CST- Students With Disabilities
"global"
in all subjects
a learning disability affects the student
in one specific area
if a student with ID is older
make sure to be mindful about transitions to independent living life skills like cooking, transportation, paying bills, and getting a job
anecdotal records
ongoing assessment for progress monitoring
study skills
organizational and self management skills -graphic organizers -color coded folders -outlines -flash cards -vocab lists -assistive tech
members of special education committee
principals gen ed teacher OT para PT school psychologist social worker speech pathologist school nurse guidance counselor student
Essay Paragraph 4
recommend a study skill and explain it in detail
Essay Paragraph 2
recommend an academic strategy and explain it in detail
Cognitive disability
significantly below average intelectual functioning deficits in adaptive behavior adversely affects educational performance
To change an IEP gen ed teachers must consult with
sp ed teachers, committee of special ed, parents/caretakers, and student
Functional Behavioral Analysis
students being evaluated at different times of the day, and in different classroom settings to get a clear picture of students abilities and needs
Criterion Referenced Tests
students know whats expected of them to pass, not competitive, shows individual strengths and needs
The gen ed teacher must use ____ to make decisions
the student's IEP
academic strategy
ways we help students learn and understand information -collaborating with specialists -teaching background knowledge -decoding -vocabulary -skills like using context clues
collaborative learning/ cooperative grouping
(instructional strategy) -mixed ability -engages the students as knowers -fosters an appreciation of diversity and multiple perspectives -encourages active learning and discussion -promotes ownership and self directed learning
portfolio
(instructional strategy) -self evaluation -progress monitoring
explicit instruction
(instructional strategy) most commonly used with reading issues
Role on Sp Ed Committee- School Psychologist
-administer and interpret results of the standardized tests -help observe student and create IEP -document a case history of the student
Role on Sp Ed Committee- Principal
-administrative: follow protocol, watch for liability issues, managing school team
Role on Sp Ed Committee- Paraprofessional
-assistant to special education teacher, tutor for individuals or small groups, give feedback to student and IEP team
Emotional Disability
-cannot maintain relationships with peers or teachers -inappropriate behavior under normal circumstances -pervasive mood of anxiety, unhappiness, or depression -tends to develop fears about personal or school problems
Role on Sp Ed Committee- Guidance Counselor
-counseling services for students and families
Autism
-developmental disability significantly affecting verbal and non verbal communication and social interaction -evident before age 3 -adversely affects educational performance
Role on Sp Ed Committee- Occupational Therapist
-fine motor skills, self care skills
helpful terms for justification
-foster an appreciation for different perspectives and learning styles -encourages active engagement in learning -encourages a sense of ownership and self-directed learning -encourages mastery through self analysis and evaluation -promotes leadership and team building skills
academic strategies should relate to ____________ and study skills should relate to _____________
-guided instruction -self directed learning
Role on Sp Ed Committee- Gen Ed Teacher
-observe student progress and monitor success of the IEP -give feedback to student and IEP team -contribute information to referrals
Role on Sp Ed Committee- Social Worker
-provide resources and information to parents and caregivers -specializes in community and school services available -interview, intake, and home visits as needed
Role on Sp Ed Committee- School Nurse
-provides info about health related issues -responsible for meds, therapeutic services
how to react to parents who dont want their child evaluated
-reassure parent evaluation is being done to support the student and that it is not a shameful diagnosis or label -let them know that students who receive an early intervention diagnosis will get the support they need early in their education which will help them take ownership in their learning
Characteristics of Autism
-reptitive activities -resistance to change -unusual sensory responses
Deaf-Blindness
-severe communication and other developmental/educational needs that can not be accomodated in sp ed program
Multiple Disabilities
-significant needs that cannot be accommodated for in one special education program (aka ID and Blind) EXCEPT deaf blindness
Parent Rights Under IDEA
-tell them about meetings and decisions -review student records -who is on the IEP team -evaluation results -IEP meetings -filing complaints, mediation, etc. -alt. education settings
task analysis
-used for students with ID -breaking down tasks step by step including important details you wouldnt normally use with general instructions
Role on Sp Ed Committee-Physical Therapist
-work with students who have issues with disorders of muscles, bones, joints or nerves AFTER medical assessment -usually cerebral palsy or muscle distrophy -familiar with assistve tech and adaptive equipment
Role on Sp Ed Committee- Speech Pathologists
-works with students with speech or langugae issues on a regular ongoing basis -support and feedback to students and caregivers
who participates in the IEP meeting?
1. parents 2. student (as appropriate) 3. gen ed teacher 4. special educator 5. rep (principal, administrator)
IEP process step 5
Development of the IEP
IEP process step 4
Eligibility: what services and accommodations will be available to the student
IEP process step 7
Evaluation and Reviews (aka is it working?)
Essay Paragraph 3
Explain why this is a good strategy
IEP process step 3
Identification Evaluations: different professionals will work together to assess the needs of the student
IEP process step 6
Implementation of the IEP
IEP process step 1
Pre-referral: Observe the student and make modifications to see if student can learn with a different approach (ie. intervention)
IEP process step 2
Referral: school psychologist will document history of student difficulties and testing strategies will be arranged
an intellectual disability affects the student in
all subject areas
Who can see the IEP?
any teaching professional who is working with the student -gen ed teacher -sp ed teacher -related services providers (OT, PT, speech, para) who are responsible for its implementation -substitutes -administrators
Other Health Impairment
asthma, ADD, ADHD, Diabetes, Epilepsy, Heart Condition, cancer, ETC (MUST AFFECT ACADEMIC PERFORMANCE)
the evaluation of a student includes
background info about their home life and previous academic performance
Orthopedic Impairment
can be congenital, from disease, or acquired (burns, amputation etc) MUST adversely affect educational performance
how are students tested for an IEP?
cognitively, physically, psychologically, and emotionally
Norm Referenced Tests
compares among other students, could be graded with a curve
Why is it important to share the IEP with everyone necessary?
consistency with how the behavior intervention plan is implemented, safety of students and teachers
behavior management skills
consult the BIP if there is one, set boundaries and discuss clear consequences prior to the lesson
Hearing Impairment
could be permanent or fluxuating
Essay Paragraph 1
describe the student, one need related to academics, one need related to a study skill
purpose of an accommodation is to make it
equal not easier
rubrics
example of a study skill
Essay Paragraph 5
explain why this is a good strategy to use and sum up by how you will monitor effectiveness
Deafness
hearing impairment so severe that they cant process linguistic information with or without amplification adversely affects educational performance
