Exceptional Learner Final

What should educators consider with respect to early interventions for learners with ID?

Preschools either work to prevent ID or further development of kids identified with ID. Reports support a clear link between early intervention and success later in life.

Prevent Prevent Prevent

Prevent with Good, Engaging Instruction Prevent with Proactive Behavior Management Prevent with Your Demeanor and Approach to Teaching and Learning

Strengths of People on the Autism Spectrum

Processing visual information Attention to details or selected areas of interest Sensory perception Simple memory Rule learning Routine oriented

Goals of structured teaching

Promote independence & meaning through structure. Transform curriculum/learning tasks into concrete, visual sequences that compensate for Executive Function Disorder and poor communication skills Structure is not faded or removed but is modified and adjusted

Considerations for transition to adulthood for learners with ID?

Promoting self-determination. community adjustment and employment.

Explain key ideas of UDL

UDL IS A FRAMEWORK for instruction. It does not guarantee that specially designed instruction for students with disabilities will be provided. Evidence based practices must be shaped using UDL principles

What is the defining characteristic of students with LD?

Unexpected underachievement in academic areas

What are the four pillars of RTI?

Universal screening, data-driven decision making, use of evidence based practices, progress monitoring

Individuals exhibiting characteristics of autism are assisted by:

Use visual work systems to structure their work/activities, present tasks in organized and predictable ways, and use visual supports for communication rather than only spoken language

What is transition and how does it relate to the 4 federal goals for Special Education?

We are being explicit with our children to help them develop the skills and competencies they need to be successful down the road. Economic self-sufficiency, independent living

Opportunities to Respond (OTR)

an effective EBB for students with EBD- keeps students actively engaged by embedding into class time a number of opportunities to respond. Students can demonstrate their knowledge orally or using response cards/clickers.

RTI versus PBIS

both tiered, increasing levels of support as you move up the tiers. If you are in tier 2 you are still receiving tier one help. TRI=academic, PBIS=behavioral

Strategies to counteract student's with autism's problems with executive functioning

build on visual skills, focus attention, need for routine, need for organization.

Supports for teaching literacy to students with ASD

building visual boundaries that define each area in the classroom helps students understand the rules and routines, schedules, & activities. Highly structured learning environments and materials needed

How SW-PBIS provides support

by creating a clear understanding of expected student behavior so that all students and all school personnel know what is expected. It is very important that SW-PBIS expectations are agreed upon by all school personnel

Definition of intellectual disabilities

category of IDEA that used to be known as Mental Retardation is now known as Intellectual disability. Is an intellectual disability is "a disability characterized by significant limitations in both intellectual functioning AND in adaptive behavior, which covers many everyday social and practical skills." This disability originates before age 18.

Why is there a critical need for solid practices in teaching students with ASD:

many students with ASD become frustrated with academic and social tasks. This is b/c they may have trouble communicating. These students often need accommodations and likely modifications to the general education curriculum in order to be successful with academic, social, and behavioral performance

School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) definition

is a broad range of individual and system-wide strategies that are intended to prevent problem behavior before it gets out of hand. And to help achieve school and learning outcomes that help prepare students for success. SW-PBIS is a proactive positive approach to precorrecting unwanted student behavior o Therefore SW-PBIS is a proactive and preventative method for dealing with problem behavior in schools. o SW-PBIS is based in the knowledge that social behavior is a set of skills that can be learned and taught just like reading or math.

Key element of SW-PBIS

is to acknowledge appropriate behavior in order to increase the future use of appropriate behavior, increase positive interactions between teachers and students, and encourage self-monitoring o In addition to acknowledgement, pre-correction procedures are preemptive actions taken by the teacher when they anticipate a problem behavior might occur (referred to as precorrects) o Teachers and school staff who use the active supervision strategy scan the room, use proximity to manage behavior, and interact frequently with students of a positive basis

Maximize Structure and Predictability

kids with disabilities respond really favorably to this. this is how their minds work. High Classroom Structure (i.e. amount of teacher-directed activity) Physical Arrangement of the Classroom to Minimize Disruptions & Crowding

Down syndrome

linked to relatively low expressive language, relatively high visual-spacial skills.

Williams syndrome

linked to relatively low visual spacial skills, relatively high expressive language skills.

Prevalence of EBD

researches estimate 12% of school age youth exhibit mild manifestations of EBD. However, only 1% of students are identified with emotional disturbance and receive special education services under IDEA o More boys than girls identified with EBD

Tier 3 of SW-PBIS:

tertiary, interventions are intensive, comprehensive, and individualized supports for those few students who have the most challenging and chronic behavioral issues. Interventions provide teacher and student support through team based problem solving procedures and those implementing tier 3 also utilize functional behavioral assessments to gather data and design interventions

SW-PBIS is a tiered model for behavioral support meaning...

the intensity of support increasing at each level as the number of students who need those intensive supports decrease

when should a child be screened for hearing loss?

, the Center for Disease Control and Prevention recommends every newborn child be screened for hearing loss as soon as possible. Usually this takes place before the child leaves the hospital.

Prevalence of IDs:

1% of students in school are identified Overrepresentation of some minority groups (African American) 56% males (aged 6-17) 511,041 students with ID, ages 6 to 21, received special education services

Transition planning, as established by IDEA, should legally begin at what age?

