Sped 410 final project-1
- 1. Berenice Sanchez: Counselor Peter Barker: Special Education Teacher Patrick Reilly: General Education Teacher Exceptional Lives in High School
- 2. Overview of Our High School Demographics Asian: 0.1% Black/African American: 49% Hispanic/Latino: 47.6% Native Hawaiian: 0% White: 2.6% Two or more races: 0.6% 2013-2014 Total Enrollment: 1,214 Low Income: 86% English Language Learners: 15% With Disabilities: 34% Community The school is located on the West side of Chicago. The neighborhood is predominately of working class residents and of Latino and Black backgrounds.
- 3. Overview of High School cont’d Average ACT score: 15.5 English: 14.5 Math: 15.7 Reading: 15.4 Science: 15.8 Academics 2013-2014 PSAE Scores Overall: 13.9 met PSAE standards, up 1.9% from previous year % Meets % Exceeds Reading: 18.3% 0.3 Math: 9.3% 0.0 Science: 9.3% 0.0Average Class Size: 20 Graduation Rate: 93% Ready for College: 7% Post-Secondary Enrollment: 62%
- 4. Special Education • We believe in Least Restrictive Environment - Everyone has a right to the maximum amount of quality education possible! We apply and set standards for the following : • Inclusion • Consideration • Support • Related Services
- 5. Our Special Education Priorities • To offer the same academic opportunities to all students, regardless of physical or cognitive differences, whenever, and as much as possible. • To offer any and all services necessary to insure that all students have access to the general education curriculum. • To provide the necessary modifications and accommodations to students with disabilities, in order to make sure that all are realizing their academic potential. • Careful consideration of family dynamics, support systems, and the many challenges that face students today, depending on their physical or mental state. • To make learning enjoyable, and to prepare students for success.
- 6. Inclusion Defined as having "students with disabilities attend the same schools as their neighbors and peers without disabilities, where they are provided all the support needed to achieve full success in the same curriculum." Co-teaching is an instructional method that general and special educators can be use in an inclusion class. Some variations of co-teaching include: One teach, one assist: special education teacher can roam the class to see who needs help station teaching: teachers instruct small groups at different stations before rotating team teaching: both teachers give the same lesson, allowing them to be accessed by the entire class
- 7. Other Inclusion Techniques/Recommendations Ensuring that the classroom space is easily accessible for students with physical disabilities or visual impairments. Examples include providing wheelchair accessible desks. It is also important that students who need wheelchair accessible desks are still in a practical location nearby school supplies and that they are not isolated. Meeting with an inclusion specialist who will lay out different accommodations for the student depending on their abilities. Accommodations may include a peer tutor for a student who has trouble reading, a bell to indicate activity transition for a student with ADHD, or a sign language interpreter for a student with auditory impairment.
- 8. Language Delay • What is Language Delay? According to the University of Michigan Health System, Language Delay occurs when Language develops in the right sequence, but at a slower rate. It is the most common developmental problem, and affects 5 to 10 percent of pre-school aged children
- 9. Normal Language Development • Before 12 months - Babies should recognize sounds and the names of common objects. • 12-15 months - These children should have a wide range of babbling sounds (b,p,etc.,) an understanding of simple directions, and an ability to produce certain nouns. • 18-24 months - Ability to say 20 words by 18 months, and 50 by 2 years, identify common objects, and point to ears, nose, and eyes when asked. • 2-3 years - Huge gains usually occur here. Identification of colors and descriptive concepts. Understanding of more complex directions. • It should be noted as well that these problems can persist much later in life (middle school, high school) should there be no proper intervention.
- 10. Services Offered • Speech Therapy 1. Language Intervention Activities 2. Articulation Therapy • Facilitative Language Strategies 1. Open Questions 2. Expansions 3. Recasts
- 11. Intellectual Disabilities: Background Knowledge • Characterized by the AAID as a significant limitation in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. • Causes include genetic conditions, issues in pregnancy. and physical health issues at birth Rosa Marcellino (second from left), the child who inspired Rosa's Law
- 12. Helping students with ID succeed in the classroom Time and task management • allow extra time to finish assignments have students work with a partner or a group break long tasks into smaller parts the student can manage Methods of instruction give immediate feedback to student's answers to establish the relationships between information be as concrete as possible with lessons, some students may struggle with abstract information
- 13. Developing adaptive skills • Adaptive skills are a set of ten life skills that include self care, communication, and work skills. • This is one area where teachers and parents can work together. For example, if a student is learning about money in class, parents can take their student shopping to supplement these lessons.
- 14. Physical Disability • What is a physical disability? • IDEA refers to physical disabilities as orthopedic impairments which means a severe orthopedic impairment that adversely affects a child’s educational performance. • Includes impairments caused by congenital anomaly, caused by disease (e.g. poliomyelitis, bone tuberculosis), and impairments from other causes (e.g. cerebral palsy, amputations).
- 15. Physical Disability cont’d. • Academic Recommendations • Collaboration: Partnerships among teachers, school nurses, physicians, family members, and students is essential to assure students with physical disabilities receive the support needed to succeed in high school. • Assistive Technology: word processors promote written skills, PDAs help with sequencing tasks, digital talking books, e-text formats, adapted & augmentative communication devices. • AAC Devices, powered/electric wheelchairs • Switches: provide better access to the general curriculum
- 16. Physical Disability cont’d. • Social & Behavioral Accommodations • Physical exercise: adapted physical education provides students with opportunities for inclusion, exercise, and recreation. • Federal law mandates that physical education be provided to students with disabilities and defines Physical Education as the development of: • physical and motor skills, fundamental motor skills and patterns (throwing, catching, walking, running) and skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports). • Driver’s Ed: transition to adulthood for most adolescents. • Some students are able to learn to drive if they have instruction & are provided with vehicle modifications.
