EEX 3012
Eligibility Categories & Criteria IDEA04
Autism; Auditory impairment; Deaf-blindness; Mental retardation; Multiple disabilities; Orthopedic impairment; Other health impairment; Serious emotional disturbance; Learning disability; Speech impairment; Traumatic brain injury; Visual impairment Criteria: 1. The student must have a disability or disabilities. 2. The student's disability/disabilities adversely affect educational performance. 3. The student's unique needs cannot be addressed through education in general education classes alone - with or without individual accommodations. The student requires specially designed instruction (SDI).
Traumatic Brain Injury (TBI)
"an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma." (IDEA 20 U.S.C. §1401 [2004], 20 C.F.R. §300.8[c][12])
Other Health Impairment (OHI)
"...having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— i. Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and ii. Adversely affects a child's educational performance." (IDEA 20 U.S.C. §1401 [2004], 20 C.F.R. §300.8[c][9])
Premack Principle
A less probable behavior can be increased by reinforcing it with any more probable behavior
Assistive Technology for each IDEA Eligibility Category
Autism: A child may use real objects for his visual schedule, as the objects appear to give him more information as to where he's going and what's coming up next, as well as to help him remain more focused during the transition. Auditory impairment: Speech to text device Deaf-blindness: Deaf-Blind Communicator (DBC) Mental retardation: Using computer to communicate Multiple disabilities: programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer. Orthopedic impairment: Communication boards Other health impairment: Wheelchair Serious emotional disturbance: Stress ball Learning disability: Audiobooks Speech impairment: Text to speech Traumatic brain injury: Pencil grips Visual impairment: Magnifying glass
Mneumonics
Memory aids, especially those techniques that use vivid imagery and organizational devices.
Treatment and Education of Autistic and related Communication-Handicapped Children (TEACCH)
Model of teaching-based on environmental supports promotes independence; treatment and education of autistic and related communication handicapped children
Required IEP Components
Present levels of performance Annual goals Short term objectives Special education and related services Supplementary aids and services Assistive technology Participation with nondisabled peers Accommodations for state/district testing Dates and places Transitions service needs and services provided Age of majority Measurement of progress Special considerations
ADHD
Psychiatric disorder Occurs before age 12 Exists across settings Negatively affects social, emotional, or academic functioning Not a category in IDEA For some, inattention is the primary problem For some, combination of hyperactivity-impulsivity and poor self-control is the primary problem Some have combined form
Internalizing Disorder
Psychosocial problems that are manifested in a turning of the symptoms inward, as in depression or anxiety
Externalizing Disorder
Psychosocial problems that are manifested in a turning of the symptoms outward, as in aggression or delinquency.
Severe and Multiple Disabilties
TASH Definition: "...individuals with disabilities of all ages, races, creeds, national origins, genders and sexual orientation who require ongoing support in one or more major life activities in order to participate in an integrated community and enjoy a quality of life similar to that available to all citizens. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for community living, employment, and self-sufficiency." (TASH, 2000)
Alternative Communication
Techniques that substitute for spoken communication for those individuals who appear unable or unlikely to develop spoken language skills
Social Stories
This treatment approach used to improve pragmatic language skills through written scripts
Handicap
caused when an individual encounters a situation based on external factors.
M²ECCA
created to aid teachers in an inclusive classroom setting to appropriately and effectively incorporate standards-based curriculum for all their students. • Methods of instruction, Materials of instruction, Environment of the classroom, Content of instruction, Collaboration in instruction, Assessment process
Expanded Core Curriculum
describes the areas of instruction in which students with visual impairments need additional instruction because of the impact of their visual impairment on incidental leaning. It includes compensatory skills, orientation and mobility, social interaction skills, independent living skills, recreation and leisure skills, career education, use of assistive technology, visual efficiency skills, and self-determination.Compensatory skills, social interaction skills, and career education are all examples of
Self-Advocacy
effectively communicating one's own rights, needs, and desires and taking responsibility for making decisions that have an impact on one's life
Speech or Language Impairment (SLI)
• A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance.
