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- 1. LSC Amy Martello | Parent Carly Hayes | Social Worker Danya Ata | General Education Teacher Madeline Lewis | SpEd Instructor
- 2. Demographics of School 1,317 students attend this school. 8.3% are from low-income households.
- 3. Community Ways to be involved in the school community: 1. Support Groups 2. Field Day/Special Olympics 3. Health Groups 4. Parent involvement in Classroom
- 4. What is the problem? ● There are not many options for students with disabilities in HHS ● Parents are confused about what is offered for their children ● More options are needed for students with disabilities
- 5. What is the solution? Possible ways to make your classroom work for all students: 1. Accommodations 2. Modifications 3. Differentiated Instruction 4. Collaborative Team Teaching 5. Universal Design for Learning 6. Assistive Technology (https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/ educational-strategies-an-overview)
- 6. Emotional or Behavioral Disorders ● IDEA defines emotional disturbance as a condition that is accompanied by one of several characteristics that are displayed over an extended period of time and have negative consequences. ● Five disorders can lead to students’ being classified as having an emotional or behavioral disorder. ● Students with emotional or behavioral disorders usually have one or two behavioral patterns. (Turnball, Turnball, & Wehmeyer, 2007).
- 7. EBD: Academic Three common academic modifications for EBD students are: 1. Modifications to behavior -KidTools and Pre-Correction 2. Modifications to learning -Wrap Around Strategy, Service Learning, and Problem Solving 3. Modifications to assessments -Breaks and Extended Time (Turnball, Turnball, & Wehmeyer, 2007, http://cecp.air.org/aft_nea.pdf)
- 8. EBD: Behavioral There are 3 main behavioral concerns with students with Emotional or Behavioral Disorders: 1. Aggressive Behavior 2. Disconnected From Peers and School 3. High Dropout Rate (Turnball, Turnball, & Wehmeyer, 2007)
- 9. EBD: Inclusion There are also 3 major inclusion techniques to use in a general education classroom in order to best effectively teach students with EBD as well as promoting their inclusion in the classroom: 1. Counseling 2. Modeling 3. Class Wide Peer Tutoring (CWPT) (Turnball, Turnball, & Wehmeyer, 2007)
- 10. Autism ● IDEA defines Autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance” (Turnball, Turnball, & Wehmeyer, 2007). ● Autism has seven main characteristics that each play a role in the success of academics, social skills, and behavior.
- 11. Autism: Academic Three common academic modifications for VI students are: 1. Modifications to the way materials are presente • stimulating visual sense and memory 2. Modifications to the way students demonstrate learning • extended time and alternative assessment 3. Modifications to the classroom • physical modifications and routines (Roberston, Chamberlain, & Kasar, 2003). (Turnball, Turnball, & Wehmeyer, 2007).
- 12. Autism: Behavioral There are three main ways to address problem behavior with students with Autism 1. Positive Behavior Supports - outlining positive behavior 2. Social Stories - demonstrating appropriate social skills 3. Applied Behavior Analysis - replacing problem behavior (Kaweski, 2011). (Turnball, Turnball, & Wehmeyer, 2007).
- 13. Autism: Inclusion There are also 3 major inclusion techniques to use in a general education classroom 1. Emphasizing individual interests and strengths - getting to know students and parents 2. Peer relationships - pairing students with common interests 3. Promoting Friendships - teaching social skills (Mesibov & Shea, 1996). (Roberston, Chamberlain, & Kasar, 2003). (Turnball, Turnball, & Wehmeyer, 2007).
- 14. Visual Impairments ● The IDEA defines a visual impairment as an impairment in vision that, even with correction, adversely affects a child's educational performance. ● There are multiple physical, behavioral, and academic characteristics of students who are visually impaired. (Turnball, Turnball, & Wehmeyer, 2007).
