SPED 340 Final

what are the Indicator 13 Requirements

Indicator 13, improving transition services; -appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs pg 530

most to least direct service delivery models continuum

Individual pullout Small-group pullout One-on-one in the classroom Group activity in the classroom Whole class instruction Consultation pg 317

.Describe the strategies that IEP teams can use to ensure that a student's goals and objectives align with the general education curriculum and meet his or her specific educational needs.

Academic goals and objectives can be developed using a standards-based approach, a standards-reference approach, and/or a functional approach. In the standards-based approach, IEP teams adapt or extend a grade-level standard so that it accommodates the student's learning needs and symbol use. The standard-referenced approach aligns academic skills that are identified through an ecological curriculum framework with a grade-level standard. The functional approach identifies academic content through an ecological curriculum framework that is critical to the student's performance in home, school, or community activities.

Describe the approaches that can be used to teach academic skills to students with severe disabilities.

Academic skills can be taught within typical instruction routines and activities of the classroom. Several different strategies have proven to be effective in this approach, including the universal design of lessons, cooperative learning, peer-mediated instruction, curriculum accommodations and modifications, student-directed learning, and embedded instruction. Parallel instruction can also be an effective way to teach academic skills to students as well as strategies such as multilevel curriculum and instruction in which students receive instruction on different skills within the same curriculum domain as their peers, and curriculum overlapping in which the student is taught skills that are unique to his or her specific needs that fit within the instruction being provided to their peers.

Identify three instructional strategies/accommodations for providing instruction to students with severe disabilities.

Because employment and postsecondary education settings are often busy and constantly changing, if students can learn to provide their own prompts, their chances of success should increase. Self-instruction is one strategy that can be used to facilitate this process and is appropriate for students who have some language, can attend to auditory and visual stimuli, and can initiate communication (IRIS Center, 2018). Next, IDEA (2004) defines the term assistive technology device as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. Assistive technology (AT) can be high tech or low tech. Low-tech devices are simple and low cost, including materials such as nonskid matting, Velcro attachments, reachers, and pencil grips. Many low-tech devices can be purchased in the community or can be designed from commonly available materials. High-tech devices are commercially manufactured by specialized vendors, expensive, and involve a high level of electronics or computerized components. Finally, because CD players, iPods™, and other electronic devices are now widely used by people in the community, using these devices to provide students with auditory prompts is a very unobtrusive strategy that can be used to facilitate skill generalization to other places or when the teacher is not there. Auditory prompting systems have been used when teaching vocational tasks

Describe specific strategies that can be used to identify what to teach, plan how to teach, and evaluate learning in the area of toileting skills.

Initially, the team will need to determine whether the student has a stable pattern of elimination, a daily 1- to 2-hour period of dryness, and is 2 years of age or older. After the team establishes that the student has these prerequisites, elimination data and task analytic assessment can be used to identify appropriate objectives for elimination and related toileting skills. Elimination data are collected to determine the natural pattern of elimination, which involves checking the student at the end of predetermined time intervals and recording dryness, urination, or bowel movement. To measure student performance of toileting skills prior to and during instruction, the team will develop a task analytic assessment generic enough to be used across different learning environments (e.g., different bathrooms) and materials (e.g., different styles of toilets). Four general approaches have been effective in teaching toileting skills, each of which emphasizes reinforcement of elimination in the toilet and remaining clean and dry. Traditional methods involve toileting students when the bowel or bladder is naturally full. Video modeling involves providing students with a video model of toileting and related skills. Systematic schedule training differs in that one or more procedures associated with intensive methods are included and regular toileting is increased. Finally, intensive methods include (a) access to fluids, to create more frequent bladder tension; (b) dry-pants checks; (c) increased training time each day; (d) long periods in the bathroom; and (e) possibly accident interruption, moisture-signaling devices, and request training. Teams should carefully consider the appropriateness and effectiveness of different consequence strategies when using any of these methods. Ongoing collection of elimination data will serve to guide the team's evaluation of student performance and inform any necessary program modifications.

what is the purpose of teaching academics in parallel instructional activities

It is often possible to focus instruction for students with severe disabilities on the same learning outcomes within the same learning activities as their peers. However, sometimes students may need instruction on functional academic skills that only partially align with the objectives of the instruction for students without disabilities or they may need instruction on skills that are completely different from those of their peers.

what is the MOVE cirriculum

MOBILITY OPPORTUNITIES via EDUCATION/EXPERIENCE -promotes function and improving quality of life in individuals with even the most severe physical impairments -used to promote independence through basic skills such as sitting, standing and walking

what are the stats for cerebral palsy

Most prevalent physical disability in schoolage children ◼ Estimated that 764,000 children and adults in the U.S. manifest one or more of the symptoms of cerebral palsy. ◼ Prevalence significantly higher in boys ◼ Depending on which region of the brain is damaged, different forms of this condition can occur in various areas of the body

what is the definition of multiple disabilities

Multiple disabilities means concomitant impairments (such as intellectual disability blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

Identify eight strategies to consider when planning community-based training and job placements for students with specialized medical/health conditions.

Nine strategies to consider when planning instruction for students with specialized medical/health conditions include (1) gathering all information about a student's medical condition by obtaining signed releases from the students and/or parents to access medical records; (2) helping parents obtain a physician's opinion about the types of work environments and tasks in which student might encounter difficulties; (3) developing a packet for each student containing parental permission for participation in community-based vocational training; (4) using transition planning sessions to help parents and students use physician recommendations, situational assessment results, and student interests to design employment preparation experiences that will lead to a job; (5) providing training to enable the student to independently perform medical care procedures and self-administer medication; (6) determining the types and amount of medical equipment and supplies that will be needed and a method for ensuring their accessibility to the student while on the job site; (7) teaching students self-advocacy skills to coordinate their health care, including negotiating and problem solving; and (8) involving therapeutic support staff and school health professionals in planning for employment preparation activities and job placement.

Describe specific strategies that can be used to identify what to teach, plan how to teach, and evaluate learning in the area of dressing and grooming skills.

Teams will use several strategies to select appropriate dressing and grooming skills for instruction. A systematic preference assessment will aid in designing instruction that promotes the development of a student's individual style. The preference assessment can be improved when same-aged peers participate to ensure that choices are age appropriate and consistent with peer standards. The team may wish to interview family members to understand home dressing and grooming routines and family preferences regarding these skills and routines. After this information has been gathered, appropriate skills can be selected for instruction. Several strategies have been effective in teaching dressing and grooming skills. For example, graduate guidance, time delay, simultaneous prompting, and system of least prompts are all effective in the acquisition stage of learning. Dressing and grooming skills may be enhanced with observational learning, video modeling, self-management, and social narratives or Social StoriesTM. It should be noted that these enhancement strategies may also support skill acquisition. Whenever possible, team members should plan instruction within natural environments and under natural conditions as doing so increases the learning rate of dressing and grooming skills.

Describe specific strategies that can be used to identify what to teach, plan how to teach, and evaluate learning in the area of eating and mealtime skills

Before assessment or instruction occurs, the team will need to determine whether the student has the necessary prerequisites to receive instruction in independent eating. These include an active gag reflex and other basic skills such as sucking, maintaining closed lips, swallowing, biting, and chewing. Additionally, the team will need to ensure that the student is positioned properly to promote safety and success during assessment and instructional sessions. When these conditions are met, the team will conduct a family interview, home visit, or both to gather information about the student's food preferences, dietary needs, food allergies, and any behaviors that may interfere with instruction along with family preferences about mealtime routines and relevant cultural traditions. The team then will consider the student's present level of performance and information gathered through the family interview and/or home visit to develop eating and mealtime objectives. Several different teaching strategies have been successful in teaching eating and mealtime skills. Specifically, graduated guidance and shaping procedures are recommended for teaching core eating skills (e.g., pick up soon, scoop food) and promoting independent eating during the acquisition stage of learning whereas other strategies (e.g., reinforcement alone, error correction, peer modeling) may be more appropriate for advanced stages of learning. Task analyses may be used to guide instruction and progress monitoring when appropriate. Highly individualized, multicomponent instructional packages are effective in addressing challenging mealtime behaviors (e.g., food selectivity). However, when a student engages in highly dangerous mealtime behaviors (e.g., extreme weight loss, pica), teams may need to seek out the expertise of medical professionals and behavior analysts to address these behaviors. As with other self-care skills, continuous data collection of student performance and outcomes will be necessary so that the team can make informed decisions regarding instruction and program modifications.

describe and discuss the important characteristics of community-based instruction.

