3. Number of students enrolled: 636 Students with disabilities:
23% Students with Low Income: 93% English Leaners: 9% Homeless: 4%
Racial/Ethnic Diversity: 51% Hispanic 45% Black 2% White 1% Two or
More Races 1% American Indian 0% Asian 0% Pacific Islander
Hypothetical High School
4. cont Assessment Information: 15% PSAE Graduation Rate: 65%
College Readiness: 4% Chronic Truancy Rate: 82% Student Attendance:
80% Average Class Size: 19 District Spending per student:
Instructional Spending: $8,376 Operational Spending: $13,433
5. Key Components of Special Education Free Appropriate Public
Education (FAPE) An educational right of children with disabilities
in the United States that is guaranteed by the Rehabilitation Act
of 1973 and the Individuals with Disabilities Education Act (IDEA)
Least restrictive environment (LRE) In the U.S. Individuals with
Disabilities Education Act (IDEA) A student who has a disability
should have the opportunity to be educated with non-disabled peers,
to the greatest extent appropriate. Individualized Education Plans
(IEP) Required written document For each student eligible to
receive special education services Provided to a student who has
been determined to have a disability Provided to a student who
needs special education services because of that disability
6. Inclusion Inclusion is educating students with disabilities
in classroom with other students who do not have disabilities.
Inclusion is successful in the classroom teachers are mindful that
that there are 3 types of Inclusion which are physical , academic
and social inclusion . To implement physical inclusion teacher can
sensitive and accommodating to where a student with a disability
sits . To implement academic inclusion teachers can provide the
student with same chances in advancement such as setting an overall
standard or expectations for all the students in the class To
implement social inclusion teachers can provide activities for
students to interact with one another during class by grouping
students to complete various tasks and assignments.
7. General Recommendations Consultative/ collaborative services
General education and related services providers work together to
meet the needs of the student with a disability. The student
remains in the general education classroom. Classroom-based
services All services are brought to the student in the classroom
setting (e.g., general education, special education, resource). The
therapist or service provider may work individually with the target
student or with a small group that includes him or her. Pull-out
services Student is taken out of the classroom to a different
location (e.g., gym, library, hallway) to receive the related
service.
8. cont It is recommended that students with disabilities
Remain in classrooms providing general education for a longer
period of time Functional skills should be practiced within a
general education classroom Instruction should not be missed often
Preparation for inclusive environment both in and out of school
Might have higher expectations placed on the student
9. Cluster1: BehaviorandEmotionalDisability Attention Deficit/
Hyperactivity Disorder (ADHD) means a child has trouble being
focused and inattentive and controlling impulsive behaviors and
hyper behavior Signs of ADHD: Short Attention span, Forgetfulness,
Day Dreaming, Constant Restlessness, the inability to sit still,
Easily distracted, and does not follow through with instruction or
rules Student can fall into 3 types of ADHD Inattentive ex:
Forgetful Hyperactive-Impulsive : Restlessness Combination of
inattentive and Hyperactive Impulsive
10. ADHD: Academic/ Social Issues Students with ADHD tend not
to participate fairly with other i.e.not waiting their turn
Students with ADHD tend blurt out and talk excessively during
classroom instruction Students with ADHD are reluctant to complete
school tasks such as classwork and homework Students with ADHD do
not comply with school rules and regulations
11. ADHD:Academic Accommodations Teachers can compile all the
students work that can be referred to during parent teacher
conference and IEP meetings Teachers can provide simplistic
assignments where the expectations are clear and concise. Being
aware of the students need are emotionally as far as their self
esteem and self confidence is involved in their learning and
development Using Positive reinforcements is essential when working
with students with ADHD Including the school therapist and
counselor in the students mental, social and academic development.
Facilitating a positive learning environment by eliminating
distractions such as having quite studying times
12. ADHD: Behavioral Accommodations When disciplining using
soft language and tone of voice is effective for students with ADHD
Being organized and following a strict schedule establishes order
for the student with ADHD , create order. Explain expectations and
goals and showing how each goal is purposeful
13. ADHD: Inclusion Ways of Inclusion for Students with ADHD:
Peer tutoring: Some students with ADHD have the tendencies to be
very talkative and sometimes talk out of turn . Through peer
tutoring students will have the chance to interact with other
students by sharing their ideas and what they may or may not
understand about what is being taught. Interactive teaching:
Through interactive teaching students will have the chance to move
around, and interact with the teacher and their classmates as well.
