special education 547 unit two educational considerations kevin anderson minnesota state university...

Special Education 547

Unit Two

Educational Considerations

Kevin AndersonMinnesota State University Moorhead

2006

Curriculum

• Goals

• Standards

• Learning outcomes

Curriculum

• Curricular options General education curriculum with accommodations General education curriculum with accommodations and

modifications Life skills curriculum Curriculum in modified means of communication and task

performance

• Fundamental curricular options Self-determination Transition

General Education Curriculum with Accommodations

• Core courses

• Electives

• Basic academic skills

Accommodations vs. Modifications

• Accommodations Supports to aid access to the curriculum Does not change “what” is expected, just “how” it is expected

• Modifications Changes or adapts “what” is being taught May change content, outcomes, or levels of complexity

General Education Curriculum with Accommodations and Modifications

• Same as previous

• Modified through: Curricular analysis

• Requirements

• Proficiency level

Thinking and problem-solving skills Learning and strategies and study skills Natural supports

Life Skills Curriculum

• Functional academics Reading Writing Mathematics Listening Speaking

Life Skills Curriculum

• Daily and community living skills Vocational Home and family Leisure Community/transportation Health Relationships Social skills

Curriculum in Modified Means of Communication and Task Performance

• Physical tasks

• Speech and language

• Assistive technology

• Augmentative and alternative communication

• Information acquisition and management

Assistive Technology

• Curricular software Support general education curriculum Modify general education content

• Hardware for access to curriculum Access curricular software Access curricular materials Access functional life skills materials

Task Analysis

• Definition - Content and sequence of skills, behaviors, and activities to be taught through instruction

• Benefits Identify students strengths and needs Observe and record the learning process Prioritize instructional goals Plan for sequence of instruction

Assessment Tool

• Formative assessment - how a student is doing in the process

• Summative assessment - what a student has learned

Process

• Using typical sequences• Defining results of trials• Differentiating motor from cognitive

difficulties• Identifying student response difficulties and

needs• Determine type and amount of assistance

needed

Outcomes

• Use as a screening

• Compare skills

• Develop curriculum

Situation Analysis

• Ecological inventory - evaluating a student in an environment where the student functions

• Format Domain Environment Sub-environment Activity Skills

Critical Issues

• Practicum issues

• Short presentation to class

• Review of AT process (Best Ch. 7)

• Description of AT project

Assistive Technology (AT)

• Devices that “reduce the negative impact that impairments have on an individual’s participation in curricular, extracurricular, and other major life activities.”

• Services that are required to assist an individual with a disability to use AT devices

Four Core Principles

• Technology as an instructional tool

• Match technology to student’s needs

• Customize use of technology for each student

• Avoid over-reliance on technology

Use of AT

• Assistive technology

• Adaptive technology

• Remedial technology

• Universal Design for Learning

Considerations Regarding Participation

• Identify the situations that cause difficulty for students when they try to participate

• Consider possible adaptations that might be useful when trying to participate

Legal Mandate

• 1988 legislation• 1990 IDEA

Infusion of AT language Application to infants, toddlers, children, and youth with

disabilities

• 1994 reauthorization• Terminology

Devices Services Consideration

AT Process

• Wisconsin Assistive Technology Checklist Categories Determining need

• Consideration• Assessment

Gathering information Decision making Implementation

• Extended assessment and trial use• Selection and acquisition

Feature identification Specification and demonstrations Location and ordering

AT Process

• Including in IEP Part of special education program Related service Supplementary aids and services Support for staff

Positioning

• Tone

• Alignment and stability

• Security

• Normal posturing

• Position changes

Seating

• Pelvic position

• Foot support

• Upper body support

• Negative impact

Positioning and Seating Issues

• Accessory equipment

• Transfer techniques

• Location

• Mobility

• Wheelchairs Manual Electric

Barrier Issues

• Physical access

• Environmental and material adaptations Location Work surface Object modifications Stabilization of equipment

Environmental Control

• Switch use

• Point of access

• Mounting

• Intended purpose

• Context

Sensory AT

• Assistive listening devices

• Telecommunications

• Alert or warning devices

• Visual enhancers

• Auditory prompters

Continued Study

• Assignment of Belson chapters

• Developing case study

• Identifying educational need

• Selection or design of curricular content

• Identification of instructional techniques

• Statement of AT recommendation

• Rationale for selection

• Implementation strategy

Augmentative and Alternative Communication (AAC)

• Non-symbolic

• Symbolic

• Aided considerations

• Output methods

• Displays

AAC

• Non-symbolic communication Form Function Content

• Symbolic communication Unaided Aided

Considerations for Aided Symbolic Communication

• Symbol type

• Means of access

• Vocabulary and retrieval

• Output methods

AAC Considerations

• Content

• Board arrangement

• Displays

• Instructional strategies

Program Planning

• Individual Education Plan

• Acquisition of the outcomes Monitor Evaluation Recommendations

• Services

IEP

• Determine current level of performance across domains

• Identification of strengths and needs in regards to physical and health disabilities

• Identification of goals and objectives• Determining activities to support goals and

objectives• Making a plan to review progress• Listing necessary adaptations

Ensuring Acquisition of Outcomes

• Monitoring educational progress and progress towards special education goals

• Evaluation Review/conduct formal assessments of achievement -

determine impact of disability Review/conduct informal assessments, including

organizational skills, independent work skills, classroom-related motor tasks, and overall strength/endurance in classroom activities

Ensuring Acquisition of Outcomes

• Recommendations IEP process General education teachers Classroom supports Special education providers Related service providers Collaboration with medical community

Assessment

• Formal and informal

• Tools and methods

• Data collection

Assessment

• Formal Issues

• Standardized measures• Reliability• Validity

Accommodations and adaptations Results impacting categorical placement

• Informal Observations Curriculum-based measures Anecdotal

Assessment

• Tools Adaptive materials and equipment AT

• Methods Direct assessment Indirect assessment

Assessment

• Data collection Test results Daily progress Performance

• Academic• Functional skills• Advocacy

Medical collaboration

• School liaison

• Medical contacts

• Maintaining current information

• Ensuring health-related programming

• Reassuring and supporting teachers and aids

• Online training needs