CBI has the advantage of happening in the real world where natural variations occur. This includes a variety of co-workers with different social and work skills and tasks that may change. This variety, combined with the use of real materials, should help promote skill generalization. However, in spite of these advantages, CBI disadvantages can include the need for transportation, allocating staff, and coordinating school and business schedules. Finally, both SBI and CBI should be designed to help students build stamina needed for real jobs and learn to work with little supervision and feedback. In addition, both types of instruction should be designed to meet the requirements of the Fair Labor Standards Act.

what is spina bifida

Congenital disorder in which the spine does not develop normally during the early months of fetal development. "Neural tube defect". ◼ Can occur with severe disability. Most have normal cognitive development. ◼ Size and location of the malformation affects severity. ◼ Often accompanied by hydrocephalus. Cerebrospinal fluid is not absorbed normally by the body and is trapped in the brain. Shunt surgically implanted from the brain to abdomen or heart ◼ Flaccid paralysis of the lower trunk ◼ The person may lack bowel and bladder control, lack skin sensation in the lower body ◼ Prevention: folic acid prior to pregnancy

what is preference assessment

Determining what items are the most preferred by a client in order to increase the clients motivation to complete tasks and instructions. -Use a systematic preference assessment to aid in the design of instruction

how to create SBEs that are realistic as possible

Develop and use accurate task analyses that fully detail all steps in producing each service or product. Develop and use simple methods for measuring quality and speed of student. Make certain students (not teachers) perform the majority of tasks following instruction. Ensure sufficient resources and personnel are available to produce a quality product/service. Guarantee SBE mirrors actual work demands in terms of stamina, endurance, and strength.

Describe strategies for meeting the physical assistance and management needs of students with motor disabilities in daily routines and school-related activities.

Educating students with motor disabilities includes instruction in both academic and functional skills organized through their daily school activities. Using physical management routines that promote student participation in the classroom and other school environments, while also embedding skill practice, is an important strategy that requires collaboration, planning, and ongoing monitoring. A quality education program for students with motor disabilities addresses important functional skills that will promote students' independence and participation in their community.

how to teach effective writing instructions for students with severe disabilities

Effective writing instruction for students with severe disabilities begins with high expectations that students have something to say, providing numerous opportunities to utilize writing throughout the school day, selecting writing topics and purposes that are meaningful to the students, and providing the supports that many of these students require to express themselves by written means

Describe several roles families can play in the transition planning process.

Families should be involved throughout the decision-making process, provide support at all levels as their child moves from school into postschool life, and serve as advocates for their child.

Identifying what dressing and grooming skills to teach involves several activities

First, a systematic preference assessment will help the teacher design instruction to support the student in developing his or her individual style he preference assessment will vary depending on whether a student uses symbols to communicate. -peer participation

Identify the different types of postschool employment outcomes for students with severe disabilities. Describe the different types of postschool employment outcomes for students with severe disabilities.

First, competitive integrated employment is work performed on a full-time or part-time basis (including self-employment) for which an individual is compensated at a rate not less than the customary rate paid by the employer for the same or similar work performed by other employees who are not individuals with disabilities, and are similarly situated in similar occupations by the same employer who have similar training, experience, and skills. Second, supported employment consists of competitive employment in integrated work settings, where individuals with and without disabilities work together to assist individuals with disabilities in becoming and remaining competitively employed. Next, customized employment involves individualized job opportunities that benefit the employer and the employee with severe disabilities and includes developing job tasks based on the individuals' strengths, interests, and job requirements to meet the needs of both the employers and employees on the job. Finally, natural supports should be used in all employment situations and involve individuals (e.g., co-worker, supervisor) who provide support to individuals with disabilities in the competitive work environment, including mentoring, friendships, socializing at breaks and/or after work, providing job performance feedback, or learning a new skill together.

Identify the factors that should be taken into account in selecting academic skills for instruction for students with severe disabilities.

Five general guidelines can be used to assist IEP teams to select appropriate academic skills for instruction. First, goals and objectives should build on the students' present level of symbol use by targeting the use of symbols in instruction or daily living, expanding their use of symbols, and/or teaching students to use more complex symbols. Second, goals and objectives should be designed to increase the student's use of symbols in home, school, and community activities. Third, goals and objectives should contribute to the student's long-term postschool goals. Fourth, the academic skills selected for instruction should reflect the student's grade level and chronological age. Finally, academic goals and objectives should enhance the students' capacity to participate fully in general education classes and their neighborhood school.

what is integrated therapy

PT, OT and speech goals integrated in to the classroom routine

what are the service delivery modes

Participation in related services can be on a continuum from MOST to LEAST direct : ◼ Individual pull-out ◼ Small group pull-out ◼ One-on-one in the classroom ◼ Group activity in the classroom ◼ Whole class instruction ◼ Consultation

what is phonics

Phonics is the association between the sounds in a language and the letter(s) that represent the sound. Application of phonics skills to decode words requires both short-term memory and skill in manipulating sounds.

what are the three major purposes of adaptive equipment

Prevention of secondary problems and conditions, including postural deformities Increasing use of motor skills Improving participation in activities and routines in home, school, and community settings

Describe the components of comprehensive literacy instruction for students with moderate or severe disabilities

Recent research findings demonstrate that students with moderate or severe disabilities often achieve higher literacy levels than was previously thought possible when provided with appropriate research-based instruction. Federal mandates such as IDEA (2004) and ESSA (2015) along with the adoption of the Common Core State Standards (CCSS) require that all students have access to the general curriculum and to high-quality academic instruction. It is no longer sufficient to provide only functional sight-word instruction for these students. Instead, students with moderate or severe disabilities should receive comprehensive literacy instruction that builds their language and communication abilities and develops their phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing skills.

Describe some of the instructional approaches that have been used to teach science concepts and skills to students with severe disabilities.

Research on science instruction for students with severe disabilities is limited. However, it has been suggested that a standards-referenced approach to instruction that seeks to align functional skills important to a student's performance in home, school, and community settings with appropriate grade-level standards may be a suitable strategy to develop appropriate goals and objectives. Some of the strategies that have been used to teach science concepts and skills have included universal design of science curriculum, classwide peer tutoring, and embedded instruction.

Describe and discuss the important characteristics of school-based instruction.

SBI has the advantage of being an easier environment to control because transportation and scheduling are not a problem. In addition, school campuses are a more accepting environment for students who are learning to perform job tasks and behave appropriately. However, these advantages are offset by having to make sure SBI incorporates strategies to promote generalization by using real materials and setting up the environment to look "real." So, while SBI is logistically easier, it is often instructionally challenging.

assistive technology and hearing impairment link

Speech to text translation • Closed caption • Alerting devices: ex. flashing light for doorbell • Preferential seating • Face student directly • Minimize environmental noise • Visual cues and demonstrations • Monitor for understanding • Do not exaggerate speech or put hands in front of your mouth • Use gestures and modeling • Use visual media • Provide written instructions • Closed captioning

what is the 6 step process of the MOVE program

Step One determines the learner's present skill level through an interview assessment. Step Two uses the learner's MOVE team (including the learner, family, care providers, and professional staff) to determine the functional goals needed to work toward promoting independence. Step Three creates meaningful, functional activities and embeds appropriate skills into the activity for the learners to be successful in reaching their goals. Step Four looks at the supports the learner currently needs. Step Five reduces the prompts the learner currently needs. Step Six defines and schedules teaching of the skills throughout the learner's typical day.

what is self-intitated toileting

Students learn to discriminate the natural cues of bladder fullness and pressure in lower bowel

Understand the impact of motor disabilities on participation of students in school and on learning

Students with motor disabilities often experience barriers to participation with peers in typical school classrooms, activities, and routines due to limitations with posture, movement, communication, and self-care. Educating students with motor disabilities requires identifying how they can participate in their roles as students and as peers and then designing specialized instruction to facilitate their participation to the greatest extent possible.

T/F: The use of systematic instructional procedures is also necessary to effectively teach students to count bills. When students do not have the necessary prerequisite skills, IEP teams may need to consider alternatives such as taking a large bill (e.g., $20 bill) to purchase goods or services

TRJE

T/F/: •Research indicates instruction in vocabulary development improves word knowledge and reading comprehension

TRUE

T/F: CTE can play an important role in preparing students with severe disabilities for employment because courses are taught by CTE staff who have expertise in preparing youth for employment

TRUE

T/F: Forward chaining and total task are often used to teach dressing and grooming skills

TRUE

Identify how the IDEA definition of transition has changed over time.

For the first time in 1990, IDEA mandated the IEP to include a transition component for students with disabilities beginning no later than age 16. It required that the transition needs of students be met through coordinated planning focused on movement from school into postschool life, emphasizing the role of families and adult service providers. The reauthorization of IDEA in 1997 shifted transition services from an educational process to an outcome-oriented process, focusing on aligning students' educational programs with their postschool goals. IDEA (1997) required transition services begin at the age of 14 instead of 16. The reauthorization of IDEA in 2004 went one step further by focusing on accountability and results and required transition services to include a "coordinated set of activities designed within a results-oriented process" focused on improving both academic and functional achievement of the student with a disability to facilitate movement from school into postschool life. IDEA (2004) reverted to the 1990 requirement that transition services begin no later than age

T/F: IEP teams ensure that there is a match among the state academic content standards targeted for the student, the adapted or extended academic content standards developed for the student, the alternate achievement standards identified to determine if the student is progressing toward proficiency on the adapted or extended academic content standards, and the instruction that the student receives

TRUE

T/F: Self-determination is a complex construct with multiple components, including choice making, decision making, problem solving, goal setting, independence, self-observation, self-instruction, self-advocacy, internal locus of control, positive attributions of efficacy, self-awareness, and self-evaluation

TRUE

T/F: Skills are chronologically age appropriate for a student if they are performed by others of the same age

TRUE

T/F: Students have not yet acquired full understanding of written language but are developing foundational skill for conventional reading and writing skills

TRUE

T/F: Students in this stage(emergent literacy skills) have not yet acquired full understanding of written language but are developing the foundational skills on which conventional reading and writing skills will develop.

