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The Teacher’s Role in an Inclusive Classroom. Week Three EPSE 177. Identifying needs of special learners. What do we need to know. To write an IEP About the student? About parents? About teaching?. Identify low-incidence at early ages Teachers are usually informed before students enroll. - PowerPoint PPT Presentation
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1
The Teacher’s Role in an Inclusive Classroom
Week Three
EPSE 177
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Identifying needs of special learners
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What do we need to know
To write an IEP About the student? About parents? About teaching?
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Parents and Teachers: Observers Identify low-
incidence at early ages
Teachers are usually informed before students enroll
Developmental disabilities
Blindness Deaf and Hard of
Hearing Physical Disabilities Chronic health
conditions
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High Incidence Disabilities Difficult to identify Greater challenge to
discern from diversity issues
Teacher plays a key role
Learning disabilities Attention deficit
disorder giftedness
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Making Classroom Adaptations and Keeping Records Document student behavior, outcomes Read student files Talk with Resource Teacher Get suggestions Contact the parents Make pre-referral adaptations Analyze your records
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Using the ADAPT strategy Accounts of Students’ Strengths and
Needs Demands of the Classroom Adaptations Perspectives and Consequences Teach and Assess the Match
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Figure 2.2: Addressing the Demands of Your Classroom
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Collaboration: Working with specialists Joint planning Decision making Problem solving Built-in support Includes
Resource teachers, special educators, rehab therapists, social workers, psychologists
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Research: Best Collaboration Practices
Plan thoroughly, be flexible
Use teaching methods that engage students
Use preventive and caring classroom management
Be positive Work as a team
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Classroom teacher and school-based team Identifies student needs Generates practical strategies Determines course of action Sets up evaluation plan Puts plan in writing: IEP
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IEP Process: Steps to take Pre-referral School-based team Parents’ role
Tips for parents Clarify your role
Preparing for and participating in an in-school team meeting
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Teacher and the Individual Education Plan Components of an IEP
Description of the child’s present level of functioning
Long-term goals Short-term goals Instructional strategies, materials and services Dates for review Identify case coordinator and participants’
responsibilities Evaluation procedures
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Terms and Concepts Goals and objectives are statements of
“intent” goal objective aim ends outcomes purposes
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Three types of goals Classroom: instructional/educational
learnings for the student to acquire Resource/SPED support
services provided by consultants (eg: speech therapist)
Behavior management planning, implementing, evaluating
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Using goals to establish The student’s needs The teacher’s responsibility
Rely on Integrated Resource Package (IRP)
Learning activities ADAPT
Ongoing evaluation
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Four Required Components to Goals and Objectives The student name The conditions,
or givens in the lesson plan Student Outcome Criteria for successful completion
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Student name Always remember
you goal is based on the
Description of the child’s present level of functioning
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Conditions Classroom Materials
Books, Art supplies, Recreational equipment
Group size Small, large, individual
Mode of communication Written, spoken, visual
Assistive devices Brailer, FM System Computer, Overhead
projector
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OutcomesStudent Work
Paper, drawing, art project, Behavior
Walk, run, jump Verbal response
answers questions Participates in
discussion Leads discussion Follows discussion
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Criteria Duration
Time in an hour, period, etc
Percentage 50% of the time Increases over year
Trials 9 times out of 10
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Develop Annual Goals and Measurable Short Term Outcomes
Annual goals need to Be measurable Tell what the student can reasonably accomplish
in a year Relate to helping the student be successful in the
general curriculum and/or address other educational needs resulting from the disability
Be accompanied by short-term objectives
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The teacher and the parents
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Parents and Teachers
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Impact on family and friends Diagnosis of disability is accompanied
by feelings of loss; Research indicates that
Parents go through stages of grief; Stages are not clearly defined; and They occur throughout the child’s years of
development.
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Adjustment periods involve: Shock; physical symptoms such as bodily
distress, tightness in throat, empty feeling, weakness;
emotional release; depression, sense of isolation; Guilt; panic or hostility; and difficulty returning to normal affairs .
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Feelings and purpose Research indicates that family members
have varying levels of response; Some will work more for the individual’s
needs; and Others will need to withdraw. Each set of feelings and responses has
A purpose and Its own manner and duration.
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Denial Offers the individual time to
Integrate information; Develop new expectations; Explore old expectations; Consider paths of action; Acquire the skills and knowledge needed
to support the disabled person; and To gather inner emotional strength.
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Guilt Occurs while the family and support
providers explore the causes and reasons for the disability;
Guilt relates to the question of: What is my part in this? Did I do something to cause it to happen?
Cultural and linguistic communities respond differently.
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Depression often called anger turned inwards; Occurs while the parent redefines competence.
Parents have a basic need to have an impact on their child, a sense of ability to cope; and often express helplessness during this period.
Ends when the parent finds that he/she has a way to take action.
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Anger Associated with the need to redefine one’s
sense of internalized justice: Why did this happen to me?
This question is turned to the outward world and the sense of fairness is disrupted.
Signs of anger are: Frustration, agitation, aggravation, and annoyance with others.
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Professional Responses Provide support to families when they
Explain and impart relevant information; Are involved in the ongoing and unfolding
nature of the loss; Provide support at all critical stages of
development; Advocate for the individual’s strengths; and Address their own grief response.
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Stages of grief Some researchers state that parents/family go
through stages of grief; Current views are that grief responses are intertwined
with other responses throughout the individual’s life's. Cultural; Religious; Social; and Individual perspectives alter these responses.
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Chronic sorrow Parents and family need to grieve from
time-to-time; Can be at any stage of individual’s life; Intensity varies according to situation; Normal psychological reaction; and Serves for the parent or family member
to “regather” internal and external resources.
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Critical stages include Infancy Pre-kindergarten Birthdays Elementary/Middle school transition Middle school/high school transition High school to adulthood Stages of adulthood Family celebrations: Marriages, Holidays, Holy Days
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Adjustment and readjustment Disability is not clear-cut; “Too often earlier professional
predictions are contradicted. “not knowing what fate to mourn,
parents face a thousand alternative scenarios.
“Parents looking for a diagnosis are frightened and immensely vulnerable.”