14

Implementation date/definition of the Education for All Handicapped Children Act

1977- students with most significant disabilities guaranteed a public education

: symptoms of autism must be present in early childhood, usually before age_____

3

% of people diagnosed with ID that are male

56% of those diagnosed with an intellectual disability are males

Causes of autism

: created quite a controversy but research to date has not identified one solid cause of autism. Some genetic factors- research has linked gene mutations to the disability o Environmental factors before and during birth including: parental age, maternal illness during pregnancy, absence of pre-natal care, and diabetes o Autism in not linked to vaccines

Systemic instruction for teaching students with ID

Instruction is using instructional prompts, consequences for performance, and strategies for the transfer of stimulus control. o Instructional prompts can be verbal, gestural, or physical. Prompts can also be demonstrated through modeling. A verbal prompt can be as simple as "Brush your teeth." Or, it can be a question, such as, "Where is your toothbrush?" Gestural prompting is pointing to an item while telling a student to pick it up. A physical prompt is when a teacher or adult physically guides a student's hand or actions. Physical prompts can also be accomplished through modeling.

Deaf Culture

Deaf culture is based on the collection of experiences of Deaf people who share a common language, behavioral norms, and values. When written as a little "d", the word deaf often refers to an audiological condition. When written as a big "D" the word deaf refers to a cultural label shared by a community. o Some common values of the Deaf culture include a positive attitude about the condition, the use of sign language as the primary form of communication, and a collectivist group of people who feel strongly against discrimination. o Many members of the Deaf community do not consider deafness a disability, and dislike with the term "hearing impaired." They often are against forms of technology like cochlear implants, which can be implanted to increase hearing. Because they do not feel deafness is a disability, many do not want themselves or their children to undergo medical procedures for these purposes

Defining and teaching expectations

Define subject specific expectations. Should be observable, measurable, objective, positively stated, understandable, and consistently enforced. Next, teach the expectations. Model procedures, provide guided practice, provide differentiated instruction while teaching expectations, assess student performance.

Why are many professionals now using the term intellectual disabilities?

In the past, called mentally retarded. Change is primarily due to the fact that retard has become a slur.

What is assistive technology? How can it be used to support students with disabilities?

It can be anything that helps a student accomplish a task and has some level of technology, high or low. The sky is the limit- word readers, dictate an essay, wheelchairs, tools to help speech (eye-brow thesis).

Criticisms of the IQ-achievment discrepancy model

It is a wait to fail model, Reliant of input from a minims number of professionals working with the child, reliant on assessments that can be culturally or otherwise biased.

prevalence of vision impairment

It is estimated that the prevalence is 0.05%. However, this may be an underestimate because students with intellectual disabilities or multiple disabilities may also have vision impairments.

What phrase appears in each IDEA disability category's definition?

Impacts educational performance

Social characteristics of students with autism

: the core or defining characteristic of autism is that children have problems with social interactions. For a variety of reasons these children may be perceived as odd by their peers and have trouble making friends o Another social characteristic: will likely respond directly when they are asked a question but have trouble in other social situations o Have trouble taking turns and cooperating o May not know how to start, and maintain a conversation o Children with autism may not use non-verbal gestures appropriate to communicate. Ex: lack of or limited eye-contact with the person they're speaking to. May also do other things that inhibit conversation: stand too close, speak too soft or too loud o Students with autism may not be able to understand or interpret facial expressions and may not respond appropriately to the emotions of their peers (lack empathy)

What is Structured Teaching?-TEACCH Autism Program

A specific antecedent based approach designed specifically for students with autism. This approach utilizes the core strengths of the student with autism to facilitate learning. This approach was born out of the T.E.A.C.C.H. philosophy. . It promotes the "Culture of Autism" as a way of thinking about the characteristic patterns of thinking and behavior of these individuals.

How do professionals define intellectual disabilities?

AAIDD defines it as "a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Originates before 18". 2 principles: ID involves problems in adaptive behavior, no just intellectual functioning, AND persons with ID can improve.

What is the prevalence of ID?

Based on IQ tests: 2.27% of the population are ID, but only about 1% of the school-age population is identified as ID. Reason: schools use low adaptive behavior and IQ as criteria AND some prefer to label students as LD because it seems to be less of a stigma.

Definition of ASD

According to IDEA autism means a developmental disability significantly affecting verbal and nonverbal communication and social interactions o ASD is generally evident before age 3 and adversely affects the child's educational performance o Other characteristics: engagement in repetitive activities and stereotyped movements. Also these students are resistant to environmental changes, and changes in daily routines May also have an unusual response to sensory experiences and become upset or nervous when noises are too loud

Definition of Intellectual Disabilities:

An Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.

Co-teaching definition

An instructional delivery process where the general and special education teachers work together in the least restrictive environment and have responsibility for planning, delivering, and evaluating instruction for all students.

Challenges of people on the autism spectrum

Auditory processing (especially language) Understanding how details fit together, the Big Picture Combining ideas/making inferences Organizing ideas, materials, activities Attention (distractible/shifting attention) Communication (especially social and non-verbal) Concepts of time Attachment to routines and interests Strong sensory preferences and dislikes

Asperger's Syndrome (high-functioning) characteristics

Average, or above-average intelligence, Kanner-type also usually have a ID with a lower IQ. Asperger's-have intact speech and communication skills versus Kanner- unable most of the time to speak, don't have language skills, poor communication.