TRUE

T/F: Team members should never use these postural supports to replace the occupant restraint attached to the bus/vehicle.

TRUE

T/F: The ICF approach allows health conditions to be used as the construct or framework upon which to describe or define the diseases, disorders, injuries, or traumas affecting the individual, while the body function and structure identify which physiological functions or anatomic parts of the body are most impacted by the health condition.

TRUE

T/F: The collaborative team must pay close attention to the social, cultural, and age characteristics of the teaching procedures and the perspective of peers.

TRUE

T/F: There is growing evidence that students generalize information learned during embedded instruction to the typical materials used in the classroom.

TRUE

T/F: Treatment approaches that address several variables (e.g., antecedents and consequences) are very effective in improving children's eating behaviors.

TRUE

T/F: While the Carl Perkins Act assures students with disabilities have equal access to the full range of CTE programs available

TRUE

T/F: a student may have an ID as well as at least one additional sensory or physical disability

TRUE

T/F: headaches and lethargy may be related to a problem with the shunt and the parent should be alerted

TRUE

T/F: language and communication skills are critically important as the foundation for literacy

TRUE

T/F: student access to CBI is based on requiring them to master prerequisite skills taught during SBI

TRUE

T/F: the ICF framework describes changes to health as the dynamic interaction between the health condition and contextual factors

TRUE

T/F: the use of larger clothing for initial instruction, faded over time to appropriate clothing sizes, has been demonstrated as a potent strategy

TRUE

T/F: vocab development is strongly related to the ability to read and is often an area of need for students with moderate or severe disabilities

TRUE

T/F: •Evidence suggest students with moderate or severe disabilities can acquire the literacy skills to be conventional readers and writers.

TRUE

T/F: •Not all students with severe disabilities acquire sufficient skills to make decoding a practical strategy for identifying words

TRUE

T/F: •Reciprocal relationship between reading and writing.

TRUE

T/F: •Students with severe disabilities are able to learn complex math skills when provided with systematic instruction and support.

TRUE

T/F: •Students with severe disabilities may not have had the same types of early literacy experiences as their typically developing peers.

TRUE

T/F:Eliciting family involvement is one of the greatest challenges special educators face

TRUE

T/F:Science is one of the three areas of the general education curriculum that the NCLB Act and IDEA require that IEP teams address in developing a student's educational plan.

TRUE

T/F: •For some students with severe disabilities comprehension involves understanding the meaning of single words or symbols.

TRUE •For other students, introduce comprehension of connected text soon in instruction, even 2 - 3 word sentences.

T/F: post secondary goals should be measurable

TRUE -should be updated annually

T/F: The transition bridges model was an important first step in defining the transition from school to adulthood for individuals with disabilities

TRUE because it moved the focus of postschool employment from segregated employment to supported employment where individuals with disabilities would have the same opportunities as individuals without disabilities to become gainfully employed.

T/F: Reading comprehension for some students with severe disabilities involves understanding the meaning of single words or symbols.

TRUE pg470

T/F: Many students with motor disabilities require extensive modifications and adaptations to the general education curriculum

TRUE therefore, adults may begin at the bottom of the hierarchy without giving adequate consideration to simpler strategies that will still maintain learning and social opportunities with peers in the least restrictive environment

T/F: use keyboarding for students that do not have handwriting as an option

TURE

what is the IDEA 1997

-Focus shifted from educational process to outcome oriented process for students with disabilities

what do quality education programs for individuals with motor disabilities include

-instruction as part of an academic or life skills curriculum and physical management routines

what is hypotonia

decreased muscle tone

ICF Terminology

pg 308

what is vocab instruction

•Related to the ability to read and is often an area of need for students with moderate or severe disabilities

what are school based enterprises

"any school-sponsored activity that engages a group of students in producing goods or services for sale or to be used by people, other than the student involved" -provide simulated work environment pg 542

what is a severe orthopedic impairment

"includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)." Put directly, orthopedic impairments involve physical disabialities which could affect the academic process

what are the four basic types of video modeling

(1) basic video modeling, (2) video self-modeling, (3) point-of-view video modeling, and (4) video prompting pg 376

what are the targeted self-care skills that the IEP team should focus on

(1) judged as functional for a student; (2) valued by the team; (3) suited to the teaching setting; (4) appropriate for the student's chronological age, peer standards, and culture; and (5) possible to acquire within a year.

what are the two processes to identify words

(1) recognizing them by their visual properties (i.e., sight words), and (2) using phonics knowledge to decode (sound out) word

what are the three considerations for delivering employment skills with instruction

(1) where to provide instruction, (2) how to provide instruction, and (3) how to collect instructional data. pg 540

how can OTs help with self care

(OTs) have expertise in the activities of daily living and the fine motor movements required. OTs also can provide helpful assessment and input when students exhibit increased sensitivity to tactile or oral stimuli.

what steps should be considered for selecting words for instruction

(a) are related to specific student interests (e.g., family members' names), (b) would increase access to the general curriculum and participation in classroom activities (e.g., classmates' and teachers' names; direction words; key content vocabulary, such as science or social studies terms) (e.g., Collins, Evans, Creech-Galloway, Karl, & Miller, 2007), (c) are found in the student's current environments (e.g., environmental print in the classroom or school), (d) are names of products that the student might wish to purchase (e.g., food or clothing products) (e.g., Mechling, Gast, & Langone, 2002), (e) would keep the student safe (e.g., walk/don't walk, exit), or (f ) are related to the student's employment

what instructional strategies used to teach vocab to students with moderate or severe disabilities

(a) embedded instruction (e.g., McDonnell et al., 2006), (b) response prompts and time delay (e.g., Collins et al., 2007), (c) computer-assisted instruction to teach sight-word meaning (e.g., Mechling et al., 2002), and (d) peer tutoring

what does IDEA 2004 mandate

(a) include all of the items on the Indicator 13 checklist; and (b) must be in effect beginning no later than the age of 16, or earlier, if required by the state or if deemed appropriate by the student's IEP team. Additionally, postsecondary goals must be updated annually

what are the options for the instructional approach

(a) teaching academics within the typical instructional routines and activities, (b) teaching academics in parallel instructional activities, or (c) teaching academics in community-based activities.

when considering a students symbol use, the IEP team may develop goals and objectives that focus on:

(a) the student's current level of symbol use in instructional or daily living activities (e.g., using pictures to demonstrate understanding of content in history and science class, to locate items in the grocery store, or to monitor completion of job tasks at work); (b) expanding his or her use of symbols (e.g., learning to use new pictures in an instructional or daily living activity, or learning to apply known pictures in new instructional or daily living activities); and/or (c) teaching the student to use more complex symbols (e.g., identifying written vocabulary words in science or history, using a sight-word list to locate items in the grocery store, and monitoring completion of job tasks at work).

what is the employment data on students with severe disabilities

-60.2% of all students with disabilities had a paid job outside the hour a year or more out of high school -32.7% of youth with intellectual ability -37.2% of students with autism -39.2% of student with multiple disabilities •National Longitudinal Transition Study 2012 data on paid job after high school -11% of youth with intellectual disability -6% of youth with autism -11% of youth with multiple disabilities •Related to unpaid work experience participation -16% of youth with intellectual disability -15% of youth with autism -13% of youth with multiple disabilities

what did the IDEA 2004 define transition as

-A coordinated set of activities -Designed to be within a results-oriented process -Focus on improving the academic and functional achievement to facilitate movement from school to post school activities -Used the 1990 requirement that transition services begin no later than age 16 ▪Each state had the right to require an earlier starting point

what are the multicomponent treatment packages

-Address several variables (e.g., antecedents and consequences)

what is baseline assessment

-Collect baseline data while observing the student perform each step of the task analysis

what are antecedent strategies

-Concerns the teaching arrangement, location, materials, teacher's directions, methods used to elicit student attention, and prompt procedures

what are the social implications of writing

-Creating written texts is a form of communication that increases participation in school, community, and employment settings. -Writing skills supports and build self-advocacy and self-determination skills.

teaching emergent literacy skills:

-Emergent literacy includes reading and writing skills that will develop into conventional literacy -Emergent literacy instructional practices are useful in skill development for learners of any age in this stage of literacy learning but must be adapted for older learners to ensure that the materials and methods are age appropriate.

