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Copyright © 2007 by Allyn & Bacon
Disability Category Review and Assignments
Copyright © 2007 by Allyn & Bacon
Disability Warm-ups/Presentations
Speech and language impairments (February 24th) Serious Emotional Disturbance (March 3rd) Hearing impairments (March 10th) Vision impairments (March 10th) Learning Disabilities (March 24th) Other health impairments – ADHD (March 24th) Mental retardation (March 31st) Autism (April 7th) Developmental Disabilities (April 7th) Multiple disabilities (April 7th) Deafness and blindness (April 14th) Orthopedic impairments (Online April 21st – No Class) Traumatic brain injury – (Online April 21st – No Class) Click here for all Federal Disability Categories
Copyright © 2007 by Allyn & Bacon
Inclusion strategy warm-up:
Using about 10 minutes, two of you will engage the class in a successful strategy that leads to including all students.
Copyright © 2007 by Allyn & Bacon
Weekly list of inclusion strategies and accommodations:
In your level groups, you will identify 4-6 instructional strategies or accommodations, with a brief description and an example of how each might be used for a particular age group. Each group will post these inclusion strategies and accommodations to the class Access Database using the form available below and on the eReserves Page.
Instructional Strategies Template
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The IEP Process for General Educators
Sharon Vaughn
Candace S. Bos
Jeanne Shay Schumm
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Steps in Special Education Process
Before referral—Pre Referral Process
Step 1: Initial referral.
Step 2: Individual evaluation.
Step 3: Determining Eligibility.
Step 4: Individualized Education Program (IEP).
Step 5: Annual review/reevaluation.
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The Individualized Education Program (IEP)
Developed and implemented by the multidisciplinary team (MDT)
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IEP Must Include
Student’s present levels of performance
Measurable annual goals
Special education and related services to be provided to the student
Statement of program modifications or supports
An explanation of the extent, if any, to which student will not participate with non-disabled peers
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IEP Must Include
Individualized modifications for state or district wide assessments
Projected date for the beginning of services
How progress towards annual goals will be measured
method to inform parents of their child’s progress toward annual goals
A transition statement
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Persons Who are Required by law to Attend the IEP Meeting
Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can
help develop the IEP
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IEP Deconstruction
Purpose: The following activity provides classroom staff and families with information on what to teach, where to teach, and how to teach young children with significant disabilities in inclusive classrooms.
In addition, teachers sometimes “inherit” IEPs from other teachers or from other educational staff who develop IEPs.
– As such teachers sometimes “deconstruct” the IEP in order to make sense of what they need to teacher, where they need to teach it, and how they need to teach it. The steps for “deconstructing” an IEP objective are relatively easy and are listed on the following slides.
Copyright © 2007 by Allyn & Bacon
IEP Deconstruction – Step 1
Step 1: Determine the critical skill of the objective.
Critical skills are defined as behaviors that are required for participation in activities. They are not activities, nor are they materials. Critical skills can be embedded into a variety of daily activities.
Copyright © 2007 by Allyn & Bacon
IEP Deconstruction – Step 2
Step 2: Rewrite the objective so it is measurable and meaningful. Occasionally, objectives are written too narrowly which precludes the teacher
from teaching across activities (e.g., “child will use a pincer grasp to pick up raisins").
In this step, the teacher writes the objective in a broad way, not specifying specific materials, or situations under which the skill will be taught. For example, Child will grasp objects/materials using his thumb and forefinger.
Further, there are times when objectives do not contain antecedents, measurable behaviors, and criteria that will allow teams to monitor a child's performance.
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IEP Deconstruction – Step 3
Step 3: Identify sample activities in which the skill can be taught.
This provides the context for teaching the critical skill. The activities listed are not meant to be an exhaustive list of every opportunity for teaching the skills. Rather they are intended to be examples that sample a variety of environments and activities.
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IEP Deconstruction – Step 4
Step 4: Identify adaptations for teaching the skills. This is the “specially designed instruction”
component of the IEP. Teachers should identify instruction adaptations, environmental adaptations, materials, technology, etc. that are needed for teaching a specific skill.
Copyright © 2007 by Allyn & Bacon
IEP Deconstruction – Activity
For each of the “problematic” objectives on the handout, identify the critical skill (there may be more than one) associated with the objective.
Next, write a measurable and meaningful objective designed to help a child acquire, strengthen, or maintain the critical skills.
Then, identify at least three daily activities in which you and other team members might address the critical skill.
Lastly, brainstorm adaptations that may be necessary for a child with more significant delays/disabilities.