- 15. VI: Academic Three common academic modifications for VI students are: 1. Modifications to the way materials are presented 2. Modifications to the way students demonstrate learning 3. Modifications to the classroom (Turnball, Turnball, & Wehmeyer, 2007). (Willings, 2014
- 16. VI: Behavioral There are 3 main behavioral concerns with students with VI: 1. Daily living skills 2. Orientation and mobility 3. Self-determination (Turnball, Turnball, & Wehmeyer, 2007). (Willings, 2014)
- 17. VI: Inclusion There are also 3 major inclusion techniques to use in a general education classroom in order to best effectively teach students with VI as well as promoting their inclusion in the classroom: 1. Informing the entire class about VI 2. Do not give the student too much individualized attention 3. Provide appropriate accommodations within the classroom (Turnball, Turnball, & Wehmeyer, 2007). (Willings, 2014)
- 18. Conclusion The most common solutions across disabilities are modifications. Other ideas include: ● planning periods with parental involvement ● professional development days for teachers
- 19. Works Cited Educational Strategies: An Overview. (n.d.). Retrieved December 6, 2014, from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/educational-strategies-an-overview Kaweski, W. (2011). Teaching adolescents with autism: Practical strategies for the inclusive classroom. Corwin Press. 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. Turnbull, A. Turnball, H.R., Wehmeyer, M.L., & Shrogren, K.A. (2013). Exceptional Lives: Special Education in Today’s Schools. Pearson. Willings, Carmen. (2014). Accommodations & Modifications For Students Who Are Blind or Visually Impaired. Retrieved December 5 2014 from http://www.teachingvisuallyimpaired.com/accommodations.html
Notas do Editor
- The school demographics are and the State demographics are White: 42.9 49.9% Black: 39.9% 17.5% Hispanic: 8.9% 24.6% Asian: 1.7% 4.5% Native American: 0.0% 0.3% Native Hawaiian: 0.1 0.1% Multiracial/ethnic: 6.5% 3.1% 4,354 students attended this school. 15.5% are from low-income households, and 0.8% are homeless.
- Support groups are important for parents to be able to talk to each other about what they’re going through and help each other in regards to what they should bring up at their students IEP meetings. If HHS was to have a field day or special olympics for students with disabilities to participate in, they will feel more included, and then parents can interact with several students and have an opportunity to be more involved. Parents could start a group in which they can discuss their students’ nutrition because that is a vital part of their children’s day. By monitoring them at home and then carrying it through to school, parents can feel secure that their children are being taken care of. Parents could also be given opportunities to help out in the classrooms as aides or monitors on a rotating basis to get an idea of what the general education teacher does every day.
- HHS does not offer many self-contained classrooms for students with disabilities. The inclusion classes are beneficial to students with more minor disabilities, however some students are falling through the cracks. This is causing parents to be dissatisfied with HHS. They want a more differentiated environment in which their children can excel.
- At a glance: 1. Accommodations change how your child learns, not what he learns. 2. Modifications change what a child learns. 3. Differentiated instruction allows students to show what they know in different ways. It can work well in general education classes that include students with learning and attention issues. 4. Collaborative team teaching can involve a general education and special education teacher, working together. Co-teaching works best when both teachers are equals in the classroom. 5. Universal Design for Learning helps all kids, not just those with learning and attention issues. This teaching approach offers more than one way for students to access the same material. 6. Assistive technology can’t “cure” learning and attention issues, but it can help kids work around their challenges.
- IDEA defines emotional disturbance as a condition that is “accompanied by one or more of the following characteristics: 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 behaviors or feelings under normal circumstances; a general, pervasive mood of unhappiness and depression; and/ or a tendency to develop physical symptoms or fears associated with personal or school problems” (152). These characteristics are displayed over an extended period of time and have negative consequences. 5 disorders can “lead to students being classified as having an emotional or behavioral disorder” (152). These disorders are schizophrenia, anxiety disorder, mood disorder, oppositional defiant disorder, and conduct disorder (152). Students with emotional or behavioral disorders usually display one or both of the behavioral patterns called internalizing and externalizing. Those who externalize tend to be aggressive and/or noncompliant while those who internalize tend to be passive, depressive, and might display obsessions or compulsions (155-6).
- One of the primary goals of teaching students with EBD should be promoting positive behavior while discouraging negative behavior. This can be done in the classroom in a variety of ways. First, general education as well as special education teachers can engage in an act called “pre-correction” which seeks to “predict, modify, or avoid situations in which the student may encounter problems” (http://cecp.air.org/aft_nea.pdf). This way problem behavior in the classroom is avoided before it even occurs. Another learning tool to minimize problem behavior is KidsTools. KidTools is a computer based program that helps students with EBD “learn to solve problems and regulate their actions, leading to better academic, behavioral, and self-determination outcomes” (163). Modifiying learning can be a complicated and delicate process, which is why teachers and support staff should engage in a strategy called the wrap-around. The wrap-around strategy is “collaborative, family-driven individualized culturally competent, and community-and strengths- based” (161). This means that services all work together to support a specific student instead of being compartmentalized. The special ed teacher, gen ed teacher, social worker, parents, and any other support staff collaborate with one another in order to best serve the student with EBD and establish learning goals and strategies. Service learning is another strategy that integrates “teaching activities with community service” (165). This system of instruction leads to students who show “improved school attendance, greater self-esteem, and enhanced leadership and communication skills” (165). These lessons are invaluable to students with EBD, who often feel disconnected from their schools and peers. Finally, teaching students problem solving and conflict resolution will lead to a reduction in problem behavior within the classroom. Teachers, parents, and social workers should encourage students to “identify the nature of the problem they face, brainstorm and evaluate the pros and cons of various solutions, determine which of several solutions seems likely to be most effective, and make a plan to carry out that solution” (166). Students with EBD often feel anxious during assessment. In order to allow for success in the general education classroom modifications need to be made to their assessments. These modifications should include an extended time limit with intermittent break periods. This way instructors are minimizing student anxiety and setting up their students with EBD for success.