•Effective writing instructions for students with severe disabilities begins with->

-Establishing high expectations -Providing numerous opportunities to utilize writing -Selecting writing topics and purposes that are meaningful to students -Providing the supports students require to express themselves by written means

what is the IDEA 1990

-First school-related federal mandate to recognize transition services for students with disabilities -Mandated I E Ps include transition component to begin no later than age 16 -Required coordinated planning

what are the eight areas of science instruction

-Inquiry. -Physical science. -Life science. -Earth and space science. -Science and technology. -Science and social perspectives. -History and nature of science.

what are the three principles to keep in mind when planning instructions for ELL students with severe disabilities

-Make certain information given students is comprehensible. -Facilitate knowledge transfer by teaching content and concepts in student's home language and then focusing on transferring those learned concepts into English. -Using strategic language planning.

what are the computation and strategies for teaching math instruction

-Manipulatives -Number line -Touch points -Calculators

what is rapid eating

-Pacing prompts may be used to slow down or speed up a student's rate of eating -Assistive technology may be useful in providing pacing prompts without intrusive procedures

what does reading comprehension connected text involves

-Recognizing/comprehending meanings of single words; -Activating prior knowledge; -Applying word recognition/vocabulary knowledge to the text; and -Monitoring comprehension while reading/making 'repairs.' -Organize reading comprehension instruction according to strategies that target before, during, and after phases of reading ▪Activate prior knowledge and predicting during the before reading phase ▪Use graphic organizers, such as K W L, as a during the reading activity Use story retelling as an after reading activity

what is the systematic schedule training consist of

-Regular Toileting -Regular Training without Diapers for Older Learners -Dry-Pants Checks and Reinforcement -Consequence for Accidents ▪Extinction ▪Mild disapproval ▪Cleanup -Moisture Signaling Devices ▪Toilet alert Pants alert

what are intensive training programs

-Requires total team support -Use only if other less intrusive methods do not work after being implemented accurately and for a long enough period -Increasing or Regulating Fluids ▪Requires approval by the family physician ▪Not used with students on medication that increase urinary retention, those with seizure disorders, or those with hydrocephaly

what are the department of labor considerations

-Schools must follow Fair Labor Standards Act (F L S A) -Schools must ensure program participants are treated in a fair and equitable manner and prevent the sanctioning of fines by D O L

what are the general guidelines for selecting academic skills for instruction

-Select academic goals and objectives that build on a student's level of performance in symbol usage. -Align content with the student's ability to perform successfully in his or her current environments. -Align content with the student's long-term postschool goals. -Select academic content that is suited to the student's chronological age. Select academic content that has the potential to enhance inclusion in school and community settings

what are the guidelines in developing appropriate academic goals and objectives:

-Select academic goals and objectives that build on a student's present level of performance in using symbols -Align content with the student's ability to perform successfully in current environments. -Align content with the student's long-term postschool goals. -Select academic content that is suited to the student's chronological age. -Select academic content that has the potential to enhance inclusion in school and community settings

what are the three approaches for selecting strategies for developing academic IEP goals and objectives

-Standards-Based approach. ▪Identify priority standards from the grade-level curriculum in reading, math, and science. -Standards-Referenced Approach ▪Identify appropriate grade-level academic standards, based on ecological curriculum frameworks, that match the critical functions of the targeted skills. -Functional Approach ▪Identify priority routines and activities and the academic skills necessary to successfully complete them.

what is regulated toileting

-Students learn to eliminate on schedule, acquire reliable patterns of bowel movements and urination, remain dry if someone else reminds them to go to the toilet at scheduled times

what is self modeling

-Students observe themselves performing the target skill

how to promote generalization of sight words

-Teaching with multiple exemplars ▪Contain the critical stimulus or response features that students should attend to when learning a new skill ▪Enhances generalization`

how to select words for instruction

-Use an ecological approach to selecting target words (i.e., words that are meaningful and useful to the student)

what are the types of formal assessments

-adaptive behavior -aptitude tests -interest and work inventories -intelligence tests -achievment tests -personality and preference assessments -employability assessments -self-determination assessments -work related temp scales -post secondary support assessments -comprehensive and can provide detailed information about a student; however, they tend to be costly, time consuming, and difficult to score. Therefore, informal assessments may be an efficient alternative for teachers.

goals as a professional when working with those with motor disabilities

-address funtional skills -promote skills and the students' independence and participation -includes physical support such as lifting, carrying, positioning, feeding, tolieting and dressing

what is the standards-based approach

-assisting IEP teams to adapt or extend a state's academic content standards so that they accommodate a student's learning needs and symbol use -first step is to ask the general education teacher to identify the academic content standards that he or she would like all students in the class to master -Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers -Next, the IEP team adapts or extends the learning outcomes that are described by the standard so that they match the student's needs and ability to use symbols (i.e., presymbolic, concrete symbolic, abstract symbolic)

what are some mobility aids

-canes -crutches -walkers -power ride-on toys -manual wheelchairs -power wheelchairs

what is CTE

-career technical education organized activities that offer a sequence of courses that provides individuals with the academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other than careers requiring a baccalaureate, master's, or doctoral degree) in current or emerging employment sectors. Vocational technical education includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupational-specific skills for an individual.

what is CBI

-distinct advantage of happening in the real world with the natural variations that occur in life. -diff social and work skills -promote generalization -transportation more difficult pg 540

what is teaching with multiple exemplars

-enhances generalization -Multiple exemplars are examples that contain the critical stimulus or response features that students should pay attention to when learning a new skill

strategies for handling an accident

-extinction -mild disapproval -cleanup

what are the 3 different chaining approaches

-forward -backward -total task

what is the standards-referenced approach

-is to identify priority skills based on ecological curriculum frameworks and then to identify appropriate grade-level academic content standards that match the critical functions of the targeted skills

what are the 6 types of CBI options

-job shadowing -internships -apprenticeships -community service projects -mobile work crews -paid, competitive employment

what are the selected learning goals for tolieting

-regulated tolieting -self-intiated toleting -tolieting independence

what are the three approaches for a student with a deficit

-remediate: build up current skills to in some cases make them stronger -compensate: build on existing alternative skills including adapting the environment -prevent: prevent further impairment

what are the means of a transition assessment

-should be an ongoing and continuous process -should be self centered -occur in many places -involve other people -data must be understandable -sensitive to cultural diversity

what is observational learning or model

-students learn by watching others perform competently or by watching others being taught

what are the three general instructional approaches for teaching spelling

1) a linguistics approach that is founded on the teaching of the phonological and morphological aspects of written language; (2) a remedial approach founded on methods such as the Fernald technique, the Gillingham-Stillman method, the Horn method, and a phonovisual method; and (3) a series of approaches that are primarily modifications of the other methods, such as teacher modeling, constant time delay, teaching spelling rules, using distributed practice and interspersion of unknown words, and copy-cover-compare.

what are the 3 prerequisites for toilet training

1) a stable pattern of elimination, (2) a daily 1- to 2-hour period of dryness, and (3) a chronological age of 2 years or older.

how do PT and OTs contribute to the use of AAC

1) assessing motor control, (2) identifying body part(s) and movement(s) that the child may use to control AAC devices, (3) assessing positioning and ensuring that positioning systems promote optimal motor control and use of devices, (4) designing a system that best matches the motor abilities of the child, and (5) designing intervention strategies to promote functional use of the AAC system

what are the three general strategies that develop academic IEP goals

1) the standards-based approach that adapts or extends the state's academic content standards to accommodate a student's needs and symbol use (Browder et al., 2007; Flowers et al., 2006); (2) the standards-referenced approach that seeks to link the skills selected from ecological inventories and/or ecological curriculum guides with the state's academic content standards (Hunt et al., 2012); and (3) the functional approach that selects skills from ecological inventories and/or ecological curriculum guides that will directly improve the student's ability to complete routines and activities in home, school, and community settings

four steps used with PCP

1. choosing a facilitator 2. designing the planning process 3. holding the meeting-implementing the PCP process 4. planning and strategizing at follow up meetings

when was the need for mandated transition services legally established

1990s IDEA

comprehend the role of the IEP team and the related service providers in supporting students with motor abilities and their participation in school

The IEP team, including families, teachers, and related service providers, collaborates to support and enhance students' ability to benefit from their education. Physical therapists and occupational therapists contribute their specific knowledge and expertise as part of the IEP team to facilitate student participation in meaningful activities. Building a strong and collaborative team is critical for developing goals, providing services, designing physical management routines, and selecting assistive technology that will meet students' needs over time and across environments.

Identify the key areas of mathematics instruction for students with severe disabilities and describe the strategies that can be used to teach skills in each area.

The ability to count and use numerals is an essential prerequisite skill to more complex math skills. These skills can be taught using evidence-based instruction strategies such as response prompting and fading, chaining, differential reinforcement, and systematic error correction. Once a student has mastered these skills, then he or she can move on to learning basic computational skills such as addition, subtraction, multiplication, and division. Addition and subtraction can be taught through the use of manipulatives, a number line, touch points, or a calculator. Other key areas of math, which are essential for successful community living, include money and consumer skills, and time and time management skills. Response prompting and fading, chaining, differential reinforcement, and systematic error correction have been shown to be effective in teaching these skills.

