions

● Allow the student to alter the work sequence.

● Have the student identify and substitute less disruptive compulsive behaviors.

● Allow the student to practice acceptable competing behaviors

● Use a timer to signal transitions.

● Eliminate undesirable options.

● Provide an alternative schedule for the student to use when "stuck.”

● Allow alternative ways of completing work.

● Allow the student to engage in rituals at prescribed times during recess or at lunch period.


● Allow the student to work in a different area or different room when necessary.

● Allow alternative activities if the student cannot initiate a scheduled task.

Other Resources:

Links




● Obsessive-Compulsive Foundation http://www.ocfoundation.org/









































http://www.ocfoundation.org/
























































Books


George Guiliani



See Also:


Disability: Post Traumatic Stress Disorder

Definition: Post-Traumatic Stress Disorder is an anxiety disorder that can develop after exposure to a terrifying

event or ordeal in which grave physical harm occurred or was threatened.



● Attachment Disorder

● Depression



● Persistent re-experiencing of traumatic event or experience, including:

○ intrusive, distressing recollections, thoughts, images or memories

○ recurring distressing dreams

○ acting or feeling as if the traumatic event were recurring

○ intense negative psychological or physiological response to any objective or subjective reminder

of the traumatic event or experience

● Persistent avoidance and emotional numbing, including:

○ avoiding thoughts, feelings, or conversations associated with the trauma

○ avoiding activities, places, or people that arouse recollections of the trauma

○ inability to recall an important aspect of the trauma

○ diminished interest or participation in significant activities

○ feeling of detachment or estrangement from others

○ restricted range of affect

○ sense of foreshortened future

● Persistent symptoms of increasing arousal, including:

○ difficulty falling or staying asleep

○ irritability or outbursts of anger

○ difficulty concentrating

○ hyper-vigilance

○ exaggerated startle response


General


expectations.










Environment


● Avoid unnecessary exposure of the student to evocative/troubling stimuli.




● Prepare or provide alternative schoolwork to avoid eliciting past traumas.

● Alter curriculum content that is distressing to the student.




Group Work




Behavior











● Identify patterns that result in the student's "shutting down", and establish cues to interrupt or intervene.

● Identify acceptable language for the student to speak more comfortably about traumatic events.

● Identify cues to signal the student when he/she appears to be shutting down.


● Identify safe, comfortable staff with which the student can discuss traumatic events, flashbacks, or

triggering events, and establish a procedure for accessing those staff when needed.


Other Resources:

Links









● The National Child Traumatic Stress Network http://www.nctsnet.org/

Books












































































http://www.nctsnet.org/












George Guiliani

● Creative Interventions with Traumatized Children, by Cathy Malchiodi



See Also:


Disability: Prader-Willi Syndrome

Definition: Prader-Willi syndrome is a complex genetic condition that affects multiple parts of the body.





● weak muscle tone

● feeding difficulties

● insatiable appetite

● sleep abnormalities

● delayed or incomplete puberty

● distinctive facial features, short stature, and small hands and feet

● mild to moderate intellectual impairment

● rigidness

● behavioral problems including temper tantrums, stubbornness, and compulsive behavior

● immature social and emotional skills


General

● Establish structure and schedules for your class and be consistent.

● Give clear guidelines and boundaries and stick to them.

● Foreshadow changes and allow for discussion.

● Break down tasks into concise, orderly steps.

● Use visual cues and aids.

● If a question is repeated over and over again, ask the question back to the student.

● Give information in small amounts. Check for understanding and use visual information cues.

● Ensure that what is being taught is correct and unambiguous.

● Introduce new ideas early in the day when the child is more receptive.

● Schedule high energy, mobilizing activity after lunch.

● Keep at-home assignments short or optional.

● Provide scheduled rest time or a quieter activity.



Environment

● Minimize distractions within classroom.

Behavior

● Provide frequent positive attention and praise to student.

● Develop a plan and teach the student what to do if he/she feels angry or frustrated.

● Provide a safe place for student to calm down.

● Avoid using food as a reward or incentive.

Food

● Supervise student’s access to food.

● Don’t delay snack or lunch and discuss ahead if it is necessary.

● Limit availability and visibility of food.

● Be aware of food smells.

● When going on a field trip or other outing, discuss all food-related issues ahead of time.