Team teaching

Both teachers are in the front of the classroom. debates, modeling, compare and contrast, role playing.This practice is useful for teachers to play off one another, ensure all major topics are presented, and give different perspectives and examples to help resolve misunderstandings

How do professionals assess the progress of students with ID?

CBM to monitor academic progress. interviews, observations, and self-reports to measure adaptive behavior. standardized questionnaires to access quality of life. Mods in scheduling, presentation format, response format, and alternate assessments.

Benefits of co-teaching

Co-teaching combines the skills and talents of each partner to improve the learning experience for all students, General education teachers are often content specialists, and special educators are often experts in instructional strategies and improving access. By working together, they use respective strengths to improve teaching and assessment for students in their classroom. Having two teachers in a classroom can also help with classroom management, especially when reducing the size of instructional groups.

• A key to teaching students with intellectual disabilities

Collaboration: Partnering with special education teachers, school psychologists, speech and language pathologists, and others can help with learning how to use an IEP and meeting instructional goals, including how to determine accommodations and modify assignments, instructions, and other materials.

What educational considerations apply to many students with low-incidence, multiple, and severe disabilities?

Communication, behavior management, early intervention, and transition to adulthood are concerns for these learners.

Pitfall of co-teaching

Conflicts can arise from differences, such as teaching styles, classroom management, or communication. Teachers should sit and plan common planning times, an agenda for meetings, set rules, stay on task, and remain focused on students.

Guidelines for rules

Consistant with schoolwide expectations, be observable, measurable, positively stated, understandable, and always applicable (OMPUA). Ex: "Sit in your seat unless you have permission to leave it." YES, follows OMPUA. "Respect others" and "don't run" do not.

What is not one of the four components of IDEA?

Curriculum and Instruction

Academic characteristics of students with autism

Delayed acalalia- repeating catchy phrases from pop culture into conversation- is not considered to be meaningful conversation o Problems with organization and planning: this means they can become upset or frustrated if they cannot find something or if their schedule changes o Many students with autism are visual learners. This means, in an academic setting, they prefer to have pictures to assist them with instruction or may need to see a task being carried out to copy it This is called modeling: students with autism, especially classic autism, need to have directions physically and visually modeled. To do this a teacher or peer will perform a task to show the student with autism what to do o Prefer to learn by hands-on experience (haptic modality) o Also very literal learners, meaning they need to follow directions one step at a time. Figurative language or idioms can be very confusing

6 principles guiding PBIS

Develop a continuum of scientifically based behavior and academic interventions and supports, Use data to make decisions and solve problems, Arrange the environment to prevent the development and occurrence of problem behavior, Teach and encourage prosocial skills and behaviors, Implement evidence-based behavioral practices with fidelity and accountability, Screen universally and monitor student performance & progress continuously

Possible Characteristics of Students with Intellectual Disabilities

Difficulties learning (Intellectual Functioning) Deficits in social-personal skills (Self regulation) Deficits in adaptive behavior skills (Conceptual, Social, and Practical) Attention difficulties (Working memory, metacognition) Memory deficits Difficulty transferring and generalizing skills Speech and Language delays Gullibility

Ideas for Student involvement

Discuss why classroom rules are important, have students make rules, check rules for OMPUA, clarify each rule in class, gain student commitment to rules by signing off, put them in a prominent place, role play rules. Give positive, specific feedback when rules are followed.

parallel teaching

Each takes half of the class, in the same or a different room, and teaches the same thing. Makes sense when reducing the size of the group is advantageous for learning purposes. Good strategy for science labs, or other hands-on activities where there are a lot of "moving parts"

Prevalence of hearing loss

Each year more than 12,000 babies in the United States are born with some form of hearing loss. Additionally, profound deafness occurs in nearly 6 per 10,000 children. The U.S. Department of education reports that nearly 80,000 students receive special education services under the category of "hearing impairment" while nearly 200,000 others receive audiology and speech and language services.

NOT a goal category in most transition plans

Educational

what is not a required component of an IEP?

Educational history

Although IDEA established a legal age, many professionals believe that transition planning should acutally begin in:

Elementary School

Benefit of students with ID attending college

Enhanced employability in chosen career or opportunities for developing increased social and life skills, key element in embracing diversity

What is executive function?

Executive function is the way we monitor and control our thoughts, actions, emotions and behaviors. It is the ability to plan, anticipate, organize, predict, and inhibit

Annual IEP goals must include short term objectives

False

OHI is considered a high incidence disability

False

OHI is considered a high incidence disability category- true or false?

False

Transition plans are completed the same way nationwide

False

Transition plans are the same nationwide- true or false?

False

signs to look for in a child who may have a hearing impairment

First, the child may not respond to sounds or his or her name. o Second, when asked to do things, the child may not follow directions, continually ask someone to repeat themselves, or stand closer to the person talking. o Third, in young children, delayed speech development or unclear speech patterns may be an indication of deafness or hearing loss

opportunities to respond

Frequent engagement opportunities that invites every student to participate. Choral response is a good opportunity to respond (hand gestures, technology like clickers, white boards)

Post, Teach, Review, Monitor, & Reinforce Expectations

Give Frequent and Consistent Feedback to Students Provide Active Supervision Positively stated Explicitly define what the rules mean subject specific: what does it look like in Your room? Include students in coming up with rules

what causes deafness and hearing loss?