Copyright © 2007 by Allyn & Bacon
IEP Deconstruction – Examples
Example #1:
The student will answer yes/no questions about what he wants to eat/drink at meal time 80% of the time.
Example #2:
The student will cut out a square and circle by staying on the outline shape independently 2 out of 3 tries.
Example #3:
Given a 5-10 interlocking puzzle of a familiar objects and a teacher model of task completion, the student will complete the puzzle independently within 2 minutes on 9/10 occasions.
Example #4:
Child will be involved in group activities by participating in circle and small group activities.
Example #5:
The student will string 51” beads.
Example #6:
The student will demonstrate progress toward gross motor skills by walking forward, backward, and sideways on a standard balance beam.
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The IEP TASK—What Do General Education Teachers Need to Know?
Meet in your small groups Review the IEP’s together Identify information that you:
– Must know– Good to know– Interesting , but not directly
related to your role Share with other groups
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IEP—What Do You Need to Know?
IEP Section Need to Know Good to Know Not NeededParent Student Concerns
Strengths & Key Eval Results
Vision
Present Levels of Ed Perform A.
Progress Report: Current IEP
Transition Plan
Eligibility Determination
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IEP—What Do You Need to Know?
IEP Section Need to Know Good to Know Not NeededCurrent Perform Meas Ann Goals
Service Delivery
Nonparticipation Justification
Schedule Modification
Transportation Services
Placement Consent
State or District Assessment
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Chapter 15
Helping All Students Succeed in
Mathematics
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Current Trends
Mathematic literacy.
National Council of Teachers of Mathematics– Curriculum standards (Page 399)
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Difficulties in Learning Mathematics
Cognitive Factors
Educational Factors
Personality
Neuropsychological Patterns
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Developmental Arithmetic Disorder
Students have difficulties learning arithmetic-difficulties that are unexpected given the students’ overall cognitive functioning and academic performance in other subject areas.
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Nonverbal Math Difficulties(Johnson & Mykelebust, 1967)
Social immaturity
Disorientation
Deficits in visual, motor, and self-help skills
Problems estimating distance and time
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Guidelines for Adequate Math Instruction
Select appropriate, comprehensive math content
Select goals that establish high expectations Provide systematic and explicit instruction Teach students to understand math concepts
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Guidelines for Adequate Math Instruction
Monitor the progress of students Teach to mastery Promote a positive attitude toward math Teach students to generalize the math skills
they learn
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Effective Math Instruction for All Learners
Inappropriate or inadequate instruction Evaluate the math curricula
– Students have difficulty reading the information provided– Math concepts are often presented poorly – There are insufficient problems covering any one concept
or operation– Students often do not have the necessary prerequisite skills
assumed by the text– The pages and organizational format of the text vary
considerable and make learning from text difficult– Students have difficulty transferring knowledge to real
problems
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Curricular Programs
Project Math
DISTAR Arithmetic Program
Computational Arithmetic Program
Key Math Teach and Practice
Corrective Mathematics Program
NCTM Navigation Series
Touch Math
ETA/Cuisenaire
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Establishing Appropriate Goals
Strategies (Leon & Pepe, 1983)
– Teacher models and verbalizes the procedure– Teacher guides student through problem and
solves it– Student verbalizes procedure while teacher
monitors progress– Student whispers procedure to himself/herself
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Cooperative Learning
Peer tutoring
Small groups
Team-Assisted Instruction
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Providing Appropriate Instruction
Demonstration-prompt-practice routine
Explicit instruction– step-by-step
instructions– Information about why
learning this skills is important
Assurance that students understand directions and task demands– Monitoring
Maintaining positive reinforcement, varied practice, and ensuring motivation
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Teaching for Comprehension
“Talk aloud”
Constant time delay
Correction and immediate feedback
Providing Practice
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Strategies for Helping All Students Acquire Basic Math Skills
Prenumber– Seriation– Classification
Numeration– Estimating– Regrouping
Place Value– Grouping– Naming Tens
Fractions– Systematic practice– Separation of confusing
terminology– Wide of elements to
illustrate concepts
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Working with Numeration
Estimating Understanding Zero
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Understanding Place Value
Grouping by Ones and tens Naming Tens Place Value beyond Two Digits
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Learning Fractions
Systematic practice in discrimination among different problem types
Separation of confusing elements and terminology
Use of wide range of elements to illustrate each concept
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Computation and Calculators
Calculators for instructional purposes do not impede the acquisition of basic skills
The advantages of using calculators are more obvious for problems that include computation than for problem solving
Students who use calculators on criterion tests produce higher achievement scores than those students who do not
Studies indicate that students do not develop a negative attitude toward math because of calculator use