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AN INTRODUCTION TO INCLUDING STUDENTS WITH DISABILITIES
FOR TEACHING ARTISTS
T H E J O H N F. K E N N E DY C E N T E R F O R T H E P E R F O R M I N G A RT S
ESSENTIAL KNOWLEDGE AND PRACTICETO FULLY INCLUDE STUDENTS WITH
DISABILITIES
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Special Education Law
Characteristics of Disabilities
Universal Design for Learning
Accommodations and Modifications
SPECIAL EDUCATION: SUPPORTING STUDENTS WITH DISABILITIES
Provides needed supports to students with disabilities so that they can be successful in learning and achieving.
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All students must receive a free and appropriate public education. (FAPE)
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IDEA
SPECIAL EDUCATION
LAW
SPECIAL EDUCATION PROCESS
Individuals with Disabilities Education Act(IDEA)
Requires highly structured and monitored levels of support for students with disabilities in schools.
Identification of students as eligible for services under IDEA is a process which includes testing
Completion of the process might result in a student having an
identification (not diagnosis) of a particular disability and be eligible for services.
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SERVICES
Identification
Individual Education Plan
IEPReview/Revise Yearly
Re-evaluate for eligibilityEvery 3 years
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IEP TEAM
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LEA(represents public
agency)
Parents
Student
Others per Parental Request
General Education TeacherSpecial Education
Teacher
Related Services
THE IEP
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PLOP
Transition Plan Services
Goals Accommodations
THE SPECIAL EDUCATION CONTINUUM OF SERVICES
Supports are provided to students in theLeast Restrictive Environment
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THE SPECIAL EDUCATION CONTINUUM OF SERVICES
Special Education General EducationTeacher as resource Teacher
Special Education General EducationTeacher co-teaches Teacher
Special Education Teacher in Self-Contained Class
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THE SPECIAL EDUCATION CONTINUUM OF SERVICES
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Paraprofessional teachers might provide assistance in any of the class
configurations.
THE SPECIAL EDUCATION CONTINUUM OF SERVICES
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.
Students attend schools providing specialized services for students with similar disabilities
CHARACTERISTICS OF DISABILITIES
What is disability?
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Crippled Moron
Imbecile Wheelchair Bound
Handicapped
“DISABILITY” IS A LABELThe “disabilit
y” depends on
various
factors – the
physical
environment, the social
supports, etc.
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DISABILITIES IDENTIFIED BY IDEA
• Autism•Deaf-blindness•Deafness•Developmental delay• Emotional disturbance•Hearing impairment• Intellectual disability
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DISABILITIES IDENTIFIED BY IDEA
•Multiple disabilities•Orthopedic impairment•Other health impairment• Specific learning disability• Speech or language impairment•Traumatic brain injury•Visual impairment, including blindness 16
PERCENTAGES OF DISABILITIES IN U. S. SCHOOLS*
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Percentage of students age 6 through 21, served under IDEA, per disability category, Fall 2006
Specific Learning disabilities: 44.6%
Speech or language impairments: 19.1%
Intellectual disabili-ties: 8.6%
Emotional dis-turbance: 7.5%
Other health im-pairments: 9.9%
Other disabilities combined: 10.3%
*SOURCE
• 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008.
• From: Office of Special Education and Rehabilitative Services, US Department of Education
• http://www2.ed.gov/about/reports/annual/osep/2008/parts-b-c/index.html
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SPECIFIC LEARNING DISABILITIES
Listen to Gerald’s story
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SPECIFIC LEARNING DISABILITIES (SLD OR LD)
• General term for specific kinds of learning problems
• Most often affects reading, writing, listening, speaking, reasoning, doing math
• One in every five people has a learning disability
• Not otherwise expected
• Self-aware
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SPEECH OR LANGUAGE IMPAIRMENTS
Listen to Cynthia’s story
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SPEECH OR LANGUAGE IMPAIRMENTS
• Expressive language• Difficulties being
understood• Non-verbal
• Receptive language• Not understand what is
said
• Influences ability to learn to read and write and communicate orally
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INTELLECTUAL DISABILITIES
Listen to Roy’s story
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INTELLECTUAL DISABILITIES*
• Significant limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical skills, which are apparent prior to age 18.