Hearing loss and deafness can be either congenital or acquired. o Congenital means the hearing loss or deafness was present at birth. This may be a result of family history, infections during pregnancy, or complications during pregnancy. o Acquired deafness or hearing loss occurred AFTER birth due to an illness (like an ear infection, mumps, measles, or chicken pox) or injury (like head trauma).

Strategies to promote desired behavior

High teacher expectations, stimulating instruction with high student engagement, clearly communicated rule and norms, established routines, positive student-teacher rapport, efficient use of class time.

What legislation is the federal law that addresses assessment in regards to special ed?

IDEA

Why would a student have an IEP instead of a 504? Key differences between the two:

IEP is for if the students disability affects his access to the regular classroom, or if the disability impacts his education impact. Measurable goals and objectives in IEP NOT in 504 plan.

What are important differences between IEP and 504s?

IEPs have measurable goals and objectives. 504 plans provide reasonable accommodations. Students with IEPs receive special education services. Students who receive SPED have a disability that impacts their educational performance. A student who needed accommodations like extended time, but their disability otherwise did not impact performance would receive a 504. Students with IEPs have legal protections.

What methods of assessment are used to identify individuals with ID?

IQ tests. Cautions: 1. IQ can change. 2. IQ tests can be culturally biased. 3. the younger the child, the less valid the results. 4. the ability to live a fulfilling life is not based on IQ. Adaptive behavior usually involves an adult answering questions related to the person's independence and daily living skills and maladaptive behavior.

The major phrase that appears in each IDEA disability category's definition:

Impacts educational performance

Steve is a student with a LD in reading, what learned challenges will you expect and plan for? What are EBP that would be appropriate?

Kids with LD struggle with self-regulation/self-managing tasks, generalizing concepts, trouble with memory (working-memory deficits) (Look at first case-study) EBP: small groups, graphic organizers and other advanced organizers, explicit instruction, learning strategy instruction (mnemonics). Accommodations: extended time, small-group instruction, use of visualization, use of assistive technologies

What is the definition of low-incidence, multiple, and severe disabilities, and what is the prevalence?

Low-incidence, multiple, and severe disabilities are those that occur relatively infrequently and require extensive support in more than one major life activity, such as mobility, communication, and self-sufficiency. Probably 1% or fewer of all learners have such low-incidence, multiple, or severe disabilities.

What are some of the psychological and behavioral characteristics of learners with intellectual disabilities?

Major problem areas are attention, memory (esp. working memory), language, self-regulation, motivation, and social development. Also they are often gullible.

More guidelines for rules

Make rules that are easily monitored. Make few rules. Post somewhere visible.

Why is there a critical need for solid practices for students with Intellectual disabilities?

Many students with intellectual disabilities have a history of failure, and this can lead people to believe they have little control over what happens to them and that they are primarily controlled by other people and events. Therefore, the practices we use to teach these students are of paramount importance. Because most students with intellectual disabilities struggle with language comprehension in all forms, like communication, reading, and related tasks, academic tasks frequently influence behavior and cause problems.

5 (Research Based) Critical Features of Classroom Management

Maximize Structure and Predictability Post, Teach, Review, Monitor, and Reinforce Expectations Actively Engage Students in Observable Ways Use a Continuum of Strategies for Responding to Positive Behaviors Use a Continuum of Strategies for Responding to Unwanted Behaviors

ID classifications

Mild-IQ of 50-70, Moderate- IQ of 35-50, Severe- IQ of 20-35, and Profound- IQ below 20.

What causes ID?

Prenatal: chromosomal disorders, inborn errors of metabolism,developmental disorders affecting brain formation, and environmental factors (Downs, Fragile X, Prader-Willi, Williams, PKU, fetal alcohol syndrome...) Perinatal: anoxia, low birth weight, and infections Postnatal: biologically or psychologically based.

Behavior problems of students with Autism

Once these students are agitated they may become difficult to calm. For this reason, these students prefer sameness, structure, and routines o Many children with ASD perseverate on certain topics: means talking excessively about a restricted area of interest. These restricted interests can be quite long lasting, and these topics are of little interest to their peers which causes further social isolation o Especially when agitated, children with autism may engage in sensory self stimulation or flap their hands and rock back and forth or be overly focused on sensory qualities of objects; such as moving parts or colors. All of these social, communication, and behavior problems contribute to isolation. As these children mature, and become more and more aware of their differences, this leads to poor self-concept which can contribute to further isolation

One teach, one assist

One teacher instructs the whole group while the other helps individuals. Can be useful if the 2nd teacher is really conscientious about working with individual students, and their work is valued by the general education teacher. The 2nd teacher can collect data on academic or behavioral performance

Alternative teaching

One teacher works with a large group of students while the other works with a smaller group providing reteaching, preteaching, or enrichment, as needed. This is one way that students can receive the individualized instruction they need Can also provide a way for Tier 2 or Tier 3 instruction to occur within the general education classroom

One teach, one support

One teaches, the other provides substantive support. This support may be collecting papers, setting up labs, or helping with classroom management. Good strategy for checking student understanding. One teacher is in front of the room, the other can cue strategy use, clarify questions, and resolve problems The 2nd teacher can collect data on student performance or behavior

Actively Engage Students in Observable Ways

Opportunities to Respond - Guided notes Response Cards Class Wide Peer Tutoring

Key to SW-PBIS

PBIS is teaching students expectations. This introduction and instruction should be explicit and provide students with multiple opportunities to practice. And those students also need to receive feedback on their performance. o Common set of expectations: Be your best, be respectful, be responsible, o More specifically within a SW-PBIS the school rules or expectations that are taught to students should operationalize the school's statement of purpose, be five or fewer and positively stated, and focus on pro-social and replacement behaviors.