Emotional Disturbance
• Includes schizophrenia but excludes social maladjustment • One or more of the following over a long period of time, to a marked degree, adversely affects educational performance o Inability to learn that can't be otherwise explained o Inability to build or maintain relationships o Inappropriate types of behavior or expression of feelings o Pervasive mood of unhappiness or depression o Physical symptoms or fears associated with personal/school problems
Primary Elements of Language
• Phonology: Sounds in language • Morphology: Ability to form words • Syntax: Rules for the order of words • Semantics: Content in language • Pragmatics: Language used in a social context
Intellectual Disability
• Significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely effects a child's educational performance
Visual Impairment
• Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.
Special Education
•Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including: •A) instruction, conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and •B) instruction in physical education. •To paraphrase: special education is a means through which children who have disabilities receive specially designed education to help them reach their learning potential.
Students who Receive Special Education
-Specific learning disabilities (SLD) - Speech or language impairments -Intellectual disabilities -Emotional disturbance -Multiple disabilities -Hearing impairments -Orthopedic (physical) impairments -Other health impairments -Visual impairments -Autism -Deaf/blindness -Traumatic Brain Injury (TBI) -Developmental delays
Members of the IEP Team
-Student -Parents -General Educator -Evaluation Person -Special Educator -Transition Agency Personnel -District Rep. -Others
Recommended Practices
1. Inclusive Practices a shared belief system that every member of a school community has a responsibility to educate all students 1986 regular education initiative access to explicit and implicit curricula degree to which students with disabilities are included in general education curriculum and settings is controversial 2. Accessible and Effective Instruction Universal Design for Learning Differentiated Instruction Evidence-Based Practices Assistive Technology 3. Positive Behavior Supports Schoolwide and classroom standards for behavior Student behaviors considered in context
Collaboration for Exceptional Students
1. Personal belief system 2. Communication skills and use of strategies Listening Use of nonverbal signals Use of non-evaluative language Use of questions that encourage others to speak Avoid errors (quick fixes, questions that echo opinion, using jargon) 3. Interaction Processes Steps Create a climate for problem solving Identify the problem Generate alternatives Assess potential solutions, select one Implement the intervention Evaluate the outcome Continue, modify, or select new 4. Programs and services (like teaming, co-teaching, and consultation) 5. Supportive context (principals) Arranging professionals' schedules to provide planning time Serving as a facilitator when collaborators have disagreements Explicitly making collaboration a standard for all school personnel Arranging for professional development
Response to Intervention (RtI)
A problem-solving approach that involves multiple tiers of increasingly intense, research-based interventions matched to each student's needs
Consultation
A process in which a specialist's help is sought to identify ways to handle problems in client management or problems related to the planning and implementation of programs. Indirect service to students Often performed by related or other service providers Establish a positive relationship Identify a problem and use problem solving techniques Decide if need to continue, modify, or end (problem solved)
Strategy Instruction
A strategy is a tool, plan, or method used for accomplishing a task. It includes a set of steps to accomplish a particular task, such as taking a test, comprehending text, and writing a story. Memory strategies are usually called mnemonics and are often combined with other learning strategies. For example, a first-letter mnemonic is often used to help the learner follow the steps of the strategy.
Functional Behavioral Assessment (FBA)
A systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior.
Priming
A technique for cuing implicit memories by providing cues that stimulate a memory without awareness of the connection between the cue and the retrieved memory
Acceleration
Advancing learners through levels of curriculum and programs according to individual achievement and performance, assumes that different students of the same age are at different levels of learning within and across learning areas
Behavioral Intervention Plan (BIP)
An approach to finding relations between body variables and behavioral variables that involves intervening in the behavior of an organism and looking for resultant changes in body structure or function
Difference between impairment, disability, and handicap
An impairment is the loss or abnormality of a psychological, physiological, or anatomical structure or function. A disability is a limitation that is inherent to the individual as a result of the impairment. A handicap is caused when an individual encounters a situation based on external factors. A disability does not have to be a handicap and as teachers, we should strive to limit handicaps for those with disabilities.
Direct Instruction
An overarching method for teaching students that includes carefully planned lessons presented in small, attainable increments with clearly defined goals and objectives. Often includes lecture, demonstration, review of student performance, and student examination.
Ways to Socially Support ESE Students
Assign a peer buddy; teach equality and respect to entire class; always include them in all activities
Research-based best practices, interventions and/or instructional methods
Least restrictive environment; multidisciplinary team; universal screening; Response to Intervention (RtI); progress monitoring;
Task Analysis
Breaking down a complex task into it's component parts
Learned Helplessness
Condition in which repeated attempts to control a situation fail, resulting in the belief that the situation is uncontrollable.