● Keep the kitchen, refrigerators, freezers, cabinets, and trash cans locked.

Social

● Encourage the development of social skills such as not interrupting conversations, standing at an

appropriate distance from the person you are talking to, sharing and turn-taking.

● Teach about appropriate hugging and touching.

Other Resources:

Websites

● Prader-Willi Association of New England http://www.pwsane.org/

● Prader-Willi Association of the USA http://www.pwsausa.org/

Books

● Management of Prader-Willi Syndrome, by Merlin Butler

● Prader-Willi Syndrome: A Practical Guide, by Jackie Waters

See Also:



http://www.pwsane.org/









http://www.pwsausa.org/











Disability: Schizophrenia

Definition: Schizophrenia is a mental disorder characterized by a disintegration of thought processes and emotional

responsiveness.


● Bipolar Disorder

● Depression


● A combination of the following:

○ Delusions

○ Hallucinations

○ Disorganized speech,

○ Grossly disorganized behavior

○ Catatonic behavior

○ Negative symptoms (lack or decline in emotional response, lack or decline in speech, and/orlack

or decline in motivation)


General


expectations.
















Environment











Group Work





Behavior





● Keep rules to a minimum, and state rules in positive terms.








● Once a consequence is initiated, carry it through to a satisfactory conclusion.

● Avoid requiring confessions, challenging a student to misbehave, arguments and confrontations, forcing

apologies, and mass punishment for the misbehavior of a single student.






● Allow previous mistakes to stay in the past and focus on the present only.

Other Resources:

Links








































Books


George Guiliani


● Surviving Schizophrenia: A Manual for Families, Consumers, and Providers, by E. Fuller Torrey


Disability: Selective Mutism

Definition: Selective Mutism, a disorder that usually occurs during childhood, is characterized by a persistent

failure to speak in select settings. Children with Selective Mutism understand spoken language and have the ability

to speak normally, but are unable to speak in major social situations such as school.




● consistent failure to speak in specific social situations in which there is an expectation for speaking despite

speaking in other situations

● excessive shyness

● fear of social embarrassment

● social isolation and withdrawal


General

● Be concrete

● Acknowledge the difficulty

● Treat the child as equally as possible to other children

● Avoid singling out the student or calling attention to any differences.

● Avoid calling attention to any new steps the student makes, such as talking in a new situation

● Avoid pressuring the child to speak or trying to rationalize with the child

















































● Avoid punishing, blaming, isolating or ignoring the child

● Allow the child to use any mode of communication possible, but always reinforcing higher levels

● Allow for alternative forms of assessment and participation, such as written work, non-verbal

communication, audio- or video-taping, collaboration with friends, practice at home under parent’s

supervision, the use of a computer, or the use of another person as a verbal intermediary

● Don’t have child be the first to accomplish a demonstration

● Use role-play activities to help the child to gain confidence speaking to different listeners in a variety of

settings

● Have a classroom routine/structured setting

● Give advanced notice of changes in routine, field trips, outside speakers

● Target problems that are making the mute behavior worse

● Social support at lunchtime, on field trips, and at other unstructured times

● Support for participation in extracurricular activities

● Have a steady adult, such as a trusted teacher or counselor, responsible for maintaining a continuous

relationship with the student from year to year

● Build rapport with informal activities

● Use words to explain how you feel, not just facial expressions and body language


● Provide a tablet for writing responses

● Provide assistive device, such as tape recorder, word board, or pictures, to communicate

Environment

● Be aware of child’s sensitivity to loud noises or being overwhelmed by lots of chaos

● Seating next to a trusted friend and near students identified as good work partners

● Seat in less conspicuous locations, such as the back half of the room, towards the sides, and away from the

teacher’s desk

● Set aside an area within the classroom where a pair or small group of students can work more privately


● Clear, specific assignments and expectations; detailed grading standards or rubrics that reduce the student’s

worries about what is expected

● Give clear and specific prompts and questions for written work, rather than open-ended topics

● Allow the child to take home work if she is unable to perform successfully in the classroom


● Give advance preparation for class discussions

● Minimize direct questioning

● Phrase questions requiring single word responses

● Vary modes of participation for the entire class to include non-verbal communication

● Allow written answers to questions, instead of having to verbalize

● Allow the child to respond with nonverbal signals

Note-Taking

● Allow the child to tape record lessons at home and/or alone in the classroom for the teacher to listen to later

Group Work

● Frequent opportunities for small group activities, preferably with at least one trusted peer.