One key support for students with intellectual disabilities are paraprofessionals who...

Paraprofessionals are classroom assistants that work with the instructional, behavioral, and social needs of the child. These professionals may work in large group settings, assist the teacher, or in cases of students with more severe intellectual disabilities, they may serve as a one-to-one support working solely with one child.

Use a Continuum of Strategies for Responding to Unwanted Behaviors

Performance Feedback Planned Ignoring Error Correction Proximity

Prompting and Pre-correcting

Prompts: verbal or non verbal signals to students that provide info about coming expectation and used throughout the lesson. Review expectations through prompts and procedures before beginning, have students retell the expectations, clarify with examples and non-examples. Preview: before activities, model prompting and responses and discuss predicable problems. Prepare: have students devise ways to correct problems.

Behavior Specific Feedback

Provide feedback that is specific and tied to the expectation that is or isn't demonstrated. Say exactly what was done well or not. Feedback should be observable and measurable. "I notice that" or "I see" or "I hear" are good starters. Provide a rehearsed, non-verbal feedback signal to show you support a behavior (like thumbs up)

EBP strategy for students with EBD

Provide students with explicit statements that provide feedback and praise for meeting specified expectations. Specific praise goes beyond saying "good job," and instead sounds like "Steve, you did an excellent job showing respect during our chemistry lab by handling your materials safely"

Rationale for Classroom Exp. and Guidelines

Provides structure, helps them stay engaged with instructional tasks, gives teachers the language to remind, praise, and correct students, when consistently used, makes the classroom predictable. Define what a teacher expects from a successful student. Specific and define how to meet expectations for students. Expected behaviors can be taught after they are defined.

Functional Behavioral Assessment

Required under IDEA for students with disabilities who exhibit challenging behaviors. Used to generate hypotheses about the communicative function of the behavior.

Review expectations

Review 2-3 times a week during the first period, and continue to reinforce through the year. Enforce consistently.

Steve has an ID. Characteristics? Role of educator in terms of teaching him?

Self-determination (practice we want to stress for these kids) -all about helping the student achieve the most he or she is capable of. Video-modeling. Kids often gullible. Range of students (mild -> moderate -> severe profound). Mild: students often taught in Gen-Ed classroom. Rate of speech is slower (hard times finding words to say), need multiple exposures to material (using visuals-PECS)

Strategies for successfully working with families from other cultures/backgrounds?

Sensitive, making sure there is an interpreter, sending home communication in appropriate language, be empathic. Open, honest, regular communication

How is deaf blindness defined, and what are the sped problems it entails?

Significant impairments in both hearing and seeing, although the individual may have some residual seeing or hearing. May be caused by genetic and chromosomal syndromes, prenatal conditions, and postnatal conditions. The person who is deaf-blind has difficulty accessing information, communicating, and navigating the environment. Requires direct teaching, predictable structured routines, and emphasis on communication and mobility.

The Culture of Autism-TEACCH Autism Program

Social Relatedness, Communication, Sensory Processing, Difficulty with Change, Cognitive Learning Style

Use a Continuum of Strategies for Responding to Positive Behaviors

Specific &/or Contingent Praise - Behavioral Contracting Class Contingencies Token Economies Make it a game-use competitiveness like a good behavior game

UDL is one size fits all solution. Provide rationale for or against this idea.

Sped is supposed to provide individually or specially designed instruction that meets the needs of a student with an IEP. UDL is a good way to think about the planning of instruction so tat options for learning and performance are built from the ground up. Students with disabilities are not a homogenous group-there is not universal instruction for them. Teachers have limited time, a UDL that would fit for all would be helpful.

station teaching

Students are divided into three or more small, heterogeneous groups to go to stations or centers and rotate through. Common in elementary school or for reading groups.

Areas of literacy struggle for students with ASD

Students on the autism spectrum have difficulties with reading comprehension even though they demonstrate adequate decoding skills. They also have trouble accessing relevant background knowledge that helps them to comprehend their texts

Check-in, Check-out strategy for EBD (CICO)

Students who are selected to receive CICO receive teacher feedback throughout the day. Is an option for students who continually struggle with mild and inappropriate behaviors. o Check in with their mentors at beginning and end of day, talk about the students goals, and may receive a daily progress report o Students receive teacher feedback throughout the day that is positive and corrective. At the end of each period teachers rate the students using the daily progress report card. This provides students with frequent feedback tied to their behavior o At the end of the day the student checks-out with their mentor and during the check-out they graph the student's performance using the points from the form and determine if the student has met the goal o Student brings signed progress report back to school the following day

Social and Behavioral Characteristics of students with hearing difficulties

Students who experience deafness or hearing impairments may have difficulty in social situations because they may have trouble communicating with their peers. This causes them to be passive, follow their peers, and rarely lead. • Behaviorally, some students can become easily frustrated if their needs are not met or if they are having difficulty communicating with their teacher or peers. o Additionally, some forms of assistive technology, like hearing aids, can be embarrassing for some students, especially in later years and high school.

