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- 1. ILLINOIS HIGH SCHOOLEnsuring a bright future for every
childWELCOME
- 2. MULTIDISCIPLINARY TEAM DIANA FIGUEROA SPECIAL EDUCATION
TEACHER ELLEN SAGENDORPH- SPEECH PATHOLOGIST RACHEL PETCHNIK-
SOCIAL WORKER BLANCA MOSQUERA- GENERAL EDUCATIONTEACHER
- 3. REPORT CARDHigh School Overview
- 4. What is Special Education? Special education as intervention
Preventive: Designed to keep minor problems frombecoming a
disability Remedial: Attempt to eliminate the effects of a
disability Compensatory: Enable successful functioning in spite of
thedisability Special education as instruction Individually planned
Specialized Intensive Goal-directed
- 5. General Recommendations to Enhance Accessfor Students with
Disabilities to GeneralEducation Provide Supplementary Aids and
Services Universal Design for Learning Access Classroom Ecology
Educational and Assistive Technology Assessment and Task
Modifications Teacher, paraprofessional, or peer support
- 6. InclusionDefinition According to the WEAC: Inclusion
expresses commitment to educate each child, to the maximumextent
appropriate, in the school and classroom he or she would
otherwiseattend Involves bringing support services to the child
Requires only that the child will benefit from being in the class
(versusstruggling to keep up) According to Module 3 Characteristics
of inclusion: Home-school placement Principle of natural
proportions Restructuring teaching and learning Age and grade
appropriate placements Consecutive phases of inclusion:
Mainstreaming Regular education initiative Inclusion through
accommodations Inclusion through restructuring
- 7. Inclusion The article Special Education Inclusion
fromEducation World describes five ways in whichinclusion benefits
children with disabilities. Inclusion improves learning for both
special education andregular education students Children learn to
accept individual differences Children develop new friendships
Parent participation improves It's a matter of civil rights
- 8. Practice to Implement to Support Inclusion at theHigh School
Level Implement the Consecutive Phases of Inclusion: Mainstreaming
Regular Education Initiative Inclusion through Accommodations
Inclusion through Restructuring
- 9. Definition of Emotional or Behavioral Disorders A condition
that is accompanied by one or more ofthe following characteristics:
An inability to learn that cannot be explained by
intellectual,sensory, or health factors An inability to build or
maintain satisfactory interpersonalrelationships with peers and
teachers Inappropriate types of behavior or feelings under
normalcircumstances A general, pervasive mood of unhappiness and
depression A tendency to develop physical symptoms or fears
associatedwith personal or school problems
- 10. Autism developmental disability that significantly affects
a students verbaland non-verbal communication, social interaction,
and educationalperformance and often manifests in children by the
age of three(Lord, 2010). Appropriate umbrella term Pervasive
Developmental Disorder describes five related disorders;Autism
among them (APA, 2000). Autism, Asperger syndrome, Retts syndrome,
childhooddisintegrative disorder; and Pervasive Developmental-NOS
Autism Spectrum Disorders is the term most commonly used(Turnbull
et al., 2014) (NICHY, 2010) Caused by biological and environmental
factors (Turnbull et al., 2014) 1 in 68 children in the U.S have
Autism (CDC, 2014)
- 11. Six Characteristics Atypical languagedevelopment Atypical
socialdevelopment Repetitive behavior Problem behavior Sensory and
movementdisorders Differences inintellectual functioning
- 12. Specific Academic Recommendations Stable and organized
classroom environment Priming Time modifications Visual Supports
and Explicit instruction
- 13. Specific Behavioral/Social Accommodations Stress-relief
areas Peer buddy Functional Behavior Assessment/PBS
- 14. Visual Impairment General Information According to Module
11, the IDEA definition of visualimpairment is, Low vision;
functionally blind; and totallyblind. Visual impairment including
blindness means animpairment in vision that, even with correction,
adverselyaffects a child's educational performance. The term
includesboth partial sight and blindness. Characteristics could
include: physical, clumsiness, behavior,poor hand-eye coordination,
and poor academic performance
- 15. Visual Impairment Specific Recommendations- Academic Major
academic challenge for VI students in the classroom:Concept
development Teaching challenges include: incidental learning,
part-to-wholelearning, and learning through observation Suggestions
for teaching from IRIS Read aloud what is written Describe all
pictures, diagrams, and graphs Invite students with low vision to
reposition themselves asneeded Encourage students to use low-vision
devices Multi-sensory approaches Hand-over-hand instruction
- 16. Visual Impairment Specific Recommendations-
Social/Emotional IRIS page from Module 11 Students with visual
impairments are sometimes unaware of socialconventions Some
interventions may be as simple as encouraging students to
faceothers when they are speaking Could be overwhelming for
students with visual impairments toaddress all necessary skills at
once Work on skills one or two at a time School counselors and
social workers advise students in mattersrelated to school success
and planning, including academics,attendance, social issues, and
post-secondary transitions. Collaborate with TVIs (teachers of
students with visual impairments),O&M specialists (orientation
and mobility), and families to ensurethat psychosocial issues
related to blindness are addressedappropriately
- 17. Specific Recommendations forStudents
withEmotional/Behavioral DisordersELLEN SAGENDORPH
- 18. Behavioral Characteristics of Emotional orBehavioral
Disorder Externalizing Behaviors Internalizing Behaviors
- 19. Characteristics of Emotional or BehavioralDisorders Anxiety
Disorder Mood Disorder Oppositional Defiant Disorder Conduct
Disorder Schizophrenia
- 20. Academic Recommendations Teach Conflict Resolution
Incorporate Positive Behavior Support
- 21. Social/Behavioral Recommendations Incorporate Wrap-Around
Services Teach the Student Social Skills Encourage Student
Engagement
- 22. Current and Future Challenges Bridge the
research-to-practice gap Increase the availability and intensity of
earlyintervention and prevention programs Improve students
transition from school to adultlife Improve the special
educationgeneral educationpartnership
- 23. A PICTURE OF SUCCESSFUL INCLUSION ANDGENERAL
RECOMMENDATIONS The most-effective inclusive classrooms have the
followingcharacteristics: Kids are clustered in specific classes
but distributed across all teachers. Students receive instructional
supports that maximize theirparticipation in the general education
curriculum and theirengagement in the general population. Teachers
use a variety of strategies, including curriculum andinstructional
adaptations, peer tutoring, cooperative learning, andlayered
curriculum. When this kind of educational program is in place,
inclusion ispractically invisible. That's the way it is meant to
be
- 24. References Instructional Accommodations: Making the
LearningEnvironment Accessible to Students with VisualDisabilities.
(n.d.). Retrieved December 9, 2014,
fromhttp://iris.peabody.vanderbilt.edu/module/v02-successsight/#content
Special Education Inclusion. (2014). Retrieved December9, 2014,
fromhttp://www.educationworld.com/a_curr/curr320.shtml Special
Education Inclusion. (n.d.). Retrieved December9, 2014, from
http://weac.org/articles/specialedinc/