● Identify potential friends and work partners; initiate activities with those students and monitor as necessary

● Help initiate peer interactions

● Help the child communicate with peers in a group by first using non-verbal methods


● Advance notice for large projects; help break projects into smaller chunks to avoid overwhelming the

student

Other Resources:

Links


● Selective Mutism Foundation http://www.selectivemutismfoundation.org/










http://www.selectivemutismfoundation.org/











● Selective Mutism Group -Childhood Anxiety Network http://www.selectivemutism.org/


Books


● The Handbook for Evidence-Based Practice in Communication Disorders, by Christine Dollaghan

● The Selective Mutism Resource Manual, by Maggie Johnson

● The Silence Within: A Teacher/Parent Guide to Working with Selectively Mute and Shy Children by Gail

Kervatt

See Also:


Disability: Stuttering

Definition: Stuttering is a communication impairment that is characterized by disruptions in the production of

speech sounds that affects the fluency of speech. These speech disruptions may be accompanied by struggling

behaviors, such as rapid eye blinks or tremors of the lips.




● Impaired speech in some or all situations or settings, including:

○ Repetitions of words or parts of words

○ Prolongations of speech sounds.

○ Stopped or blocked speech

○ Use of interjections, such as "um" or "like"

○ Circumlocution of words in a sentence


General

● Be patient, do not complete words or phrases for the individual

● Praise the child for the things that they are doing well.

http://www.selectivemutism.org/




















● Be flexible with oral tasks.

● Concentrate on the content of the conversation not the delivery

● Communicate as naturally as possible

● Model the correct production of sounds all the time.

● Use a variety of listening activities that will assist students in comprehension and in judging their own

accurate production of sounds.

● Help student’s over-practice difficult words. Break the words into syllables and pronounce each syllable.

This will help with speech, reading, and writing.

Environment

● Minimize auditory/visual distractions

Reading

● Make sure reading material is not beyond the level of the student’s ability.

● Be sure to praise reading in terms of skill and not how fluently the student’s reading.

● Call on the student early on in the period to reduce unnecessary apprehension.

● Use paired reading.

Writing



actions.



● If necessary, read test aloud.



● Keep questions brief and to the point.

● Ask only one question at a time.

● Give a written copy of questions that will be asked during the discussion.



● Encourage use of complete sentences when answering questions.


● Provide visual cues and/or reinforcement.

Group Work

● Provide pen and paper, chalk or dry-erase boards




● Allow student to write down pertinent details on index cards to use during presentation.

● Allow other non-traditional presentation forms for self-expression.

● Allow student to tape record/video tape presentation instead of doing it “live.”

Other Resources:

Links


● Association for Research into Stammering in Childhood http://www.stammeringcentre.org/


Books


● Stammering: A Practical Guide for Teachers and Other Professionals, by Lena Rustin

The Handbook for Evidence-Based Practice in Communication Disorders










http://www.stammeringcentre.org/




















Disability: Tourette's Syndrome

Definition: Tourette syndrome is a neurological disorder characterized by involuntary motor and vocal tics. The

syndrome is first noticed in childhood and four times as likely to occur in boys as in girls.


● Attention Deficit Hyperactivity Disorder


● Specific Learning Disability


● repetitive movements

● repetitive vocalizations or echolalia

● fine motor impairment

● executive functioning difficulties


General



● Provide information about Tourette's Syndrome and its symptoms for staff and peers.

● Give frequent breaks.

● Provide a refuge where the student may go to calm down and release tics.

● Allow for freedom of movement.


● Audio books

● Computer

● Note taker

Reading

● Give student a note card with a cutout window that shows one word at a time.

● Allow student to sit in a comfortable position.

● Have student read comprehensive questions ahead of time.

● Allow student to use books on tape or electronic audio media material.

● Have someone read to the student or record the reading for them.

● Allow student to something to keep track of where they are in reading so that they can relocate their spot

more quickly if “pulled off” by tics.

Writing

● Reduce amount of written work or spread it out over time.

● Allow student to produce work in style of writing that is most comfortable and productive (i.e. all cap,

print, cursive, keyboard).

● Grade on content, not handwriting legibility.