Describe and discuss knowledge and skills students need for participation in postsecondary education.

There are a number of knowledge and skills students with severe disabilities need to ensure success in a postsecondary education setting. These skills include both academic and nonacademic skills (NTACT, 2018). Related to nonacademic skills, one of the most important skill sets needed involves self-determination skills (e.g., goal setting and attainment, choice making, problem solving, self-advocacy). In addition to self-determination skills, teachers should provide social skills training for students with severe disabilities in high school to ensure they can effectively interact with their peers and professors at the postsecondary level (OSERS, 2017). Finally, it is important to consider academic skill development for students with severe disabilities to ensure they can successfully access postsecondary education. This might include identifying peer mentors and classroom supports, implementing assistive technology, and considering other academic supports (e.g., graphic organizers, read-aloud) necessary for access to the general curriculum.

Describe the eight required components of an IEP measured by Indicator 13.

There are eight required components of an IEP to ensure states are meeting federal requirements for Indicator 13 and appropriately facilitating the transition planning process. The eight required components are (1) appropriate measurable postsecondary goals, (2) postsecondary goals updated annually, (3) evidence that measurable postsecondary goals are based on age-appropriate transition assessment, (4) transition services that are included to facilitate the student's movement from school into postschool life, (5) appropriate course of study aligned with students' postsecondary goals, (6) annual IEP goals that relate to transition services and align with postsecondary goals, (7) evidence the student was invited to the IEP meeting, and (8) evidence a representative from an adult service agency was invited to the IEP meeting.

Describe the five stages of the IEP process that can be used to facilitate student involvement.

There are five stages to facilitate student involvement in the IEP. First, developing background knowledge includes providing students opportunities to learn about their disability, the IEP process, and special education (e.g., conducting an IEP scavenger hunt). Second, planning for the IEP includes working with students to develop vision statements, involving students in the transition assessment process, writing letters to invite IEP team members to meetings, using specific curricula to teach participation in the IEP, and involving students in meeting preparation. Third, drafting the IEP includes providing students opportunities to write about their IEP meeting, changing needs into "I will . . . " statements to develop postschool goals, and having students meet with parents to discuss goals. Fourth, meeting to develop the IEP includes considering options related to the level of participation, providing opportunities to rehearse, and using technology to facilitate involvement during the meeting. Finally, implementing the IEP includes providing students with the opportunity to create a fact sheet about their IEP, teaching self-advocacy skills, having students revisit their IEP, teaching students to self-monitor and self-evaluate their progress, and developing person-first progress reports.

Describe the four types of community supports that are important for students with severe disabilities.

There are four types of community supports. First, vocational rehabilitation (VR) services are the primary source for a student's transition to employment services. It is important to know what federal rehabilitation legislation says about employment and transition. Second, every community has a developmental disabilities services system. Regardless of how services and supports are organized in your community, it is important to remember that these services are eligibility based and, since waiting lists for service are often long, it is important to help families get their student on the list as early as possible. Third, Social Security Administration is important because often the number one concern for students and families when a student with severe disabilities becomes employed is the possible loss of social security benefits (both financial and medical). As a result, it is important to help students and families get assistance with benefits planning. Finally, one-stop career centers are places youth can go to get access to career skills and training since these centers typically house multiple employment-related agencies and supports under one roof, including job search, career information, and training (e.g., resume writing, interviewing), as well as job training and youth employment programs.

what is a vision impairment

Total blindness - a very small minority of individuals who use tactile and auditory sense to learn. • Low vision - uses vision as primary means of learning but supplements information with tactile and auditory input.

what are typical goals for promoting playground recreational participation

Typical goals include increasing motor skill proficiency, increasing general physical fitness, and socialization with peers

Use of ICF

Understand students' ability to participate in school day: ecological inventory ◼ Organize physical management routines ◼ Consider adjustment in personal and environmental factors that could increase or improve student's level of participation

what classroom activity is required for students with non-ambulatory students

Usually time limited by position and recommendations of the therapist(s). This might entail moving the student every 30 minutes and depends on the student and device. ◼ Promotes active participation in activities ◼ Promotes use of upper body and feeling of stability ◼ Prevents the development or progression of deformities and skin breakdowns or "bed sores" ◼ Prevents tightening of the muscles and joints ◼ Provides weight bearing experiences ◼ Facilitates circulation, respiration, and digestion ◼ In some cases allows for mobility

when choosing adaptive equipment what needs to be considered

Well-selected and well-fitted equipment can only support postural control and maintain body alignment, not normalize tone or provide corrective forces. Adaptive equipment maintains body alignment only when it fits appropriately and when the student is properly positioned in it. Adaptive equipment may not produce the specific results desired for each student, so teachers, parents, and therapists must carefully observe the student using the equipment over time and in a variety of situations to determine whether the equipment is helping the student achieve the desired function. Because many students with motor disabilities may lack the postural control necessary to adjust their body position, the length of time that students use any single piece of equipment will vary on an individual basis. Limiting students to one position (even when using equipment that fits well and is otherwise comfortable) can produce secondary problems, such as poor circulation or skin ulcers, or secondary motor disabilities, such as muscle tightness or contractures that can lead to permanent deformity.

Discuss the implications for literacy instruction created by definitions of literacy used by educators.

What educators believe about literacy influences their instructional decisions in the classroom. Definitions of literacy that are limited to conventional reading and writing of text may lead to excluding students with more severe disabilities from comprehensive, engaging literacy instruction.

what are the accommodations for those with a hearing impairment

Work with the SLP and or hearing specialist or audiologist . • ASL: American Sign Language • Use of notetaker or interpreter • Amplification: hearing aids • Group Assistive Listening Devices: A radio link established between the teacher and the child with a hearing loss • Identify speakers in group discussion or move the microphone if using GALD.

what are the accommodations for those with vision impairment

Work with the vision specialist • Use of verbal description of the: lesson, materials, environment, facial expressions, introduce new members of the group • Create tactile materials • Providing real objects for items shown in pictures • Hand held magnifiers or computer magnifier • Prescription lenses Large print books & screen • Use of Braille and Braille devices (less common) • Orientation and mobility training • Hands on or tactile materials • Reading stand • Bold-line paper • Hats and visors • Color acetate • Raised-line paper: I used Elmer's Glue to trace the lines on writing paper so that they were tactile • Writing guides • Measurement tools • Coloring pictures to make them easier to see • Audio books

what is the early literacy skills builder

a published literacy program that focuses on comprehensive literacy instruction that utilizes the components of effective reading instruction (i.e., phonemic awareness, phonics, vocabulary, comprehension, and fluency) identified by the National Reading Panel (2000), is an example of emphasis on building the early reading skills of students with more significant disabilities

what are social narratives

a short story that describes the salient aspects of a specific situation that a child may find challenging

how to ensure family involvement

a) engage families in the collaboration process; (b) provide multiple opportunities for involvement (e.g., flexible meeting times); (c) connect families with support networks (e.g., advocacy groups); and (d) are prepared to work with families, including families from culturally and linguistically diverse backgrounds pg 559

things to consider when planning for post secondary education

a) goals for participation in a postsecondary education program, (b) types of postsecondary options available (e.g., 2-year, 4-year, vocational education), (c) accommodations needed (e.g., academic accommodations such as read-aloud, interpreter services and nonacademic accommodations such as job coach, personal assistant) to ensure success in the program, and (d) supports available on and off the college campus

what do informal assessments include

a) observations in various settings (e.g., watching, listening, recording information about student's behavior); (b) questionnaires (e.g., providing student and persons involved in student's life with the opportunity to report on skills such as student's employment skills); (c) interviews (e.g., structured or unstructured conversations with student and persons involved in student's life); and (d) curriculum-based assessments (e.g., task-analysis, portfolio assessments, work

what is hypertonia

abnormally strong resistance to passive stretch

what is ataxia

affects muscle control and coordination of movement; results in poor balance and wide based gait

what does addressing the students; needs depend on

age, size, the degree and type of motor disability, the setting and the person who will be helping with the routine

define quadiplegia

all four limbs, neck and trunk

1984 definition of transition

an outcome-oriented process encompassing a broad array of services and experiences that lead to employment. Transition is a period that includes high school, the point of graduation, additional postsecondary education or adult services, and the initial years of employment. Transition is a bridge between the security and structure offered by the school and the opportunities and risks of adult life. Any bridge requires both a solid span and a secure foundation at either end. The transition for school to work and adult life requires sound preparation in the secondary school, adequate support at the point of school leaving, and secure opportunities and services, if needed, in adult situations.

what are the several intervention procedures for eating

antecedent strategies, (b) reinforcement, and (c) multicomponent treatment packages. -pg 367

define activity limitations

are difficulties that result when impairments interfere with the ability of the individual to perform a task or action

what are informal assessments

are nonstandardized assessments that are more subjective in nature and can focus on the individual in a variety of settings (e.g., classroom, employment, community)

the integrated therapy model has shown what

as been shown to be effective for student learning, (b) may facilitate better skill generalization, and (c) is preferred by teachers and related services staff