- 17. Conclusion • Planning • Support • Availability • Change These, among other things are the building blocks of a successful Special Education program. The needs of those with disabilities may require from us a great deal of sacrifice (in terms of time and energy), but we are happy to do such fulfilling work.
- 18. References • Slides 8-10: • Turnbull, A., Turnbull, R., Wehmeyer, M. L., Shogren, K. A. (2013). Exceptional Lives: Special Education in Today’s Schools. New Jersey: Pearson Education, 12, 266-289. • Understanding the Meaning of Adaptive Skills for Special Education Students. (n.d.). Retrieved from http://www.brighthubeducation.com/special-ed-learning-disorders/73324-improving-adaptives-skills-in-students-with-intellectual- disabilities/. • Festus E. Obiakor and Mateba Harris and Kagendo Mutua and Anthony Rotatori et. al. "Making Inclusion Work in General Education Classrooms." Education and Treatment of Children 35, no. 3 (2012): 477-490. https://muse.jhu.edu/ (accessed April 29, 2015). • Introduction to Inclusion: A Look at Integrating Students with Disabilities into Mainstream Classrooms. (n.d.). Retrieved April 30, 2015, from http://www.brighthubeducation.com/special-ed-inclusion-strategies/49395-benefits-of-inclusion-for-students- and-teachers/ • http://www.med.umich.edu/yourchild/topics/speech.htm • http://kidshealth.org/parent/emotions/behavior/not_talk.html • http://kidshealth.org/parent/system/ill/speech_therapy.html#
Editor's Notes
- #2: Good Afternoon everyone. I would like to thank the Local School Council for letting us present our research. My name is: Berenice Sanchez: Counselor Peter Barker: Special Education Teacher Patrick Reilly: General Education Teacher. In our presentation we will outline the best practices to enhance the social and academic experiences of students with disabilities. We will identify and recommend practices that will allow the school to be more inclusive for students with disabilities. In today’s presentation we will be focusing on language delay, intellectual disabilities, and physical disabilities.
- #3: First, lets take a look at the overview of our high school.
- #4: The ACT3 is a nationwide assessment of high school achievement and college preparedness. The PSAE2 is a statewide assessment of 11th-grade student performance in reading, math and science.
- #5: Inclusion is the goal whenever possible. We believe that all students can and should share the same learning environment and experience. Consideration is key! As providers of sound education to all, we have to be prepared to be flexible, understanding, and diligent. Lastly, support and related services are incredibly necessary to the special education students, and as a team, we are responsible for collaborating with families and colleagues satisfy these needs.
- #7: The inclusion classroom is where general education teachers and special educators combine their respective focuses to provide a comprehensive quality lesson for students of all different abilities. Co-teaching is one method most often witnessed in the inclusion classroom. (read slide)
- #11: Speech Therapy. Language Intervention Activities involve interactions with students that revolve around chatting, playing and making use of media, such as books or videos. Articulation therapy is focused on sound production. this typically involves an informal and fun environment wherein speech therapists demonstrate indirectly or directly proper pronunciation and articulation of words and phrases. Facilitate Language Strategies. Open questions are questions which involve many different answers and thus pushes students to be as verbal as possible. Expansions are when the adult / teacher / or speech therapist expand upon something the student has said in a more articulate and elaborate way. Recasts involve changing the structure of a sentence uttered by the student to offer him or her more communicative possibilities.
- #12: (Read slide) In particular, Intellectual disabilities can result from traumatic brain injuries or trisomy 21 commonly.
- #13: These are some of the specific modifications one can make when teaching students with intellectual disabilities in an inclusion class. (read slide)
- #14: In addition to academic knowledge, it is very important that special education teachers and school districts as a whole are committed to equipping students with intellectual disabilities for healthy, productive lives. Collaboration between parents and teachers in this domain will ensure maximum transfer of skills.
- #15: The term p.d. is typically used to refer to a large group of students., who experience conditions that are quiet different from each other, even though most students experience mobility limitations. The term may also be used to include students with: Severe and multiple disabilities, Traumatic brain injury
- #16: Switches: What can appear to some as simply a "button" can open worlds of access to communication devices, environmental controls, computer software, and even some mobile devices. There are a variety of types of switches. Switches make activities easier and are ideal for people who struggle with motor control issues be more independent. Switches can help control such things as sequential message communication, environmental control, and computer functions, to name a few. Possible accommodations include: Relocating a class or lab to an accessible building Audio recorder or notetaking assistance Accessible seating or table in the classroom Scribe for Scantrons and/or essay exams Additional time for completing exams
- #17: Recess
- #18: In conclusion we would like to stress the idea that a great deal of time and sacrifice go into providing a sound educational experience for those requiring specialized services. Planning, support, availability and a willingness to change and go back to the drawing board, or embrace new research are the necessary components involved. Collaboration and interaction with families, and social workers, extra paper-work, and an additional amount of time outside of class in meetings will all be necessary. But we are happy nonetheless to do such fulfilling work. Thank you.