1. 1. SPED 410 Final Project DAVID VALTIERRA, MADIHAH SHARIF, & PHOENIX CHEN
2. 2. Our Roles: Special Education Recommendations Phoenix Chen: family member, autism, overview of school, and general recommendations David Valtierra: general education teacher, visual impairment, overview of special education, and inclusion Madihah Sharif: special education teacher, Emotional/Behavioral disability, and conclusion
3. 3. An Overview of Our High School Demographics: Total Enrollment: 636 Low Income: 93% English Learners: 9% Students with Disabilities: 23% Homeless: 4%
4. 4. 0% 45% 51% 1% 0% 2% 1% Percentage of Students in Each Ethnic Group Asian Black/African- American Hispanic/Latino American Indian Pacific Islander White
5. 5. Overview of Special Education Special education students deserve to have a unique, proper, and comprehensive IEP. (Wilkinson, 2012). IDEA requires that students with disabilities and learning impairments be taught in environments with students without disabilities. (LRE) (Yell, 2010). Special education students benefit from the Zero Reject principle from IDEA. No student with a disability should be excluded from a public education. (Heward, 2013). All students with disabilities shall receive a free and appropriate public education. (FAPE) (Heward, 2013).
6. 6. Inclusion All students should have access to the general curriculum and be taught in classes that contain general and special education students. Inclusionary practices include co-teaching, creating a structured classroom, and using differentiated instruction. (Land, 2004). Components of successful inclusion include more friendships, more social initiations, positive peer role models, completion of IEP goals, higher expectations, more staff collaboration, respect for everyone, understanding and acceptance of diversity, and a greater sense of community. (Kids Together, Inc., 2015). Research shows that when involved in inclusion, students with disabilities receive higher test scores, better job opportunities, miss fewer days of school, and are less likely to act out in class. (Raeback, 2015). According to IDEA data center research, students with disabilities in NY spent more time away from peers than in any other state in 2011. (Raeback, 2015). The Principals and Inclusion Survey of 2000 (PIS) revealed that there is a distinct connection between principals attitudes toward inclusion and choices regarding student placement. (Vazquez, 2010).
7. 7. Teaching Students with Disabilities: General Recommendations Review previous lecture and summarize key points Speak directly to the students with disabilities Use visual aides Give assignment both orally and in written form Provide timelines for long-range assignments Give students opportunities to improve on their work Reduce or eliminate auditory and visual distractions
8. 8. Accommodations for Students with Disabilities Taped classes Use of interpreters or note takers Allow extra time to complete exams Use of computers in class or access to computers for writing assignments and exams
9. 9. Autism PHOENIX CHEN
10. 10. What is Autism? Autism is a mental disorder that is characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors
11. 11. Academic Recommendations for Autism Visual Supports Daily Schedule Classroom arrangement Present materials in various ways Teach in front of a blank background
12. 12. Social/Behavioral Recommendations for Autism Choice Boards Social Stories Keep language simple and concrete during communication Reword sentences when necessary Avoid using sarcasm and idioms
13. 13. Emotional/Behavioral Disorders MADIHAH SHARIF
14. 14. What is EBD? IDEAs definition of emotional disturbance: condition that is accompanied by one of several characteristics that are displayed over an extended period of time and have negative consequences. (Turnbull, 152) Internalizing Behavior (depressive, withdrawing) vs. Externalizing Behavior (aggressive, non-compliant) 5 disorders including: Anxiety Disorder Mood Disorder Oppositional Defiant Disorder Conduct Disorder Schizophrenia
15. 15. Academic Recommendations for EBD KidsTools Support System Goal contracts, planning templates Wrap Around Strategy Service Learning 3. Modifications to assessments -Individualized, more breaks and extended time (Turnbull, 161-165 )
16. 16. Social/Behavioral Recommendations for EBD Positive Behavioral Support (PBS) 3 Problem Solving Skills: 1. Effective Communication 2. Anger Management 3. Taking anothers perspective (Turnbull, 166)
17. 17. Inclusion Recommendations for EBD Class -Wide Peer Tutoring (CWPT) Student Engagement (Turnbull, 164)
18. 18. Visual Impairments DAVID VALTIERRA
19. 19. What is Visual Impairment? An impairment in vision that, even with correction, adversely affects a childs educational performance. (Odle, 2009). Some forms of visual impairment include low vision, functional blindness, and total blindness. (Odle, 2009). There are many different warning signs for students with visual impairments. (Odle, 2009). Some characteristics include restricted movement, poor academic performance, and obstacles related to social behavior and independence. (Odle, 2009).
20. 20. Academic Recommendations for VI Classroom environment, arrangements, and seating are important! (Malburg, 2012). Use printed or recorded class notes to help VI students. (Malburg, 2012). Collaborate with the special education teacher and paraprofessional. Take advantage of the many different Braille systems that are available. Create appropriate testing accommodations. (Malburg, 2012). Incorporate modern assistive technology to help VI students. Monitor student progress and set specific goals and expectations. (Malburg, 2012).
