Teaching Gifted Students. April 25, 2012 Lara Ervin, MA. Objectives: Students will be able to. Content:. Language:. Listen to an overview of IEP and 504 plans, asking questions and discussing implications with a partner. - PowerPoint PPT Presentation
Teaching Students with Disabilities: What you need to know
Teaching Gifted StudentsApril 25, 2012Lara Ervin, MAObjectives: Students will be able toContent:Define and understand the responsibilities of IEP and 504 plans.
Examine modifications and scaffolds for specific (dis)abilities.
Identify the role socio-economic factors may play in referrals to special education.
Consider ways in which teachers can create safe, affirming classrooms for students with (dis)abilities.Language:Listen to an overview of IEP and 504 plans, asking questions and discussing implications with a partner.
Research, in a group, modifications and/or scaffolds for a specific (dis)ability in the classroom.
Reflect on demographics, discuss with a partner and explain how color blindness plays a role in referrals.
Design a classroom layout and set of basic rules for a classroom to create a safe, supportive environment for all students.Housekeeping
Revisit: What is the purpose of education?
IEP and 504: Teacher Responsibilities
Planning for Access
Color/Ability Blind TeachingAgenda: April 25, 2012Poster PresentationsEach group will present their poster to the class
The class will ask questions about the poster
We will give presentation feedback on what was done well, or on how the presentation has us thinking about our own work.Revisiting Ideas:What is the purpose of education?
What is the purpose of school?FOR YOUR OWN USE ONLY:Look at the following picture.
Write down your first reaction to finding out you would be teaching this student.
NO one else will read this.
One Thumb to Rule Them Allhttp://youtu.be/2BhHwk9qSvI After watching, reflect.Think quietly for a few minutes.
Jot down your reactions, thoughts, ideasResponsibilities of Teachers in CaliforniaIEPIndividualized Education Plan
Mandated by IDEA (Individuals with Disabilities Education Act)
Students with disabilities have goals and objectives to meet annually
Assessment-based improvement plans.
Modifications are outlined in IEP meetings, which teachers should attend and modifications MUST be provided.Section 504States that no person shall be excluded from any program receiving federal funds. (Civil Rights Law)
Students who may not qualify for Special Education services (IEP) but still have a disability.
Responsibility of general educator to provide accommodations for students.Elbow PartnersTurn to a partner, tell them one similarity and one difference between an IEP and 504.Universal Design
How should students be referred to Special Education? (Response to Intervention/RtI)Tier 1: Regular instruction in your classroom. Teacher notices a student is having greater struggles learning something than others in the class.
Tier 2 : Teacher makes modifications based on what the teacher knows or observes about the student. Take time to see what you can do to help the student in your regular lessons. (30 minutes a day)
Tier 3: Student receives more individualized/specialized assistance (60 minutes a day)
If there is still a problem, student may be referred to an SST/SRT (student study/success team, student referral team) to be discussed as to if there is enough evidence to be evaluated for special education services.
Research modifications for Tier 2 and 3 interventionsWith 2-3 other people, research one of the following diagnoses
Research how you might know if the student could have the disability (signs).
Research modifications in the classroom that might help a student who could have this disability.
Prepare a 2 minute what we could do to share with the class.Disabilities:AutismDeaf-blindnessDeafnessHearing ImpairmentMental RetardationTraumatic Brain InjuryVisual ImpairmentMultiple Disabilities
Orthopedic ImpairmentOther Health ImpairmentSpecific Learning DisabilitySpeech Language ImpairmentEmotional DisturbanceFor Your Consideration:Does culture play a role in Special Education?Who is Being Referred to Special Education?Reflect on the following chart, jot down a few ideas.
Share!Color-Blind EducationIn a group of 4 content-different partners, discuss the following:
What would color-blind education be in your subject area?
If we are teaching color-blind what does that really mean?
Break!Considerations for Safety and Accessibility: SafetyArrangement of pathways to door.
Falling or pulled down objects.
Controlling dangerous tools (scissors, glue, etc.)
Control of students, routines to get them to follow your words.AccessibilityDesk arrangement to allow flow.
Minimize hazards or student placement of hazards (routines).
Reachability of necessary items for completing class tasks.
Modifications to lessons and materials to ensure all students access.Create the ideally accessible and safe classroom!Go to the Classroom Architect!http://classroom.4teachers.org/ Or Scholastic: http://teacher.scholastic.com/tools/class_setup/
With a partner, or on your own. Design a classroom for 20-30 students. Include desksInclude safety equipment (fire extinguisher, emergency backpack, etc.)Think about how you might use modifications in the classroom and how the design would reflect that.
If you have ADOBE, save a copy as a pdf and send it to Lara, if not, show her in class!Policies, Routines and RulesThink about what policies (zero tolerance actions or words, etc), routines and rules you might have that would help enforce safety and accessibility.
Make a list of these ideas.
See if you can condense your ideas into 5 core principles you want to follow to create a safe and inclusive learning environment.
Email to Lara. firstname.lastname@example.org!Objectives: Students will be able toContent:Define and understand the responsibilities of IEP and 504 plans.
Examine modifications and scaffolds for specific disabilities.
Consider ways in which teachers can create safe, affirming classrooms for students with disabilities.Language:Listen to an overview of IEP and 504 plans, asking questions and discussing implications with a partner.
Research, in a group, modifications and/or scaffolds for a specific disability in the classroom.
Design a classroom layout and set of basic rules for a classroom to create a safe, supportive environment for all students.