● Use graph paper for letter spacing.

● In math, turn composition sideways (landscape) to provide place value column borders.

● Use a writing guide or alternate paper with bold, raised, or colored lines.

● Allow alternate means of production such as keyboarding, tape recording, or use of voice dictation

software.


● Give directions one or two steps at a time.

● Divide the assignment into sections to reduce the amount of material presented at a time.


● Allow the student to write the answer directly on the test paper or booklet rather than using the

computerized score sheet.

● Allow the student to take untimed tests to reduce stress.

● Divide the tests into sections to reduce stress and amount of material to be considered at a time.

● Allow student to take tests in a private room so that he/she does not waste energy suppressing the tics.

● Use a reader and transcriber for tests as needed.


● Provide visual impact as well as auditory.

● Allow the student to read the question before answering.

● Allow preferential seating: student may not want to sit front and center.

Note-Taking

● Provide designated note-taker so that he/she can listen to the lecture.

● Provide hard copies of all lecture notes, prior to the lecture if possible.

● Encourage/teach the student to highlight and add to outlines during the lecture to maintain the student’s

attention.

Presentations

● Discuss with the student privately whether he/she would like to make an oral presentation.

● Allow the student to videotape the presentation and present the taped version to the class.

Additional Resources:

Links

● Tourette Syndrome Association http://www.tsa-usa.org/

● Tourette Syndrome Association of Massachusetts http://www.tsa-ma.org/

http://www.google.com/url?q=http%3A%2F%2Fwww.tsa-usa.org%2F&sa=D&sntz=1&usg=AFQjCNEkucJCE1lldFlnasAOkXemQ7LELA











http://www.google.com/url?q=http%3A%2F%2Fwww.tsa-ma.org%2F&sa=D&sntz=1&usg=AFQjCNEWgaiecP0cgyMHf63sbHXRZFLDGw













● Tourette Syndrome Plus http://www.tourettesyndrome.net/

See Also:

● Attention Deficit Hyperactivity Disorder


Disability: Traumatic Brain Injury

Definition: Traumatic brain injury is a form of acquired brain injury that occurs when a sudden trauma causes

damage to the brain. Symptoms of a traumatic brain injury can be mild, moderate, or severe, depending on the extent

of the damage to the brain and can change how the person acts, moves, and thinks.


● blurred vision or tired eyes

● ringing in the ears or other hearing problems

● slurred speech

● fatigue or lethargy

● behavioral or mood changes

● confusion

http://www.google.com/url?q=http%3A%2F%2Fwww.tourettesyndrome.net%2F&sa=D&sntz=1&usg=AFQjCNHmZSO_rM7Z-_ocINpJ7JuOapcI2Q











● trouble with memory, concentration, attention, or thinking


General

● Give the student more time to finish schoolwork and tests.

● Allow the student to take a rest break if needed.

● Have consistent routines.

● Be flexible about expectations.

● Provide the student with an extra set of books.

● Divide work into smaller sections

● Use cue words or a nonverbal cueing system to alert the student to pay attention.


● Audio recorder

● Highlighter tape

● Note taker

● Computer

Environment

● Decrease unnecessary auditory and visual distractions.

● Limit background noise, but increase it at small increments to more normal levels.

● Provide seating with a clear view of instruction.

● Reduce distractions in the student's work area.

● Provide a designated “Quiet Area” for the student to go.

● Provide visual cues throughout the setting to help the student attend, and point to the sign when the student

is off task.

● Provide the student with a written or picture schedule of the daily activities, locations, and the materials

that the student will need to have.

● Provide written and/or picture cues of the class rules and expectations, so that they are always a reminder

for the student.

Reading

● Allow the student to use his/her own tracking or covering strategy when reading text.

● Reduce the amount of text to be read by the student.

● Provide the student with an outline of the text, focusing on the major points to remember.

● Question the student to be sure that the information is clear.

● Highlight, underline, or use reference pictures for the text to be read by the student.

● Teach memory strategies: categorize, associate, rehearse, chunk information.

● Teach the beginning, middle, and end of stories.

● Teach vocabulary that is specific to the subject and/or activity.

● Teach the common phrases used for satire, idioms, puns, etc.

● Allow the student to use books on tape or other auditory reading aids.

Writing

● Provide the student with time lines or rubrics when given a writing assignment to assure content included.