Describe general strategies that can be used to identify what to teach across multiple self-care skill areas.

asic self-care skills, which include toileting, eating, dressing, and grooming skills, are areas where most students with severe disabilities will require some instruction. Selection of self-care skills is based on an inventory of the student's daily environments (i.e., ecological inventory) to identify the most important routines and skills for the student to master and the most ideal schedule and settings for instruction. IEP teams will rely heavily on family members and information from related support providers as they work to identify needed skills and write appropriate goals and objectives for the students' IEPs. To determine whether targeted self-care skills are appropriate for instruction, teams should ensure that skills are (a) functional for a student; (b) valued by all team members; (c) suited to the instructional setting; (d) appropriate for the student's chronological age, peer standards, and culture; and (e) possible to acquire within 1 year.

when does a transition plan begin for an IEP student

at 16 years old

what does baseline data do

baseline data assist the teacher in identifying the specific steps of the task analysis that the student performs independently, as well as steps in which the student needs instruction; and thus it is necessary to write relevant goals and objectives. Baseline data also enable the teacher to identify the steps of the task analysis that may be appropriate for partial participation. baseline data help the teacher to identify the student's stage of learning for each task and consider whether the student demonstrates an acquisition deficit or a performance deficit

define food refusal

behavior of declining to eat a sufficient amount of food

what are two reasons for incontinence

bladder capacity that was too small for a child's age and dysfunctional voiding

what are the 3 perspectives of the ICF approach

body structure and function -person as an individual and the relationship between personal and environmental factors that contribute to the health condition

what is remediation useful for

building upon exsisting skills or intervening to improve upon an exsisting impairment

what is supported employment

competitive integrated employment, including customized employment, or employment in an integrated work setting in which individuals are working on a short-term basis toward competitive integrated employment, that is individualized and customized consistent with the strengths, abilities, interests, and informed choice of the individuals involved, for individuals with the most significant disabilities— for whom competitive integrated employment has not historically occurred; or for whom competitive integrated employment has been interrupted or intermittent as a result of a significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services and extended services after the transition described in paragraph (13)(C), in order to perform the work involved. (39) [The term] supported employment services' means ongoing support services, including customized employment, needed to support and maintain an individual with a most significant disability in supported employment, that are provided singly or in combination and are organized and made available in such a way as to assist an eligible individual to achieve competitive integrated employment; are based on a determination of the needs of an eligible individual, as specified in an individualized plan for employment; and are provided by the designated State unit for a period of not more than 24 months, except that period may be extended, if necessary, in order to achieve the employment outcome identified in the individualized plan for employment.

what is point of view

creating videos that demonstrate the task from the learner's perspective

what are postural tones

describes an increased activity level in the muscles used to stand upright and move our limbs against

what is the five level classification system

describes the gross motor function of children and youth with cerebral palsy according to the ability of the child to perform functional activities while reflecting the impact of personal and environmental factors

what does an ecological inventory help do

determines what skills, modifications or adaptations the student needs to improve participation

what is a task analytic assessment

development of the task analysis -individually designed to suit the student

what are tolieting skills and acccessories

diapers or underpants -communication and visual cues -traditional toliet-training methods-> begins with taking a child to toliet regularly

what does effective vocab instruction depend on

direct instruction and context to teach word meanings, (b) incorporation of multiple forms of media during teaching activities, (c) utilization of methods to enhance the association between new words and words that are already in a student's vocabulary, (d) opportunities to practice words to automaticity and to use them in multiple contexts, and (e) incorporation of active student response

what information can transition assessments provide

e.g., self-determination, vocational, independent living, academic), so that students' profile of skills needed to meet postschool goals can be identified for employment, education, and independent living

what is a SBI

easier environment to control -transportation is easy -incorporates strategies to make sure SBI is designed to incorporate generalization -help build real life job stamina

what is the cycle with increased muscle tone and posture and movement

effort-> increased postural tone-> reduced movement potential-> increased effort-> reduced functional ability

what is the Workforce Innovation and Opportunity Act

emphasized the importance of competitive integrated employment for all individuals. pg 556

what are some post secondary goals

employment, adult living environments, or academic settings.

what are the psychosocial factors of the ICF approach

executive function, socioeconomic status, and health care access

what do physical management routines allow

for adults to use procedures, equipment, or alternative strategies to either remediate or compensate for the absence or loss of function

whats the important first step when a student needs to be moved

gaining the students attention is first important step

What is spasticity?

generally used in conjunction with hypertonia to describe stiff muscles that are strongly contracted; identifies damage in the pyramidal tract of the brain responsible for voluntary movement

what are the GMFCS levels are useful in

generating an overall prognosis for students with cerebral palsy and in the development of appropriate IEP goals

Describe options for students related to postsecondary education.

here are three options for students with severe disabilities related to postsecondary education. The first is Transition to Postsecondary Education Program for Students with Intellectual Disability (TPSID). TPSIDs are inclusive programs housed at 2- and 4-year colleges and universities, and typically include nondegree granting certification programs for students with intellectual and developmental disabilities. The second option is the 18- to 21-year-old community transition program, which is typically a community-based transition program that provides students opportunities to gain employment and independent living skills. These programs are often developed by the local education agency and may include collaboration with adult service providers (e.g., vocational rehabilitation) and/or colleges/universities. The third option is the vocational-technical program. Vocational education should begin for students with severe disabilities in high school and should include vocational assessment to effectively identify the skills students need to attain postschool employment (Levinson & Palmer, 2005). Vocational-technical programs are offered at the secondary and postsecondary levels.

what do indirect services include

include consultation with school and community-based teams, development of accommodations and modifications, obtaining necessary adaptive equipment, and improving student self-advocacy.

what are the key environmental factors of ICF approach

include physical, social and attitudinal environments in which people live and conduct their lives

what are the intervention components

include self-determination and self-advocacy instruction, work-based experiences (including paid employment supports), student-led IEP development, family support/participation, health and social linkages, and public benefits management.

what does compensation include

includes altering the routine to allow for greater participation

what does reading comprehension include

includes both reading and listening comprehension from the beginning of instruction -teaches comprehension from the beginning of instruction

what is the transition bridges model

includes three bridges to postschool empolyment for students with disabilities 1st bridge: no special services 2nd bridge: time-limited services 3rd bridge: ongoing services

transition model by Halpern

includes three interrelated pillars that represented community adjustment -1st: employment 2nd:residential environment 3rd:social and interpersonal networks pg 529

what steps are involved with the transition planning process

including (a) using transition assessment to identify student's strengths, needs, preferences, and present levels of performance; (b) developing postschool goals and related annual IEP goals that reflect information obtained through transition assessment; and (c) identifying related transition services to help students attain postschool

what is the third bridge of ongoing services

involved services that would be ongoing for individuals with disabilities who would continue to need supported employment throughout their life

what is the first bridge no special services

involved students moving from school to postschool employment without any services

what is the third strategy for physical management

involves modification of the environment or personal factors in an effort to prevent further impairment or harm

what is the second bridge time-limited services

involves services that were temporary with the intent that individuals would become independently employed and services would end

what is the intended result of any education program

involves the ability to participate, produce functional outcomes in communication, mobility, socialization, work and learning

what is PCP

involves understanding and supporting an individual with a disability so that the individual can become an actively engaged and contributing member in the community

what is an ecological inventory

is a flexible tool that teams can complete for any school activity or routine

what is ICF

is a framework used across many disciplines to describe an individuals functional status related to a health condition -focuses on what a person is able to do rather than what a person is unable to do

what is general case programming

is a generalization strategy that educators can use to teach students to transfer sight-word learning across settings

what is stimulus fading

is a procedure in which the stimulus prompts are gradually reduced in size and intensity

what is partial participation

is a step toward achieving independence, whereby adjustments in personal and environmental factors may allow a student with severe disabilities the opportunity to engage in a level of participation in the classroom

define stimulus shaping

is another instructional method used successfully to teach sight words to students w moderate or severe disabilities -target words unchanged, but number and type of distractor words inrrease

what is the gross motor function classification system

is based on the students usual, or most common, ability and not on his/her peak or optimal performance, thereby capturing what is described as a current level of function

what is a critical feature of effective literacy instruction

is designing instruction that teaches skills within meaningful contexts to support both acquisition of skills and generalization of skills. -Such multifaceted instruction builds connections between skills students learn and their application to interesting, authentic literacy tasks.

what is curriculum overlapping

is that students will need instruction on skills in other domains within the general education curriculum or skills selected from an ecological curriculum that are unique to the student's specific needs

define fluency

is the ability to read words accurately and at an acceptable speed, using appropriate intonation and text phrasing

What is phonological awareness?

is the ability to recognize and manipulate the sounds in words (e.g., the ability to hear rhymes and segment syllables, and hear and manipulate individual sounds within words [phonemic awareness])

what is participation

is the connection to function

what is comprehensive literacy instruction

it is important to think flexibly and comprehensively when designing literacy instruction for this group of students. Organizing instruction around the core components of literacy is an effective way to design instruction. These components include oral language and communication (expressive and receptive communication), word recognition (print or symbols), fluency, vocabulary and comprehension, and writing (communicating a message using print or other type of symbols)

define transdisciplinary services

mean that decision-making and teaching roles are shared across a variety of relevant team members, instead of having just one team member (e.g., speech therapist) take on these roles.