ASD and literacy comprehension

Students with ASD have difficulty making inferences and comprehending information that is not factual- can't take on the character's perspective of a novel. difficulty understanding the motivation of characters, predicting what characters will do based on emotional states, and a very literal understanding of the world that translates to a literal understanding of the text.

Academic Characteristics of students with hearing difficulties

Students with deafness or hearing loss may have minimal issues with academics or significant issues depending on their comorbid conditions or the severity of their hearing loss. IQ is often hard to determine because most IQ tests require a student to be able to hear or respond to directions. • We learn language by hearing it all around us, so a loss of hearing can impact expressive and receptive language. Children who are hard of hearing or deaf may also have a difficult time learning vocabulary, grammar, and other aspects of verbal communication. This has a significant impact on a child's ability to learn to read and communicate with others. o For these students, visual communication modes (like sign language, fingerspelling) and amplification can help reduce problems with language.

Psychological and Behavioral Characteristics of students with ID:

Students with intellectual disabilities are likely to struggle with attention, memory, language, self-regulation, motivation, and social development. Attention, and the ability to pay attention to specific tasks is critical for learning. This includes working memory. Almost all students with intellectual disabilities struggle with communication, especially language comprehension and production. This has a significant impact on the ability to learn to read and communicate with others. o Students with intellectual disabilities also struggle with self-regulation, which means the inability to regulate ones own behavior, which leads to problems with: social skills (both in and out of the classroom), Students can also struggle with metacognition, which is a person's awareness of what strategies are needed to perform a task, and the ability to set and carry out a plan and evaluate results. Finally, students with intellectual disabilities struggle with gullibility, which is the tendency to believe whatever you are told.

Definition of Visual Impairment

The legal definition of someone who is legally blind is "a person who has visual acuity of 20/200 or less in the better eye even with correction (such as eyeglasses or contacts) has a field of vision so narrow that its widest diameter subtends an angular distance no greater than 20 degrees." • The federal definition according to the Individuals with disabilities education act (or IDEA) is that a vision impairment Involves the necessity of learning Braille to read because vision is so impaired

Academic issues of students with vision impairments

Students with vision impairments may have minimal issues with academics or significant issues depending on other comorbid conditions. This means if a student has a visual impairment and an intellectual disability (cormormid conditions) they may experience more difficulty with academics. • Additionally, IQ is often hard to determine because most IQ tests require a student to be able to see to answer questions. • With large print text or Braille, students with vision impairments may be able to do well in academic areas. o However, many have other significant cognitive delays and need to work on basic functional skills or academic skills that are below grade level.

Social issues of students with vision impairments

Students with vision impairments may have trouble in social settings because they do not perceive many social cues, such as body language or facial expressions. They often demonstrate normal language skills o Additionally, students with vision impairments can sense things as they walk, which helps them navigate their space. However, their other sense are not heightened.

Higher Education Opportunities Act of 2008 (HEOA)

Supports the transition of students with ID into higher education. It provides not only new avenues for accessing postsecondary education, but also federal and financial support not formerly available to students in ID. HEOA provides opportunities for students with ID who are enrolled in a Comprehensive Transition and Postsecondary Program (CTP) approved by the US department of Education, including eligibility for Pell Grants and Federal Work Study Programs.

What is traumatic brain injury, and how might it affect education?

TBI is injury to the brain resulting in total or partial disability or psychosocial maladjustment that affects educational performance. May affect cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem solving, physical functions, or speech.

Transition Programs for Students with Intellectual Disabilities (TPSID)

TPSIDs are funded to serve students with intellectual disabilities by providing individual supports & services with respect to academic, social, and vocational goals

Classroom management for students with EBD

Teachers develop 3-5 positively stated behavioral expectations that are posted in the classroom. It is important to explicitly teach, review, and reinforce the desired behaviors to students. Well managed classrooms also have a great deal of teacher directed activities, and the physical arraignment of the classroom minimizes distractions.

Definitions of Deafness and Hearing Loss

The Individuals with Disabilities Education act (or IDEA) provides two separate federal definitions for deafness and hearing impairments. First, deafness is defined a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification. A person is considered deaf if they are unable to hear sounds at 70 to 90 decibels or greater. Hearing impairment, as defined by IDEA, is an impairment in hearing, whether permanent or fluctuating that adversely affects a child's educational performance. Someone with hearing loss may not be able to process sounds at 20 to 70 decibels.

The true struggle of students with dyslexia is...

The ability to process the sounds of language

The struggle of students with dyslexia is...

The ability to process the sounds of language.

Levels of IDs as described by the American Psychological Association

The first is mild intellectual disability. Students with IQ scores of 50-70 fall into this group, however you should not be misled by the term mild, as there is nothing mild about any intellectual disability. o Second, students with an IQ of approximately 35 to 50 are considered to have a moderate intellectual disability. o Students with an IQ of 20 to 35 are considered to have a severe intellectual disability. o students with an IQ lower than 20 are considered to have a profound intellectual disability

What are some educational considerations for learners with LD?