Universal Design Learning (UDL)
Differentiated Instruction: Meet diverse student learning needs Evidence-Based Practices: Determine how effective the teaching process has been based on the data gathered Assistive Technology: Devices, equipment, and services that improve the learning and functional capabilities of students with disabilities
Historical Legislation and Case Law that has Influenced IDEA04
Early Laws for Students with Disabilities: -The Rehabilitation Act of 1973 (PL 93-112, Section 504) was an attempt to end education and job discrimination on the basis of a person's disability. It resulted in the creation of "504 Plans" which allow for accommodations for students who do not quality for special education services under IDEA 04 such as AD/HD. -The Education for All Handicapped Children Act (PL-94-142) passed in 1975 is the most significant piece of legislation related to special education to date PL 94-142 and its subsequent amendments and reauthorizations have provided guidelines, requirements, and funding for the education of exceptional students. The six major principles included: Provision of FAPE or Zero Reject Use of nondiscriminatory evaluation Development of Individualized Education Plans (IEPs) Education in the Least Restrictive Environment (LRE) Implementation of due process procedures Right of parental participation Refinements to the Law: -Individuals with Disabilities Education Act (IDEA): Clarified the need for supports for students as they transition from high school to post school educational or vocational options; In 1997, several significant additions were made: Procedures for addressing discipline for students with disabilities were included, parent participation was expanded, and the roles of general education teachers in educating students with disabilities were clarified. In 2004, Provisions were added to ensure that IDEA is consistent with other federal general education laws and additional strategies were specified to resolve disputes with parents. Principles of IDEA: -Zero Reject: all students receive public education -Free Appropriate Public Education (FAPE): services are free; IEP -Least Restrictive Environment (LRE): educated in general education setting as much as possible -Nondiscriminatory evaluation: unbiased assessments used for making decisions -Parent and Family Rights to Confidentiality: information is confidential; parents have access to everything -Procedural Safeguards: decisions made with parent input and in compliance with laws Students Not Included in IDEA but Who May Receive some Type of Documented Services: Gifted and talented Attention deficit-hyperactivity disorder (may be served under Other Health Impaired) At risk for school failure Section 504 of the Rehabilitation Act of 1973: No qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity which receives or benefits from federal financial assistance. Americans with Disabilities Act of 1990: Ensures buildings have access ramps; buses accommodate wheelchairs; employers may not refuse to hire a new employee because that individual has a disability.
Significant issues/trends relating to relating to special education
Full Inclusion: all students-regardless of disability, health needs, academic ability, service needs, and, often, preference of parent or student-are educated full-time in a general education class in their neighborhood school (the school they would attend had they no disability). In this model, the child receives special education support services in the general education classroom. Full inclusion requires either a team-teaching approach or consultation of the regular classroom teacher with a special educator. In team teaching, a classroom will have both a general education teacher and a special education teacher equally sharing the responsibility to teach the whole class. In consultation, a special education teacher works with many general education teachers, meeting with them and answering questions as needed or on a regular schedule. Proponents of full inclusion believe that pulling a child out of the classroom to provide special education services or placing the child in a self-contained classroom or special school is inherently unequal and inferior and, therefore, immoral. They also argue that both the student with disabilities and his or her peers benefit from full inclusion, an argument that often places greater emphasis on social interaction than academic achievement. Standards-Based Education: Standards-based reforms aim to improve school performance and use accountability systems to enforce the standards. Historically, schools have not included students with disabilities in accountability systems. By amending the Individuals with Disabilities Education Act (IDEA) in 1997, the federal government mandated that students with disabilities be included in district and state assessments. Local schools can face severe sanctions for inadequate test scores, including loss of accreditation and funding. Schools thus resist including lower scores that may bring down a school's average. Opponents argue that including students with disabilities on standards-based assessments creates an overemphasis on academic skills, when vocational or functional skills might better prepare the student for postsecondary school options other than higher education. Proponents believe that inclusion of students with disabilities on high-stakes tests increases school accountability and ensures access for students with disabilities to the general curriculum.
