1. Berenice Sanchez: Counselor Peter Barker: Special Education
Teacher Patrick Reilly: General Education Teacher Exceptional Lives
in High School
2. Overview of Our High School Demographics Asian: 0.1%
Black/African American: 49% Hispanic/Latino: 47.6% Native Hawaiian:
0% White: 2.6% Two or more races: 0.6% 2013-2014 Total Enrollment:
1,214 Low Income: 86% English Language Learners: 15% With
Disabilities: 34% Community The school is located on the West side
of Chicago. The neighborhood is predominately of working class
residents and of Latino and Black backgrounds.
3. Overview of High School contd Average ACT score: 15.5
English: 14.5 Math: 15.7 Reading: 15.4 Science: 15.8 Academics
2013-2014 PSAE Scores Overall: 13.9 met PSAE standards, up 1.9%
from previous year % Meets % Exceeds Reading: 18.3% 0.3 Math: 9.3%
0.0 Science: 9.3% 0.0Average Class Size: 20 Graduation Rate: 93%
Ready for College: 7% Post-Secondary Enrollment: 62%
4. Special Education We believe in Least Restrictive
Environment - Everyone has a right to the maximum amount of quality
education possible! We apply and set standards for the following :
Inclusion Consideration Support Related Services
5. Our Special Education Priorities To offer the same academic
opportunities to all students, regardless of physical or cognitive
differences, whenever, and as much as possible. To offer any and
all services necessary to insure that all students have access to
the general education curriculum. To provide the necessary
modifications and accommodations to students with disabilities, in
order to make sure that all are realizing their academic potential.
Careful consideration of family dynamics, support systems, and the
many challenges that face students today, depending on their
physical or mental state. To make learning enjoyable, and to
prepare students for success.
6. Inclusion Defined as having "students with disabilities
attend the same schools as their neighbors and peers without
disabilities, where they are provided all the support needed to
achieve full success in the same curriculum." Co-teaching is an
instructional method that general and special educators can be use
in an inclusion class. Some variations of co-teaching include: One
teach, one assist: special education teacher can roam the class to
see who needs help station teaching: teachers instruct small groups
at different stations before rotating team teaching: both teachers
give the same lesson, allowing them to be accessed by the entire
class
7. Other Inclusion Techniques/Recommendations Ensuring that the
classroom space is easily accessible for students with physical
disabilities or visual impairments. Examples include providing
wheelchair accessible desks. It is also important that students who
need wheelchair accessible desks are still in a practical location
nearby school supplies and that they are not isolated. Meeting with
an inclusion specialist who will lay out different accommodations
for the student depending on their abilities. Accommodations may
include a peer tutor for a student who has trouble reading, a bell
to indicate activity transition for a student with ADHD, or a sign
language interpreter for a student with auditory impairment.
8. Language Delay What is Language Delay? According to the
University of Michigan Health System, Language Delay occurs when
Language develops in the right sequence, but at a slower rate. It
is the most common developmental problem, and affects 5 to 10
percent of pre-school aged children
9. Normal Language Development Before 12 months - Babies should
recognize sounds and the names of common objects. 12-15 months -
These children should have a wide range of babbling sounds
(b,p,etc.,) an understanding of simple directions, and an ability
to produce certain nouns. 18-24 months - Ability to say 20 words by
18 months, and 50 by 2 years, identify common objects, and point to
ears, nose, and eyes when asked. 2-3 years - Huge gains usually
occur here. Identification of colors and descriptive concepts.
Understanding of more complex directions. It should be noted as
well that these problems can persist much later in life (middle
school, high school) should there be no proper intervention.
10. Services Offered Speech Therapy 1. Language Intervention
Activities 2. Articulation Therapy Facilitative Language Strategies
1. Open Questions 2. Expansions 3. Recasts
11. Intellectual Disabilities: Background Knowledge
Characterized by the AAID as a significant limitation in both
intellectual functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills. Causes include
genetic conditions, issues in pregnancy. and physical health issues
at birth Rosa Marcellino (second from left), the child who inspired
Rosa's Law
12. Helping students with ID succeed in the classroom Time and
task management allow extra time to finish assignments have
students work with a partner or a group break long tasks into
smaller parts the student can manage Methods of instruction give
immediate feedback to student's answers to establish the
relationships between information be as concrete as possible with
lessons, some students may struggle with abstract information
13. Developing adaptive skills Adaptive skills are a set of ten
life skills that include self care, communication, and work skills.
This is one area where teachers and parents can work together. For
example, if a student is learning about money in class, parents can
take their student shopping to supplement these lessons.
14. Physical Disability What is a physical disability? IDEA
refers to physical disabilities as orthopedic impairments which
means a severe orthopedic impairment that adversely affects a
childs educational performance. Includes impairments caused by
congenital anomaly, caused by disease (e.g. poliomyelitis, bone
tuberculosis), and impairments from other causes (e.g. cerebral
palsy, amputations).
15. Physical Disability contd. Academic Recommendations
Collaboration: Partnerships among teachers, school nurses,
physicians, family members, and students is essential to assure
students with physical disabilities receive the support needed to
succeed in high school. Assistive Technology: word processors
promote written skills, PDAs help with sequencing tasks, digital
talking books, e-text formats, adapted & augmentative
communication devices. AAC Devices, powered/electric wheelchairs
Switches: provide better access to the general curriculum
16. Physical Disability contd. Social & Behavioral
Accommodations Physical exercise: adapted physical education
provides students with opportunities for inclusion, exercise, and
recreation. Federal law mandates that physical education be
provided to students with disabilities and defines Physical
Education as the development of: physical and motor skills,
fundamental motor skills and patterns (throwing, catching, walking,
running) and skills in aquatics, dance, and individual and group
games and sports (including intramural and lifetime sports).
Drivers Ed: transition to adulthood for most adolescents. Some
students are able to learn to drive if they have instruction &
are provided with vehicle modifications.
17. Conclusion Planning Support Availability Change These,
among other things are the building blocks of a successful Special
Education program. The needs of those with disabilities may require
from us a great deal of sacrifice (in terms of time and energy),
but we are happy to do such fulfilling work.
18. References Slides 8-10: Turnbull, A., Turnbull, R.,
Wehmeyer, M. L., Shogren, K. A. (2013). Exceptional Lives: Special
Education in Todays Schools. New Jersey: Pearson Education, 12,
266-289. Understanding the Meaning of Adaptive Skills for Special
Education Students. (n.d.). Retrieved from
http://www.brighthubeducation.com/special-ed-learning-disorders/73324-improving-adaptives-skills-in-students-with-intellectual-
disabilities/. Festus E. Obiakor and Mateba Harris and Kagendo
Mutua and Anthony Rotatori et. al. "Making Inclusion Work in
General Education Classrooms." Education and Treatment of Children
35, no. 3 (2012): 477-490. https://muse.jhu.edu/ (accessed April
29, 2015). Introduction to Inclusion: A Look at Integrating
Students with Disabilities into Mainstream Classrooms. (n.d.).
Retrieved April 30, 2015, from
http://www.brighthubeducation.com/special-ed-inclusion-strategies/49395-benefits-of-inclusion-for-students-
and-teachers/ http://www.med.umich.edu/yourchild/topics/speech.htm
http://kidshealth.org/parent/emotions/behavior/not_talk.html
http://kidshealth.org/parent/system/ill/speech_therapy.html#