*www.aaidd.org/intellectualdisabilitybook/content
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EMOTIONAL DISTURBANCE
Listen to William’s story
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EMOTIONAL DISTURBANCE
• Condition with one or more of the following, that adversely affects a child’s educational performance:
• Inability to learn • that cannot be explained by intellectual, sensory, or health factors
• Inability to build or maintain satisfactory interpersonal relationships
• Inappropriate behavior or feelings • under normal circumstances
• Unhappiness or depression• General pervasive mood
• Symptoms or fears • associated with personal or school problems 26
AUTISM SPECTRUM DISORDER
Listen to Carrie’s story
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AUTISM SPECTRUM DISORDER
• Developmental disability, evident before age 3
• Broad range of differences
• Significantly affecting verbal and nonverbal communication and social interaction
• Adversely affects educational performance
• Repetitive activities
• Resistance to change
• Unusual responses to sensory experiences
• Tendency to not understand abstractions28
TWICE EXCEPTIONAL
Listen to Amanda’s story
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TWICE EXCEPTIONAL
• Student who has a disability label (needs an IEP) and a giftedness label. Examples:• Learning disability and giftedness• Autism and giftedness
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SOURCES
• National Dissemination Center for Children with Disabilities www.nichcy.org
• American Association of Intellectual and Developmental Disabilities www.aaidd.org
• Smith, D. D. (2001). Introduction to Special Education: Teaching in an Age of Opportunity. Allyn and Bacon: Boston.
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CHALLENGES ACROSS DISABILITIES
• Physical/gross motor challenges
• Physical/fine motor challenges
• Hearing impairments
• Visual impairments
• Communication challenges
• Reading challenges and non-readers
• Sensory challenges
• Cognitive processing challenges
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ACCOMMODATIONS AND MODIFICATIONS
Accommodations
Change that helps a student overcome or work around the
disability
Example: if a student has difficulty writing, she can give
the answer orally33
YOU CAN REQUEST FROM TEACHERS
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Are there students who require modifications or accommodations?
If so, which students? What accommodations or modifications do you
use?
PHYSICAL/GROSS MOTOR CHALLENGESSAMPLE ACCOMMODATIONS
• Allow students to interpret movements, and character gestures, in ways they are able.
• Allow students more breaks if stamina is a constraint.
• Students in wheelchairs or scooters can move to the beat or work with a partner in ways that work best for them.
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PHYSICAL/FINE MOTOR CHALLENGESSAMPLE ACCOMMODATIONS
• Provide wider/thicker writing and drawing tools, pencil grips.
• Provide an anchor for paper, or a slant board.
• Provide a modified mouse.
• Allow students to give verbal or gestural directions if not able to manipulate objects.
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HEARING IMPAIRMENTSSAMPLE ACCOMMODATIONS
• Use sign language or an interpreter.
• Provide all instructions in writing and/or pictures, either on the board or in a handout.
• Minimize extraneous sounds in and outside of the classroom.
• Provide adequate lighting in the classroom, so students can read lips, sign language, and non-verbal gestures.
• Allow students to feel the musical pulse through sympathetic vibrations – amplify vibrations if possible.
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VISUAL IMPAIRMENTSSAMPLE ACCOMMODATIONS
• Provide directions and other written materials in Braille or large print.
• Provide verbal directions and verbal descriptions of pictures.
• Provide access to text-to-speech computer programs.
• Provide a tactile environment, with a variety of supplies and manipulatives.
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COMMUNICATION CHALLENGESSAMPLE ACCOMMODATIONS
• Provide visual cues.
• Responses can be physically demonstrated, written, or drawn.
• Use student’s preferred communication assistive technology.
• Allow students to perform the action while another student narrates.
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READING CHALLENGES AND NON-READERS: SAMPLE ACCOMMODATIONS
• Provide verbal directions coupled with written directions.
• Provide other visual cues and pictures coupled with written material.
• Provide concept maps or graphic organizers.
• Pair students with students who can read when using scripts.
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SENSORY CHALLENGESSAMPLE ACCOMMODATIONS
• Prepare students in advance, using a picture or written schedule.
• Provide area with reduced activity, away from other students if needed.
• Provide clear step-by-step directions.
• Allow space for students to move around and take breaks as needed.
• Minimize loud sounds, bright lights, and chaotic group activity.
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COGNITIVE PROCESSING CHALLENGESSAMPLE ACCOMMODATIONS
• Simplify directions.
• Speak in short and concise sentences.
• Check for understanding through eye contact and ask to repeat your directions.
• Use accommodations listed for reading, communication, and sensory challenges.
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