The lesser the degree of the ID, the more the teacher emphasizes academic skills. The greater, the more stress of self-help, community living, and vocational skills. Merge functional and academic standards. Systematic instruction: instructional prompts, consequences for performance, and strategies for the transfer of stimulus control. Usually in a special classroom, but more are in integrated settings.

Formally Asperger's syndrome, children with high functioning autism

These children have average to above-average IQ and intellectual capacities but display deficits in social skills and communication Something notable is they have initial deficits in language development which eventually disappear and these children mature. Additionally, these children are intelligent but may have trouble with sensory integration, and are often routine bound- meaning it is important they follow a strict schedule or it may cause them to become upset

Kanner-Type, or classic autism

These children have significant language deficits, severe social delays, and have more intensive repetitive motor movements and sensory integration difficulties

How to teach social skills to students with EBD

These social skills are first explained to students then should be modeled by the teacher or a peer. Following that intervention the student can practice the social skill in a safe controlled environment. And when students have a change to practice skills and get feedback, they're more likely to use them when situations arise in class -This is important because many students with EBD have trouble identifying and expressing emotions. - It is important to explicitly teach students how to recognize when they are feeling certain emotions and appropriate ways to express those emotions

Prevalence of Autism

a recent study for the center of disease control in March 2013 stated nearly 1 in 50 children have autism. Boys are 4x more likely to be diagnosed o Along with increasing diagnosis, there are more children served under the autism label in schools than ever before

Functional Behavior Assessments (FBA):

an evidence based procedure for assessing problem behaviors. The first part of an FBA is to identify and find the problem behavior. During this step, you determine the problem or target behavior, and clearly define it using objective and observable language. o Next you determine the function of the behavior. Behavioral function refers to the purpose of the behavior. This is done through direct observations, interviews, and rating scales. -Observing the student in class can provide valuable information about the antecedents that trigger the behavior and the consequences that maintain the behavior. -Interviews with teachers, parents, students, and other stake-holders can provide valuable information about the function of behavior. -Rating scales can also be used to identify and confirm the behavioral function.

Classroom practices for students with ASD

applied behavior analysis, graphic organizers, visual cues, and video modeling, picture exchange communication systems (PECS), social stories and social skills training, and active coaching

Many professionals begin transition planning in...

elementary school

• Transition programming for children with intellectual disabilities should begin in .....

elementary school (this is what the CAP says...but I suggest choosing the earliest option on the test haha)

Accommodations for students with EBD

example of an accommodation is setting up a quiet spot that students can use to complete work or calm down. Another accommodation is setting up a quiet spot that the student can use to complete work with minimal distractions. This quiet spot can be in the classroom where the teacher can still see them. It is important to carefully seat the student in an area where they can be successful o Important to break directions and tasks down into manageable steps (chunk assignments). o For some students the option to work alone instead of with a group or having access to an alternative assignment may be necessary

Steve has an expressive language disorder. What challenges will he experience in your class, and what accommodations and services will he likely

expressive- hard time speaking could be motor-based or cognitive or both, receptive- trouble understanding, some cognitive apparent that prevents them from decoding information coming in. preferential seating, SLPs a part of their IEP, **As the general education teacher I can going to reach out to my colleague in the Speech therapy office and learn from them

Federal Definition of Emotional and Behavioral Disorders

for a student with an emotional disturbance is a condition exhibiting one or more of the following characteristics over a long period of time and, to a marked extent, which adversely affects education performance o First characteristic: inability to learn that cannot be explained by intellectual, sensory, or health factors o 2nd: inability to build or maintain satisfactory relationships with peers and teachers o 3rd: inappropriate types of behavior and feelings under normal circumstances o 4th: a general pervasive mood of unhappiness or depression o 5th: tendency to develop physical symptoms or fears associated with personal or school problems

Definition of video-modeling

having an individual or group of students what a video of him or herself or someone similar engaged in a targeted skills for improvement. Video modeling allows students to observe and imitate behaviors and students can watch model videos multiple times. Does not require a high level of staff training

Students with ADHD should be seated...

in close proximity to the instructor

SW-PBIS should be directed by a leadership team which will include ...

include an administrator, teachers, specialists, and other support staff. SW-PBIS teams use data to assess current conditions, guide implementation, and evaluate the effectiveness of procedures currently in use. o In classrooms, teachers can improve student behavior by giving high rates of effective feedback and praise, providing instruction at the right level of difficulty for students, and increasing opportunities to respond and actively engage students in learning.

Accommodations for students with ASD

o Academic and support needs may include using certified behavior analytics to recommend instructional practices allowing the child to participate in small group settings and providing support through related services including speech and language pathologists. o Sensory needs: may call for the teacher to reduce the noise level in the classroom, provide the student with ear plugs or headphones, or provide sensory retreat rooms that the child may go to if her or she becomes overstimulated. o Communication accommodations: may include the use of PECS that do not alter assignments, explicit instruction, and directions read slowly, clearly, and step-by-step.