what is the circles model

model of interagency collaboration involves three levels, including a community team, a school team, and an IEP team. The community team includes administrators and supervisors of community agencies able to provide transition services and school district level staff. The purpose of the community team is to address issues of access to services within the community. Community teams meet two to four times per year to work on issues at the policy level, identify gaps and overlaps in services, and make changes to policy and practice to better serve citizens with disabilities. pg 560

what do non-ambulatory students need

must be placed in various positions that are functional, age appropriate and fit the classroom activity

Describe two models of interagency collaboration that are important for students with severe disabilities.

n the Maryland Seamless Transition Collaborative model, student services flow chart starts in 10th grade (or 3 years prior to exit) and continues for 2 years beyond exiting high school. Before interventions begin, students participate in an adapted discovery process to identify student strengths, needs, and preferences that are documented in a positive personal profile. Intervention components include self-determination and self-advocacy instruction, work-based experiences (including paid employment supports), student-led IEP development, family support/participation, health and social linkages, and public benefits management. CIRCLES (Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students) model of interagency collaboration involves three levels, including a community team, a school team, and an IEP team. The community team includes administrators and supervisors of community agencies able to provide transition services and school district level staff. The school team is comprised of direct service providers (e.g., case managers, counselors, and care coordinators) from each agency represented on the community team and includes professionals whom special educators might typically invite to IEP meetings. The IEP team takes decisions from the school level team and writes the transition component based on the services agreed upon by the school team.

types of toileting and methods

page 354

what is diplegia

paralysis of both upper and lower extremities as a result of cerebral hemisphere injuries

define monoplegia

paralysis of one limb

Define hemiplegia

paralysis of one side of the body

define paraplegia

paralyzed below the waist

prompts that are effective with dressing and grooming skills -batu -parrot -probst

pg 378

stats of employment for those with disabilities

pg 528

Students whose first language is not English

pg476

what does the Every Student Succeeds Act and IDEA emphasize

placed increased emphasis on the participation of students with severe disabilities in the general education curriculum, specifically in reading, math, and science

what are the goals for positioning

promote good postural alignment -provide access to educational environments and tasks -accommodate fixed deformities -protect skin integrity

what is the maryland seamless transition collaborative model

provides "seamless connections to work support and postsecondary education well in advance of secondary school exit" (p. 5). The MSTC student services flow chart starts in 10th grade (or 3 years prior to exit) and continues for 2 years beyond exiting high school.

important consideration when recommending and ordering equipment

purpose of equipment related to function 2) ease of use of equipment 3) durability of equipment 4) adjustability of equipment for growth or changing condition 5) environments in which equipment will be used

what is fluency

reading words accurately, at an acceptable speed, and with appropriate phrasing and intonation

what is multilevel curriculum and instruction

receiving instruction in the same curriculum domain but on different skills

define food selectivity

refers to eating a very narrow range of foods often only a few foods

What are touch points?

refined this strategy into a commercial curriculum called TouchMath that teaches addition, subtraction, multiplication, and division using touch points. In this approach, dots representing the value of each number from 1 to 9 are embedded within the numeral

what are the reinforcement procedures

reinforcement of new choices

what is athetosis

represented by involuntary movements of trunk and extremities; most noticeable as slow, writhing movements that cannot be controlled

what are the intensive methods

require access to fluids creating more frequent bladder tension, dry-pants checks, increased training time per day, long periods in the bathroom and may include accident interruption, moisture-signaling devices, and request training

what does teaching the skill of tolieting require

requires a functional bladder (normal capacity, intact urethral sphincter, and mature nervous system), an awareness of internal stimuli (e.g., bladder fullness, bowel tension), and a lengthy sequence of related skills (e.g., pulling up pants, flushing toilet) that must be learned in part or in its entirety for the skills to be useful

what strategies are effective in teaching counting and numeral skills

response prompting and fading procedures, chaining, differential reinforcement, and systematic error correction pg476

what does phonological awareness or phonics require

short-term memory and skills in manipulating sounds

five stages of getting students involved with IEP provess

stage 1, developing background knowledge; stage 2, planning; stage 3, drafting; stage 4, meeting; and stage 5, implementation pg 537

what are stimulus prompts

stimulus prompts are another effective method for teaching sight words. Changes are made to the words themselves (i.e., the stimuli) that facilitate the student's learning. For example, a set of words may be color coded (e.g., school is written in blue, walk is written in green) or a word may be placed within a picture that represents the word (or the picture placed within a word).

what is toileting independence

students attains generalized self-sufficiency

what is video modeling

students watch brief videos of themselves or others performing a target skill

what is the functional approach

the IEP team would use an ecological curriculum framework to identify priority routines and activities for the student and the academic skills necessary for them to successfully complete them pg 456

what is systematic schedule training

the addition of one or more procedues associated with intensive methods and regular toileting

what is video modeling

the learner watches a brief video illustrating targeted toileting skills just prior to the learner going to the bathroom

define sight word instruction

the method most often used to teach literacy skills to students with moderate or severe disabilities in the past, involves directly teaching the association between the word (or symbol) and the item or idea that it represents.

why are general education teachers involved as core members for self care assessments

their classroom activities and teaching schedule provide the context for assessment and teaching, and (b) classmates may be included as informal or formal models for engaging in self-care routines.

what services do students with motor disabilities benefit from

therapy services under IDEA as they are designed to mitigate specific impairments and develop skill and abilities to assist the students to benefit from their education through active participation

what does appropriate positioning allow

to better engage in academic, functional and communicative tasks

what is the goal of reading instruction

to create meaning from text

Identify four ways to support families in the transition planning process.

to support families in the transition planning process, teachers should engage families in the collaboration process by talking to them about transition and postschool employment and providing opportunities for them to be involved in their child's skill development to help them attain postschool goals. Additionally, teachers should provide multiple opportunities for involvement (e.g., flexible meeting times and locations) and connect families with support networks (e.g., advocacy groups). Finally, teachers should be prepared with strategies for working with and involving families, including families from culturally and linguistically diverse backgrounds.

what are the traditional methods for toileting

toileting students at the time they are likely to experience bowel or bladder tension

T/F: Research suggests that many students with severe disabilities are able to learn complex math skills when provided with systematic instruction and support

true

T/F: Students should have systematic instruction in handwriting and functional opportunities to practice writing within meaningful activities throughout the day

true

T/F: The small body of research on fluency among students with moderate or severe disabilities suggests an important reciprocal relationship between fluency and comprehension

true

T/F: team members can also use the GMFCS as a prognostic tool to determine the gross motor ability a child will likely have as he or she ages

true

T/F: teams should select skills that are suited to the teaching setting so that there will be adequate opportunities for instruction.

true

T/F: •Balancing the general education curriculum and the ecological curriculum presents a challenge

true

T/F:The ICF framework allows us to organize the consideration of physical management routines for students with motor disabilities.

true

what are formal assessments

typically standardized instruments that have been evaluated for reliability and validity to support the effectiveness of the instrument (NTACT, 2016). Formal assessments can be used to learn about a wide variety of skills in a number of areas (e.g., vocational, academic, social;

school districts are responsible for ensuring that school bus drivers

understand (1) the special needs of individual students with motor disabilities who ride on school buses, and (2) possible strategies and assistance that may be available, including use of aides and equipment on and off the bus

what are the promising strategies for teaching with typical instructional routines

universal design cooperative learning curriculum accommodations and modifications peer-mediated instruction -student-directed learning -embedded instruction

types of post secondary options

universities community transition programs for 18-20 years old vocational tech programs

What is the IDEA act

was the first school-related federal mandate to formally recognize transition services for students with disabilities. Specifically, the law mandated that individualized education programs (IEPs) include a transition component for students with disabilities to begin no later than age 16.

what is a hearing impairment

• Deaf:These students use vision as the primary sensory mode for learning and communication. • Hard of Hearing: These children use their hearing to understand speech with the help of a hearing aid.

what is phonological awareness

•Ability to recognize and manipulate sounds in words •Phonics is the association between the sounds in a language and the letter(s) that represent the sound

what are the importance of teaching academics

•Academic skills are a significant predictor of post-school outcomes achieved by students with disabilities in the following areas: -Citizenship -Employment -Community living

how to prepare for postsecondary education

•Competitive Integrated Employment -Performed on a full or part-time basis for which compensation is at a rate that is not less than that outlined in the Fair Labor Standards Act •Supported Employment -Individual placement model with a job coach •Customized Employment -Competitive integrated employment based on an individualized determination of the strengths, needs, and interests of the individual with a significant disability -Designed to meet the specific abilities of the individual and the business needs of the employer

how to teach emergent literacy skills

•Create a literacy/oral language rich environment. -Includes text, pictures, and graphics meaningful to the students. -Provide meaningful and sustained interactions with peers while engaging in authentic literacy tasks. •Engage in shared reading using different types of books. -Provides access to quality literature and content knowledge and opportunities to learn early literacy skills. -Use wordless books to develop ▪Knowledge of concepts about print ▪Vocabulary and expressive language skills ▪Listening comprehension ▪Content knowledge Writing skills

what are the critical components of reading instruction

•Critical components of reading instruction (N R P) -Phonemic awareness -Phonics -Vocabulary -Reading comprehension -Fluency -Oral language (added in some states)

what does emergent literacy skills involve

•Includes reading and writing skills that will develop into conventional literacy.