For example Reenacting a scene from a moment in history or for math
by playing an interactive game.
14. Cluster 2: Autism Autism as defined by IDEA as a
developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident
before age three, that adversely affects a childs educational
performance (Turnball, Turnball, & Wehmeyer, 2007). Autism is a
disorder that is under the umbrella of disabilities called
pervasive developmental disorders, which is also known as Autism
Spectrum Disorder. (http://www.cdc.gov/ncbddd/autism) There are
several main characteristics that each play a role in a students
academic career, behavior, and social skills. The characteristics
are listed below: Language Development Social Development
Restrictive/Repetitive behavior Problem behavior/Need for
environmental predictability Sensory and movement disorder
Difference in Intellectual functioning
15. Austism: Academic There are three common academic
modifications for students with ASD, these accommodations are:
Modifications to the material and instruction Stimulating visual
sensory and memory, or auditory sensory and memory Modifications to
the way students demonstrate learning Extended time and alternative
assessments such as portfolios, journal or collaborative exams that
allow students to work together Modifications to the classroom
physical modifications to the classroom set-up, seating chart.
Maintenance of classroom routine and daily tasks. Limiting
visual/auditory distractions (Roberston, Chamberlain, & Kasar,
2003). (Turnball, Turnball, & Wehmeyer, 2007).
16. Autism: Behavioral There are three main ways to address
problem behavior with students with Autism 1. Positive Behavior
Supports Highlighting success and strengths of the student to
encourage positive behavior 2. Social Stories Teachers &
parents working together demonstrating appropriate social and
behavioral skills through example and or technology 3. Applied
Behavior Analysis Documenting inappropriate behavior and developing
alternate appropriate behavior
(https://www.autismspeaks.org/sites/default/files/section_5.pdf)
(Turnball, Turnball, & Wehmeyer, 2007).
17. Autism: Inclusion There are also 3 major inclusion
techniques to use in the Least Restrictive Environment or (LRE) so
that the student is included in this environment. The 3 techniques
are: 1. Emphasizing individual interests and strengths This can be
done by getting to know students and parents through parent/teacher
meetings, home visits, classroom activities 2. Peer Relationships
Pairing students with common interests will serve to help students
3. Promoting Friendships Students engaging with their peers will
promote their social skills (Mesibov & Shea, 1996). (Roberston,
Chamberlain, & Kasar, 2003). (Turnball, Turnball, &
Wehmeyer, 2007).
18. Cluster3: Visual ImpairmentandCharacteristics
Definition-Visual impairment including blindness means an
impairment in vision that, even with correction, adversely affects
a child's educational performance. The term includes both partial
sight and blindness. Physically signs-Crossed eyes, eyes that turn
out, eyes that flutter from side to side or up and down, or eyes
that do not seem to focus are physical signs that a child has
vision problems. Poor Academic Performance-Trouble reading and
writing effectively, and often are poor students not due to
intellectual disability, but physical limitations. All disabilities
and visual impairments are individual and should not be treated or
categorized in a manner which deemphasizes the student as a person.
Grouping students together due to similar or same disabilities and
providing the same accommodations for all said students is not the
answer.
19. CommonIssuesAcademically/Socially Vision loss can result in
delayed concept development which, without effective intervention,
severely impacts the student's social, emotional, academic, and
vocational development. Students with visual impairments often must
learn through alternate mediums, using their other senses. Students
with visual impairments often require individualized instruction
since group instruction for learning specialized skills may not be
provided in a meaningful manner. Students with visual impairments
often need specialized skills as well as specialized books,
materials and equipment for learning through alternate modes.
Students with visual impairments are limited in acquiring
information through incidental learning since they are often
unaware of subtle activities in their environment. Curriculum areas
that require unique strategies or adaptations for students with
visual impairments include concept development, academic
functioning,communication skills, sensory/motor skills,
social/emotional skills, orientation and mobility, daily living
skills, career/vocational skills and utilization of low
vision.