Students who have Gifts and Talents
Giftedness: evidence of advanced development across intellectual areas, within a specific academic or arts-related area, or unusual organizational power to bring about desired results Talent: sometimes is defined as extraordinary ability in a specific area, but it also now sometimes is used interchangeably with giftedness Marland Definition of Gifted and Talented "...children and, whenever applicable, youth, who are identified at the preschool, elementary, or secondary level as possessing demonstrated or potential abilities that give evidence of high performance capability in areas such as intellectual, creative, specific academic or leadership ability or in the performing and visual arts and who by reason thereof require services or activities not ordinarily provided by the school." (P.L. 95-561, Title IX, [a]) Javits Definition of Gifted and Talented "...perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment...exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields...require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor." (P. L. 100-297 §4130)
Parity
In collaboration, the contributions of all participants are equally valued
Physical and Health Disabilities
Key Concepts: Chronic - exists all the time, little change, no cure (e.g., cerebral palsy) Acute - serious, but there is treatment, possibly cure (e.g., childhood cancers) Progressive - gets worse over time, may lead to death (e.g., muscular dystrophy) Episodic - occur with intensity but at times are dormant (e.g., epilepsy) Congenital - present at birth (genetic or environmental) Acquired - occurs during or shortly after birth (accident, illness, environmental)
Co-teaching Models
One teach, one observe One teacher provides whole group instruction, one teacher gathers data on a student, group of students, or whole class Parallel teaching Both teachers provide instruction at the same time of the same content, each to half of the class Station teaching Often called centers, students are divided into small groups (generally 2-4), each teacher mans one station, the other station or two are independent work stations. Alternative teaching One teacher provides whole group instruction, the other teacher pulls a small group of students for intensive instruction, remediation, enrichment, pre-teaching, or follow-up One teach, one assist (drift) One teacher provides whole group instruction while the other teacher moves about helping students as needed or monitoring behavior. The roles can shift throughout lesson. Teaming Most collaborative model, both teachers take equal partnership in planning, delivering content, working on guided practice, observing, and drifting. It appears to be seamless when the teacher transition during the lesson or activity.
Social Stories
SOCCSS: Situation, Options, Consequences, Choices, Strategies, Simlulation
Zero Reject
Schools must educate all children with disabilities regardless of the nature or severity of the disability. Principle of IDEA.
Organizing Educational Environment
Seat arrangements
Applied Academic Skills
Skill taught to students that has immediate applicability to day-to-day life
Twice Exceptional
Students who are gifted and talented but also have a disability
Curriculum Compacting
The goals of an instructional unit are identified, student mastery of all or part of the goals is documented, and alternative instruction is provided as appropriate. Gains instructional time.
Components of Special Education
The instructional content is what is taught to the student. Instructional procedures are how the content is taught to the student. Accommodations are changes to lessons or procedures that are made to help the student learn the material or complete the task. The instructional environment includes where the instruction takes place AND any adaptations made to facilitate learning. Instructional technology is used to support learning such as assistive technology devices (low tech and high tech).
Life Skills Curriculum
a course of study intended to provide the skills necessary to enable a student to live and work independently.
Autism
i. Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change in daily routines, and unusual responses to sensory experiences. ii. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. iii. A child who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied. Characteristics: Difficulty relating to others Wide range of language and communication disorders Insistence on environmental sameness Stereotypic, repetitive, self-stimulatory behaviors Eligibility: Does a disability exist? Does it have a negative impact on educational performance? Is the student eligible for special education services? Will the student benefit from those services? Recommended Practices: Environmental supports Visual supports (schedules, task cards, travel cards) Home base Instructional practices Priming Discrete trial training (DTT) Prompting TEACCH: Treatment and Education of Autistic and related Communication-Handicapped Children Communication Boards Social stories: Written/pictures Video (mad feelings) Video 2 (personal space) Instruction in social skills Example (taking turns talking) SOCCSS: Situation Options Consequences Choices Strategies Simulation
Cultural Dissonance
is an uncomfortable sense of discord, disharmony, confusion, or conflict experienced by people in the midst of change in their cultural environment. The changes are often unexpected, unexplained or not understandable due to various types of cultural dynamics
Disability
limitation that is inherent to the individual as a result of the impairment.
Augmentative Communication
symbols, aids, strategies, and techniques used to supplement or replace oral language
Impairment
the loss or abnormality of a psychological, physiological, or anatomical structure or function.
Implicit Curriculum
the unstated and sometimes unintended aspects of the curriculum. example: raising hand to spea