21. 21. Social Recommendations for VI Encourage students, professionals, and families to practice proper social skills at home and outside of school. (Torreno, 2012). Promote healthy group work in the classroom. (Willings). Assign peer mentors at the beginning of the school year. (Torreno, 2012). Have VI students use their listening, acting, and memory skills. (Torreno, 2012). Build up a students vocabulary to make communication easier. (Torreno, 2012). Have your VI student share information on their impairment (if they want to) and any tips on basic Braille. (Willings).
22. 22. Concluding Thoughts Professional Development: COLLABORATION! The Postsecondary Education Programs Network (PEPNet) (Turnbull, 335) Planning Time is Key! 1. Ask Principal to assign SPED teachers to a specific grade level/subject 2. OR assign a common planning time for SPED teacher with one team every other week. Alternate teams every week. (InclusiveSchools)
23. 23. Works Cited Heward, W.L. (2013). Six Major Principles of IDEA. Merrill, http://www.education.com/reference/article/six-major-principles-idea/. Kids Together, Inc. (2015, April 20). Kids Together, Inc. [Web Log]. Retrieved from http://www.kidstogether.org/inclusion/benefitsofinclusion.htm Land, S. (2004). Effective Teaching Practices for Students in Inclusive Classrooms. William & Mary, http://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/. Malburg, S. (2012). Looking Through Their Eyes: Teaching Suggestions for visually Impaired Students. Bright Hub Education, http://www.brighthubeducation.com/special-ed-visual- impairments/62427-ideas-for-how-to-teach-visually-impaired- students- seeing-the-big-picture/. Odle, T. (2009). Visual Impairments. The Gale Group, http://www.education.com/reference/article/visual-impairments1/. Raeback, T. (2015, April 1). In Push Toward Inclusion, a Need for Teachers Certified in Special Education. The Sag Harbor Express, online. http://sagharboronline.com/sagharborexpress/page-1/in-push-toward-inclusion-a-need-for-teachers-certified-in-special-education-36808. Torreno, S. (2012). Socialization of Blind and Visually Impaired Students. Bright Hub Education, http://www.brighthubeducation.com/special-ed- visual-impairments/69552-teaching- social-skills-to-students-with-visual-impairements/. Vazquez, M. (2010). Inclusionary Practices: Impact of Administrators' Beliefs on Placement Decisions. Eric Institute of Education Sciences. http://eric.ed.gov/?id=ED519511. Wilkinson, L. (2012, May 26). Key components of Educational Programs for Autism Spectrum Disorders. [Web Blog Post] Best Practice Autism. Retrieved from http://bestpracticeautism.blogspot.com/2012/05/key-components-of-educational-programs.html Willings, C. Social Interactions. Teaching Students with Visual Impairments, http://www.teachingvisuallyimpaired.com/social-interactions.html. Yell, M.L. (2010). Least Restrictive Environemnt, Mainstreaming, and Inclusion. Merrill, http://www.education.com/reference/article/mainstreaming- inclusion/. Pictures: Pile of Books. Annabella Hagen. Retrieved from http://www.annabellahagen.com/wp-content/uploads/2013/04/Pile-of- Books.jpg. IEP Picture. Education.WM. Retrieved from http://education.wm.edu/centers/ttac/images/articleimages/iep.png. Inclusion Picture. 1.bp.blogspot. Retrieved from http://1.bp.blogspot.com/--gxZKK20_C0/TuJh1PjI4-I/AAAAAAAAAI4/paGa- WJc2m8/s1600/school_five_students.gif. Communication Picture. Management Training School. Retrieved from http://www.managementtrainingschool.com/wp- content/uploads/2010/10/Communication.jpg. Eye Picture. Cdn.zmescience. Retrieved from http://cdn.zmescience.com/wp-content/uploads/2012/12/visual-impairments.jpg. Braille Picture. Six.Somerset.Gov. Retrieved from http://www.six.somerset.gov.uk/eis/behaviour_images/233200911280Vision7.jpg.
24. 24. Office of student disability services. (n.d.). Retrieved from http://web.jhu.edu/disabilities/faculty/guidelines.html 22 tips for teaching students with autism spectrum disorders. (n.d.). Retrieved from http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with- autism-spectrum-disorders Setting up your classroom for a student with autism. (n.d.). Retrieved from http://www.nationalautismresources.com/classroom-setup-for-autistic-student.html Using visual supports to help your student with autism. (n.d.). Retrieved from http://www.nationalautismresources.com/visual-supports-for-autism-classroom.html What is Autism? (n.d.). Retrieved from https://www.autismspeaks.org/what-autism Finding Time for Collaboration and Using it Well (n.d) Retrieved from: http://www.education.com/reference/article/six-major-principles-idea/.