1. 1. WH A T I WI L L - I C A N CHICAGO HIGH SCHOOL
2. 2. MULTIDISCIPLINARY TEAM Siul Reynoso - General Education Teacher - Special Education Teacher - Occupational Therapist - TVI (Teacher of the Visually Impaired) - School Psychologist
3. 3. SCHOOL OVERVIEW Student Ethnicity Hispanic African American White Other Graduation Rate: 63% (20% below national average and 21% below state average) PSAE Overall Score: 19% (31% below state average) Average Class size: 19 (Average size in Illinois being 21) Student Attendance: 80% ( Average attendance in Illinois being 94%)
4. 4. WHAT IS SPECIAL EDUCATION? Supported by IDEA Special education as intervention Preventive: Designed to keep minor problems from becoming a disability Remedial: Attempt to eliminate the effects of a disability Compensatory: Enable successful functioning in spite of the disability Special education as instruction Specialized Intensive Goal-directed
5. 5. IEP Individualized Education Program Mandated by IDEA Written education plan organized to help children with educational goals. Written by group of various professionals: - Student - Parents - Regular Education Teacher - Special Education Teacher - School System Representative - Transition Services Agency Representative - Interpreter
6. 6. WHY INCLUSION? According to the WEAC: Inclusion expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend All children belong All children learn in different ways It is every childs right to be included
7. 7. HOW TO INCREASE INCLUSION? Increase Awareness In school Activities Extracurricular Activities Family and Community Involvement! Good Organization Within Department
8. 8. SPECIAL EDUCATIONS SPECIAL TOOLS Accommodations Modifications UDL RTI Teamwork!
9. 9. EMOTIONAL AND BEHAVIORAL DISORDERS 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 A tendency to develop physical symptoms or fears associated with personal or school problems Inappropriate types of behavior or feelings under normal circumstances A general, pervasive mood of unhappiness and depression
10. 10. ACCOMMODATIONS AND TIPS Positive Behavioral Support Conflict resolution Teach Social Skills Encourage student engagement Stress relief areas
11. 11. INTELLECTUAL DISABILITIES - Limitations: Conceptual, Social, and Practical Skills - Categories: Mild, moderate, and severe
12. 12. ACCOMMODATIONS AND TIPS Recognize that you can make an enormous difference in this students life! Full team actively participate in the students IEP team Provide accommodations within following domains: Scheduling, setting, materials, instruction, students response. Parents and Occupational Therapist work together to improve school-related routines and extracurricular activities.
13. 13. VISUAL IMPAIRMENT According to Module 11, the IDEA definition of visual impairment is, Low vision; functionally blind; and totally blind. 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. Characteristics could include: physical, clumsiness, behavior, poor hand-eye coordination, and poor academic performance
14. 14. ACCOMMODATIONS AND TIPS Suggestions for teaching from IRIS: - Read aloud what is written - Describe all pictures, diagrams, and graphs - Invite students with low vision to reposition themselves as needed - Encourage students to use low-vision devices - Multi-sensory approaches - Hand-over-hand instruction
15. 15. OVERVIEW Inclusion starts at home! Family and community involvement Wide variety of tools, accommodations and modifications Many professionals are ready to help Increase diversity, equity and respect through Inclusion
16. 16. REFERENCES http://www.governing.com/gov-data/high-school-graduation-rates- by-state.html http://www.isbe.net/assessment/psae.htm http://www.rti4success.org/ http://www.udlcenter.org/aboutudl/whatisudl Meadow, P. K., & Trybus, J. R. (1985). Behavioral and emotional problems of deaf children: An overview. In L. J. Bradford & W. G. Hardy (Eds.), Hearing and hearing impairment (pp. 395-415). New York: Grune & Stratton. http://www.nasponline.org/resources/factsheets/pbs_fs.aspx http://www.pbs.org/parents/education/learning-disabilities/inclusive- education/the-benefits-of-inclusive-education/ http://iris.peabody.vanderbilt.edu/module/rs/cresource/q2/p06/#co ntent