● Provide optimal physical positioning. Use book holders, pencil grips, or other adaptive equipment as

needed.

● Use “question cards” to indicate the specific topics to be addressed in the written assignment.

● Provide access to word processing programs with adapted features, such as word prediction, text to speech

feedback for text entry and editing, and spelling and grammar check.

● Use a math processor or electronic worksheet software for students who can’t write legibly within the

provided space or who have problems with alignment.


● Have the student carry an assignment sheet to each class and check that it is correctly filled out.

● Demonstrate or provide an example of the directions.

● Limit the amount of work required at one time allowing, the student to complete the task successfully.

● Provide multiple-choice answers.



● Provide sample items...

● Number the steps in a written direction and allow the student to cross out the direction as it is completed.

● Modify the format of the assignment so page format is simpler and less visually confusing.


● Allow more time to complete tests.

● Provide written multiple choice cues or pictures on assessments.

● Provide pictorial or printed directions for student to refer to when upon completion of a test. (“Put test in

the “In” box on teacher’s desk and return to seat.”)

● Provide multiple choice, fill-in-the-blank (include a word list), or open book test.

● Use semantic mapping or webbing techniques to help the student prepare for tests.

● Provide opportunities for alternate format assessments.


● Use concrete language.

● Limit the amount of information given at one time. Use short, simple sentences.

● Allow the student to ask for repetition or clarification of information.

● Use written words or pictures to provide the student with visual cues.

● Allow the student to point to the pictures as the information is being presented orally.

● Use manual signs, gestures, or pictures in conjunction with verbal information.

● If the student is silent or gives an impulsive answer when asked a question, allow the student to ask for help

and verify the student’s understanding of the question. Allow “ thinking time.”

● Allow the student to tape the discussion or lecture.

● Provide the student with the primary questions before the discussion.

● Role-play to increase the information to be remembered.

● When answering a question, provide the student with an auditory cue such as the beginning sound of the

word that is the answer or give the student verbal choices.

● Alert the student to the topics being discussed.

● Emphasize key points in with voice variations, intonations, etc.

● Explain the importance of the lesson and relate the lesson to everyday situations.

Note-Taking

● Allow the student to tape the discussion or lecture.

● Allow the student to use a computer with a word processing program.

● Have a peer take notes and provide the student with a copy.

● Provide the student with a copy of the text and underline the key information.

● Have the student write down key information using the questions Who?, What?, Where?, When?, and

Why?

● Assign a peer to monitor and check what the student has written.

Group Work

● Provide an agenda and signifying what has been completed and what needs to be completed.

● Encourage student responses in small group to enhance confidence for larger group participation. Elicit a

response when you are sure the student knows the answer.

● Limit discussion in the group to that which is task oriented.

● Encourage conversation by having a peer give directions to the student such as, “Tell me more”; “How

many did you see,” etc.

Reports and Presentations

● Provide a written or illustrated example of steps needed to write a report.

● Provide student check sheets with steps in sequence.

● Provide student with evaluation sheet used to grade the report.

● Provide the student with an organization chart to allow the student to organize information before writing

the report using Venn diagrams or outlining software.

● Allow alternative format presentations, audio taped, videotaped, etc.

● Allow the student to use visual cues during presentations.

● Interrupt rambling speech; bring student’s focus back to key issues.



Additional Resources:

Links

● Brain Injury Association http://www.biausa.org/

● Brain Injury Association of Massachusetts http://www.biama.org/

● Brainline http://www.brainline.org/

http://www.google.com/url?q=http%3A%2F%2Fwww.biausa.org%2F&sa=D&sntz=1&usg=AFQjCNEEsY_3Ds5ael7_i9QYpIPwjAK2-g









http://www.google.com/url?q=http%3A%2F%2Fwww.biama.org%2F&sa=D&sntz=1&usg=AFQjCNFIIJLvZXMQgjt-7iD2Am833hkYfg









http://www.google.com/url?q=http%3A%2F%2Fwww.brainline.org%2F&sa=D&sntz=1&usg=AFQjCNF0vvUMNBLxWPVuq7fBIDZ7vu3icA








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Quincy Public Schoolsquincypublicschools.com/qpsinfo/download/district/SPED/PIP Special... · Erin Perkins and Donna Cunningham are assigned to most of the schools while Richard Kelly