- “Conflict between youth with EBD and peers, family members, educators, and other authority figures is all too common” (165). Students with EBD often report that they “do not work well in group activities, feel picked on or persecuted, and avoid interacting with people” (159). Students with EBD often feel disinterested in “what is being taught [in school] and feel negative about school in general” (163). Due to these issues 50 PERCENT of students with EBD will drop out of high school. This startling statistic is why teachers and support staff must seek to promote student engagement by encouraging extracurricular activities, feelings of belonging, and by enrolling students in classes that are relevant to their lives and future goals. Students must experience success in school, no matter how small the triumph. A school should seek to promote a positive atmosphere through collaboration and sociability. If students, particularly students with EBD, feel connected to their school, teacher, and peers they are less likely to dropout (164).
- Students with EBD often feel disconnected from their school and their peers. Hence why inclusion and socialization for students with EBD is imperative: it promotes engagement and connection. In fact “peers can play an important role in supporting students with EBD to self-regulate their behavior and improve their academic performance” (162). One reason why a student with EBD might be distant in class and with their peers is due to depression. In this case a teacher should involve a school counselor and voice their concerns to the student’s parents so that the student may receive proper care and support. Another way to support inclusion is by modeling “appropriate social skills” to students with EBD so that they may connect with their fellow students instead of lashing out or behaving defensively (168). Finally teachers can promote inclusion by engaging in class wide peer tutoring. The 7 basic components of CWPT are multimodual learning, reciprocal and distribute practice, immediate error correction and feedback, games and competing teams, built-in reinforcement, high-mastery levels, and measured outcomes (163). This strategy promotes inclusion and the acceptance of students with EBD through cooperation and collaboration and allows teachers to differentiate learning. Teachers who use CWPT report “fewer inappropriate or off-task behaviors” and “a positive effect on student behavior, peer interactions, and inclusion” (163).
- Autism is a disorder that falls under a broader category of disabilities called pervasive developmental disorders or more commonly known as Autism Spectrum Disorder. These disorders include autistic disorder, Rett’s disorder, childhood disintegrative disorder, Asperger’s disorder, and pervasive developmental disorder not otherwise specified. These disorders share similar characteristics that all affect children from the very young age of three years old. During their high school years, students with autism will still inhibit many of the seven typical characteristics including: atypical language development, atypical social development, repetitive behavior, problem behavior, the need for environmental predictability, sensory and movement disorders, and difference in intellectual functioning. These characteristics each play a critical role in changing students’ abilities to function academically and behaviorally, and to feel included in the general education classroom.
- Modifications to the lesson plans and materials, assessments, and the physical classroom can help students with autism succeed. For example, using visuals for instruction that stimulate the visual senses such as color coding key information and providing visual directions can help these students since they have a difficult time developing language. Another great modification for materials that can be used in the general education classroom are Mnemonic devices; since students with autism have strong memories, these devices will help them learn and retain information. These students should also have different forms of assessments. Having extra time on assignments is key. Also, students with autism may find it difficult to sit down and take a test, so general education teachers can explore other ways for them to demonstrate learning such as portfolios, collaborative exams, journals, and collages. Along with this, the physical classroom can be modified to help students with autism succeed. Students should be in close proximity to material and instruction, auditory and visual distractions should be as limited as possible, key learning centers should be visually obvious, and classroom routines should be maintained as much as possible. Doing this in the general and special education classrooms as well as at home will allow for as little distractions as possible for students with autism.