Diagnosis and Spectrum of Autism

o Diagnostic and Statistical Manual of Mental Disorders (DSM-5) published by American Psychiatric Association provides a common language and standard criteria for the classification of mental disorders. New addition in May 2013: according to the DSM-5, to diagnose ASD there are 4 categories to look at: Social communication and social interaction Restrictive and repetitive behavior Symptoms present in early childhood Impairment in everyday functioning

what are the roles of the teacher, parents, or adults in self-determination?

o First, they must allow choice. o Second, teachers, parents, and caregivers should encourage participation and expression. They should serve as facilitators and stray away from the "decision-maker' role. Instead they may include the student or child in conversations and encourage them to express their needs, wants, frustrations, and successes. o Finally, adults should remember that children with disabilities can think for themselves. This means children should be treated as individuals and encouraged to set meaningful goals that are both important and challenging. One aspect of this adult role is known as person-centered planning. Person-centered planning is when professionals work for individuals with disabilities. Not the other way around. o Finally, the role of the child or individual is simply to follow the 10 steps and participate in active decision-making and goal setting.

Forms of co-teaching

one teach, one support; one teach, one assist; team teaching; parallel teaching; station teaching;

• Behavior intervention plans (BIPs):

organized plans for teaching the student a more acceptable behavior that serves that same function as their target or problem behavior. First you choose an appropriate replacement behavior and an intervention strategy. This can include teaching the student to do the replacement behavior and altering antecedent conditions, the environment or the consequence conditions that set the stage for the new behavior to occur o Prior to and during the intervention teachers will want to record data to determine whether the invention is successful

Students with LD have trouble generalizing skills. This means...

perform the task appropriately in one area but not another

Strategies for successful co-teaching

planning time, similar behavior management styles, pre-interview, can't play good cop-bad cop, but both also can't be too soft to be walked over. Need to discuss teaching philosophies/styles, and keep an open dialogue, and demonstrate their mutual control in the classroom.

Key word for Co-teaching

planning- needs to happen for co-teaching to occur; both teachers need to have some role in planning, delivering, and evaluating.

The 3 times intellectual disabilities can occur:

prenatal, perinatal, and post-natal

Related service providers are

professionals from different fields who work with some students

Executive function differences in students with ASD result in problems...

regulating attention, generalizing skills, and integrating new information. B/c of EF differences, even seemingly simple tasks or activities can seem complex

Prader-Willi Syndrome

relatively low auditory processing, compulsive eating, and relatively high visual processing.

Fragile X

relatively low short-term memory, relatively high adaptive behavior.

Tier 2 of SW-PBIS:

secondary, often referred to as targeted interventions that are designed to provide additional support for small groups of students, for whom the primary prevention and universal supports alone were not sufficient to reach the outcomes of interest. Interventions are also cost effective and efficient and address ongoing, low level problems.

Definition of self-determination

self-determination is the ability to make personal choices, regulate one's own life, and be a self-advocate. Simply put, self-determination is believing you can control your own destiny. o It is a combination of abilities and attitudes that lead people to set goals for themselves and enable them to take initiative to reach these goals.

Social and behavioral issues of students with EBD

students with EBD often have frustration with academics that can lead to acting out. Students can demonstrate externalizing behaviors such as yelling or acting out and demonstrating aggressive behaviors. These behaviors are called externalizing b/c they are external to the individual and visible to observers. o In contrast students can be withdrawn, and demonstrate internalizing behaviors such as depression. These behaviors are internal to an individual and not easily visible to outside observers o Students with emotional or behavioral problems typically have issues forming and maintaining relationships with peers and adults, playing well with others, sharing, and identifying or expressing feelings or emotions -These students also experience difficulties adapting to new people or changes in their routines -Long term outcomes include risks of failing grades, dropping out of school, alcohol or substance abuse, and involvement in the justice system

Academic issues of students with EBD

students with EBD typically struggle across academic areas. Have average or below average IQ, and experience difficulty in academic areas including reading, spelling, writing, and math. Academic issues are often due to frustration with work, a refusal to complete work- which causes students to fall further behind.

Modifications for students with ASD

three common categories: instructional, curricular, and evaluation. o Instructional modifications may include American sign language, PECS for communication, and altered assignments using PECS, or a one-to-one assistant or paired professional who can work with the child individually o Curricular: shortened assignments, extra practice, or an alternative curriculum o Evaluation: extra time to complete a test, or shortened tests with visual pictures

•One classroom practice that is extremely effective to address the needs of students with ID is ...

to teach social skills- see the 5 critical steps in the CAP

Steve is a student with ADHD. What are the characteristics of a student with this disorder? What learning challenges

trouble focusing, attending, some figidity, are impulsive. Aren't a ton of EBP for this group. Have to go with what we think works best- preferential seating, plan breaks, using PBIS (using regular routines and teaching expectations and providing reinforcements for meeting those expectations).

Tier 1 of SW-PBIS support

universal, sometimes referred to as primary prevention- a universal support system that creates a safe and predictable environment and teaches and encourages appropriate behavior to all children. Teachers explicitly teach school expectations and provide reinforcement when students meet those expectations.

Effectiveness of video-modeling

video modeling has been used successfully to teach a variety of skills to individuals with autism, students with intellectual disabilities, and students with emotional and behavioral disorders. • Video modeling has been used to help individuals with disabilities learn community skills such as purchasing items, daily living skills, conversational skills, and vocational skills o Also has been used to increase on-task behavior and appropriate peer interactions while decreasing inappropriate behaviors o Also been shown to be effective for increasing academic performance such as: the # of words written in an essay and essay elements. It can also help influence oral reading fluency

What percentage of students of disabilities under IDEA are identified with LD?

~40-50%