20. Academic Recommendation Functional Vision Assessment-
Determine the severity of the visual impairment Individualized
Education Program (IEP)- Provide the student a variety of support
services such as special education professionals, general
educators, and parent involvement. Least Restrictive Environment-
Assess the students ability and determine the best environment for
the student Unique accommodations- books and instructional
materials in appropriate media (including braille), as well as
specialized equipment and technology so they can have equal access
to the core and specialized curricula. The accommodations for each
student should be individualized, and Reduce the effect of the
disability to access the current curriculum
21. Basic Accommodations Copies of overhead projector/smart
board activities to be viewed at his/her desk as needed. The
teacher or presenter should verbalize all information as it is
written on the board or overhead. Large Print textbooks/materials.
Braille textbooks/materials. Modified assignments (when appropriate
and needed) to accommodate visual fatigue (extended time and/or
shortened amount of assignments). Avoid activities requiring
extensive visual scanning. Extended time on test. Abbreviated
homework assignment (includes all concepts, just fewer items).
Shorter written assignment. Eliminate clutter from the room,
particularly in aisles and movement paths. Place materials in
consistent places so that students know where particular items are
always located. Assess the students learning and where the
disability impedes his/her ability to effectively learn, and engage
within the class and examinations.
22. Social Problems/Issues Reduced vision can make it more
difficult for students to understand their social environment, or
social context. The inability to observe physical gestures or
facial expressions makes it difficult to understand the world
around them. Students must learn appropriate social skills in order
to prepare them for success in their homes, their friendships as
well as for job and career readiness. Students should work to
develop positive work behaviors. learning interpersonal and work
skills is important in order to succeed in the workplace. Moreover,
these skills are required to not only obtain a job, but maintain a
job. It is the job of the members of the IEP team to facilitate the
learning of social interaction and appropriate behavior in order
for the student to succeed.
23. Strategies and Accommodations control their emotions
respect authority observe the classroom rules follow directions use
a tone of voice that is appropriate to the setting. recognize
behaviors that can cause social isolation. make contact according
to cultural norms. turn face to speaker and maintain social
interaction. develop a concept of self- and allow the student to
make decisions, take responsibility, take risks, and foster
independence.
24. Conclusion Key Components of Special Education: FAPE LRE
IEP General Recommendations Consultative/Collaborative Services,
Classroom based services, Pull-out services Three Disabilities
needing accommodations: ADHD Autism Visual Impairment
25. References American Foundation for the Blind. (2015). A
Paper On The Inclusion Of Students With Visual Impairments.
Retrieved from
http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235.
Autism Spectrum Disorder. (n.d.). Retrieved from
http://www.cdc.gov/ncbddd/autism Mesibov, G. B., & Shea, V.
(1996). Full inclusion and students with autism. Journal of autism
and developmental disorders, 26(3), 337- 346. Robertson, K.,
Chamberlain, B., & Kasari, C. (2003). General education
teachers' relationships with included students with autism. Journal
of Autism and developmental disorders, 33(2), 123-130. Vanderbilt
Peabody College. The Iris Center. Related Services: Common Supports
for Students with Disabilitie. Retrieved from
http://iris.peabody.vanderbilt.edu/module/rs/cresource/#content.
Turnbull, A. Turnball, H.R., Wehmeyer, M.L., & Shrogren, K.A.
(2013). Exceptional Lives: Special Education in Todays Schools.
Pearson U.S. Department of Defense Education Activity. Key Elements
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http://www.specialed.eu.dodea.edu/ParentGuide/section1.pdf. What
are the Positive Strategies for Supporting Behavior Improvement?
(n.d.). Retrieved from
https://www.autismspeaks.org/sites/default/files/ Willings, Carmen.
ACCOMMODATIONS & MODIFICATIONS For Students who are Blind or
Visually Impaired. Retrieved from
http://www.teachingvisuallyimpaired.com/accommodations.html.
Willings, Carmen. Social Skills. Retrieved from
http://www.teachingvisuallyimpaired.com/social-skills.html.