- Since students with autism have a tendency to exhibit aggressive behavior towards themselves and others, it is important to teach students skills for them to better control their behavior. One way to do this is using positive behavior supports. Doing this allows for teachers to ask students to replace their problem behavior with appropriate behavior, which enables them to benefit much more effectively from the general curriculum and to get along better with their classmates. General and special education teachers and parents should outline appropriate behaviors they want their students to follow. These behaviors should be rewarded and acknowledged at school and at home. Students should receive at least four times as many positive affirmations as negative sanctions. Social stories are another way parents and teachers can collaborate to help students with autism deal with their problem behavior. These stories are written by people in the students’ lives and describe appropriate social situations. Applied behavior analysis are a set of principles that develop techniques that increase positive behavior; under this analysis are discrete trial trainings that allow students to respond to stimuli teachers and parents present. All of these skills can help students with autism increase positive behavior.
- Students with Autism may have a hard time feeling welcomed into a general education classroom for many reasons. For one, it may be hard for other students without disabilities to understand Autistic behaviors. The first step to including a student in the general education classroom is getting to know their interests and strengths. Since students with autism tend to focus their attention and passion on a few specific interests, it is important for general and special education teachers and social workers to speak with the parents about what these interests are. Incorporating these interests into the classroom will make the student feel more included and more likely to behave well and learn better. Using these interests can also pair students with autism and students without based on things that they have in common. Having a smaller group of peers to get to know in a large classroom will help students with autism ease into a larger setting, which may normally intimidate them and cause problem behavior. It is also important to teach skills that promote healthy friendships such as trustworthiness and loyalty, conflict resolution, general friendship skills, positive interaction style, and taking the perspective of others. These skills are ones that are generally natural for students without disabilities, but are especially difficult for students with autism without the support of teachers, social workers, and family.
- This term addresses also full and partial blindness. 2. These characteristics include (but are not necessarily limited to: 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. Another common characteristic is clumsiness and poor hand-eye coordination, which is caused by misjudging distance. A Behavioral characteristic that VI students tend to have is a short attention span. Common academic characteristics are that VI students often perform poorly at school but often these problems are actually related to poor vision and not to a learning disability. However, students that have had a VI for the majority of their life will perform better and tend to complain less about their vision.
- 1.These modifications are: 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 and use recorded text as needed. Allow classroom recording of lectures/instruction by the student and provide large print textbooks/materials and braille textbooks/materials. Providing these types of technological and other sorts of accomodations will give the student more time to actually focus their learning instead of spending too much time trying to access the course materials. These modifications are: Modified assignments to accommodate visual fatigue. Allow extended time, and provide shortened assignments. Make sure that activities do not require an extensive amount of visuals. Allow oral testing when possible as well as having tests/assignments read out loud. Also provide assistive technology when necessary. All of these modifications are aimed at making sure the student can appropriately and accurately display their understanding of the materials. These modifications are: Seating the VI student towards the front of the classroom (especially for films or demonstrations) allowing them to move around the classroom as needed, eliminating any unnecessary background noise when necessary and allowing them to use headphones if needed. It is also important to make sure that the classroom is clear of clutter in aisles and pathways. Similar to the previous modification, these allow a student with a VI to easily maneuver around the classroom which takes away any unnecessary time to make the student comfortable on a day to day basis.
- These include clothing management and kitchen skills, skills similar to buttoning a shirt and making a bed. These skills are imperative for a VI student in order to best be able to become independent later in their life. This relates to body image, mastering special and positional concepts, learning layout of homes/schools, environmental awareness. VI tend to have a difficult time conceptualizing ideas such as spatial reasoning and self perception since they cannot see as well as other students. It is important for teachers to keep this in mind so they can remember to be thorough in descriptions and instructions. Which is the need to advocate their rights. As mentioned before, VI students have a hard time with their body image, which can result in their lack of understanding about their own agency as a student with a disability. Encouraging a student to voice their thoughts is important for their learning process.
- This needs to be done carefully as to not single out a student, but if it is done appropriately, the result should be a classroom wide understanding of VI’s. If the students know more about the disability, there will be little to no awkwardness when the students interact with the VI student. This also promotes peerness and can help the students develop relationships that can extend outside the classroom. By giving the student too much attention, they are singled out and practically made a spectacle in the class. Ultimately, the student should be treated as any other student despite their disability. Appropriate accommodations should be made in order for the VI student to access the same materials as the other students. By doing this, all the students will be able to connect just by being presented with the same course materials. Again, this not only promotes inclusion, but peerness as well, which is important for all students.
- The modifications that we touched on are behavioral, learning assessments, the way materials are presented, the way students, demonstrate learning, the classroom, the way materials are presented, the way students demonstrate learning, and the classroom