what are the components of the transition process

•Indicator 13 Requirements -Improving graduation rates -Decreasing dropout rates -Improving transition services -Improving outcomes •Age-Appropriate Transition Assessment -Formal and informal assessment •Person-Centered Planning -Understanding and supporting an individual to become actively engaged and contributing member in the community

what are the instructional methods for word recognition: sight words

•Instructional Methods -Direct Instruction: Response Prompting & Fading -Embedded Instruction -Stimulus Prompts ▪Stimulus shaping and fading

what are the three instructional approaches for teaching spellling

•Linguistic approach -Teaching the phonological and morphological components of language •Remedial approach -e.g., Fernald technique, Gillingham-Stillman method, Horn method, phonovisual method •Approaches using modification of the other methods -e.g., modeling, constant time delay, teaching spelling rules, distributed practice/interspersion of unknown words, copy-cover-compare

what are the transition models

•Madeleine Will: Transition Bridges Model ▪No special services ▪Time-limited services ▪Ongoing services -Transition includes high school, graduation, post-secondary education or adult services, and initial years of employment •Halpern: Revised Transition Model ▪Employment ▪Residential employment ▪Social and interpersonal networks -Expanded "Bridges" model by suggesting that transition included post-school employment, quality of life, and community adjustment

what are some interagency collaboration

•Models of Interagency Collaboration -Maryland Seamless Transition Collaborative -Circles •Vocational Rehabilitation Services •Developmental Disabilities Services •Social Security Administration -Plan for Achieving Self Support (P A S S) -Impairment-Related Work Expenses (I R W E) -Student Earned Income Exclusion (S E I E) •One-Stop Career Centers

what math instruction skills are there

•Money and Consumer Skills -Counting money -Purchasing skills •Consumer and Money Management skills -Time and Time Management -Telling Time -Developing and Following a Schedule

how to teach students whose first language is not english

•More students with severe disabilities, whose first language is not English, are enrolling in schools. •Second language acquisition for student with moderate or severe disabilities has not been thoroughly studied •Create literacy instruction based on a thorough evaluation conducted by a bilingual specialist.

what are the strategies to promote family involvement

•Prepare elementary teachers to talk with families in areas of transition and employment •Provide parent training opportunities •Keep parents informed •Avoid the use of jargon •Be considerate and sensitive to cultural diversity •Build a relationship with parents •Establish a network of support for parents •Encourage parents to get involved

how to help with identifying what to teach regarding mealtime and eating

•Prerequisites for instruction in eating independently -Active gag reflex -Skills of sucking, maintaining closed lips, swallowing, biting and chewing -Proper positioning •Family interview •Sequence for teaching mealtime skills -Taught in a general developmental sequence -Targets should be realistic in relationship to the current performance of students -Immediately or subsequently relevant

What are the strategies for dressing and grooming

•Prompts that are Effective -Simultaneous prompting -Most to least prompting -Least prompting •Chaining -forward chaining and total task chaining are often used to teach dressing and grooming skills •Dressing and Grooming Materials Use real materials as much as possible

how to identify tolieting skills to teach

•Record of elimination -A grid of days by time intervals (15- or 30-minute intervals) should be kept •Check student -at the end of each interval and record dryness, urination or bowel movement •Collect baseline data -a minimum of 2 weeks and possible 30 days if necessary •Dry-pants check -done in private unless the child is very young or the setting is isolated

what does handwriting require

•Requires fine motor skills, visual acuity, spatial and sequential ordering, and visual and kinesthetic memory

how to expand phonological awareness

•Research shows more students with a severe disabilities are capable of learning and applying decoding skills -Use systematic and explicit instruction -Involve active participation -Begin early in a student's schooling -Use formats that promote dynamic student involvement -Be sustained

what are the safety considerations to consider for teaching employment skills

•Safety considerations -Fully inform parents/students about training components of a program, types of community-based settings offered, and expectations for behavior during C B I -Ask parents to provide students' medical information -Train students on work safety prior to C B I

how to provide instruction

•Self-instruction -Problem solving -Did-next-now -What-where -Interactive did-next-ask •Using Assistive Technology -Audio prompting •Meeting Medical and Health Needs

what is the sequence for teaching mealtime skills

•Sequence for teaching mealtime skills -Eating finger foods ▪The first sign of independence in eating -Drinking from a cup or glass ▪Learner helping hold the cup or glass and lifting to mouth as the earliest stage -Using utensil ▪Taught sequentially ▪Typical sequence is spoon, fork for spearing, knife for spreading, and knife and fork for cutting -Progress monitoring

what are the teaching employment skills: community based instruction options

•Six types of C B I -Job shadowing, internships, apprenticeships, volunteerism, mobile work crews or enclaves, and paid, competitive employment •Staffing considerations -Level and intensity of supervision required based on the type of training model used and student needs -Use of teacher assistants as job coaches, integrate therapeutic support personnel, team teaching, training paraprofessionals •Transportation considerations -Type of transportation used, when accessed, and available funding sources

what are the four types of counting

•Students with severe disabilities are able to learn complex math skills when provided with systematic instruction and support.

what is the criteria for selecting self-care skills

•Targeted self-care skills should be -functional to the student ▪skills the student needs -valued by the team ▪skills written into the I E P -suited to the teaching setting -appropriate for the student's chronological age, peer standards and culture -possible to acquire in one year

how to engage families with the transition planning

•Teachers can involve families the transition planning process -Engage families in the collaboration process -Provide multiple opportunities for involvement -Connect families with support networks -Become, as teachers, prepared to work with all families

how to teach fluency

•Teaching fluency requires providing appropriate adaptations that allow maximum access to the reading material

How to determine the instructional approach to use

•Teaching within Typical Routines and Activities -Parallel Instructional Activities -Multilevel curriculum ▪Different skills in the same domain -Curriculum Overlapping ▪Different skills and different domains •Teaching Academics in Community-Based Activities -Instruction on academic skills is embedded within community-based learning activities.

what are some special considerations for tolieting

•Toileting is one of the most difficult self-care skills to teach because it requires -A functional bladder -An awareness of internal stimuli -A lengthy sequence of related skills •Assessment is the first step •Student must meet three prerequisites -A staple pattern of elimination -A daily 1 to 2 hours of dryness A chronological age of 2 years or older

how to implement handwriting skills

•Use systematic instruction in handwriting and functional opportunities to practice writing within meaningful activities throughout the day •Before beginning instructions -Use proper positioning of the child -Have appropriate paper available

what are the steps needed for a transition plan

•Using transition assessment to identify student's strengths, needs, preferences, and present levels of performance •Developing postschool goals and related annual I E P goals based on assessment •Identifying related transition services to help students attain postschool goals

how to teach vocab instruction

•Utilize an ecological approach to select words for instruction •Research based practices used with students with moderate or severe disabilities include -Embedded instruction -Response prompts and time delay -Computer assisted instruction -Peer tutoring

what are the teaching employment skills: school based instruction options

•career technical Education -Carl Perkins Vocational and Applied Technology Education Amendment •School-based enterprises -Funding, space, organizational, and quality considerations •On-campus jobs -Paid or unpaid real jobs on school grounds •Job clubs -Helps develop job seeking skills while providing peer supports for obtaining and maintaining a job •Vocational student organizations -Focus on helping students pursue post-school training and education

what is the sight word method

•he sight word method is most often used to teach literacy skills to students with moderate or severe disabilities.

what are the stages involved with involving students of the transition process

▪Consider students' background knowledge ▪Planning for the I E P ▪Drafting the I E P ▪Meeting to develop the I E P ▪Implementing the I E P

what is comprehensive literacy instruction

▪Involves organizing instruction around the core components of literacy ▪Includes oral language and communication, fluency, vocabulary and comprehension, and writing ▪Teach skills within meaningful contexts to support acquisition and generalization of skills

define literacy

▪Obtaining meaning from printed materials, symbol systems, and other media`

who makes up the self care team

▪Teachers ▪Family Members ▪Related Service Providers ▪Paraprofessionals

what is general case programming

▪Transfer sight-word learning across settings ▪Teaching comprehension of target words from the start of instruction

what are some interventions that a OT, PT, speech or vision hearing specialist would recommend in regard to remediation, compensation and prevention?

◼ Communication tools or options ◼ Alternative movements ◼ Alternative positions ◼ Adaptive materials or assistive technology ◼ Adjust steps in a routine