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AN INTRODUCTION TO INCLUDING STUDENTS WITH DISABILITIES

FOR TEACHING ARTISTST H E J O H N F. K E N N E D Y C E N T E R F O R T H E P E R F O R M I N G A RT S

ESSENTIAL KNOWLEDGE AND PRACTICETO FULLY INCLUDE STUDENTS WITH

DISABILITIES

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Special Education Law

Characteristics of Disabilities

Universal Design for Learning

Accommodations and Modifications

SPECIAL EDUCATION: SUPPORTING STUDENTS WITH DISABILITIES

Provides needed supports to students with disabilities so that they can be successful in learning and achieving.

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All students must receive a free and appropriate public education. (FAPE)

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IDEA

SPECIAL EDUCATION

LAW

SPECIAL EDUCATION PROCESS

Individuals with Disabilities Education Act(IDEA)

Requires highly structured and monitored levels of support for students with disabilities in schools.

Identification of students as eligible for services under IDEA is a process which includes testing

Completion of the process might result in a student having an identification (not diagnosis) of a particular disability and be

eligible for services.

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SERVICES

Identification

Individual Education Plan

IEPReview/Revise Yearly

Re-evaluate for eligibilityEvery 3 years

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IEP TEAM

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LEA(represents public

agency)

ParentsStudent

Others per Parental Request

General Education TeacherSpecial Education

Teacher

Related Services

THE IEP

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PLOP

Transition Plan Services

Goals Accommodations

THE SPECIAL EDUCATION CONTINUUM OF SERVICES

Supports are provided to students in theLeast Restrictive Environment

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THE SPECIAL EDUCATION CONTINUUM OF SERVICES

Special Education General EducationTeacher as resource Teacher

Special Education General EducationTeacher co-teaches Teacher

Special Education Teacher in Self-Contained Class

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THE SPECIAL EDUCATION CONTINUUM OF SERVICES

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Paraprofessional teachers might provide assistance in any of the class

configurations.

THE SPECIAL EDUCATION CONTINUUM OF SERVICES

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Students attend schools providing specialized services for students with similar disabilities

CHARACTERISTICS OF DISABILITIES

What is disability?

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Crippled MoronImbecile

Wheelchair

BoundHandicapped

“DISABILITY” IS A LABEL

Disability is on a continuum -at any given moment of our lives we

are “more” or “less” disabled.

The “disability” depends on various factors – the physical environment,

the social supports, etc.

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DISABILITIES IDENTIFIED BY IDEA

• Autism•Deaf-blindness•Deafness•Developmental delay• Emotional disturbance•Hearing impairment• Intellectual disability

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DISABILITIES IDENTIFIED BY IDEA

•Multiple disabilities•Orthopedic impairment•Other health impairment• Specific learning disability• Speech or language impairment•Traumatic brain injury•Visual impairment, including blindness 16

PERCENTAGES OF DISABILITIES IN U. S. SCHOOLS*

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Percentage of students age 6 through 21, served under IDEA, per disability category, Fall 2006

Specific Learning disabilities: 44.6%Speech or language impairments: 19.1%Intellectual disabili-ties: 8.6%Emotional dis-turbance: 7.5%Other health im-pairments: 9.9%Other disabilities combined: 10.3%

*SOURCE

• 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008.

• From: Office of Special Education and Rehabilitative Services, US Department of Education

• http://www2.ed.gov/about/reports/annual/osep/2008/parts-b-c/index.html

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SPECIFIC LEARNING DISABILITIES

Listen to Gerald’s story

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SPECIFIC LEARNING DISABILITIES (SLD OR LD)

• General term for specific kinds of learning problems

• Most often affects reading, writing, listening, speaking, reasoning, doing math

• One in every five people has a learning disability

• Not otherwise expected

• Self-aware

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SPEECH OR LANGUAGE IMPAIRMENTS

Listen to Cynthia’s story

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SPEECH OR LANGUAGE IMPAIRMENTS

• Expressive language• Difficulties being

understood• Non-verbal

• Receptive language• Not understand what is

said• Influences ability to

learn to read and write and communicate orally

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INTELLECTUAL DISABILITIES

Listen to Roy’s story

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INTELLECTUAL DISABILITIES*

• Significant limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical skills, which are apparent prior to age 18.

*www.aaidd.org/intellectualdisabilitybook/content24

EMOTIONAL DISTURBANCE

Listen to William’s story

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EMOTIONAL DISTURBANCE• Condition with one or more of the following, that adversely

affects a child’s educational performance:• Inability to learn

• that cannot be explained by intellectual, sensory, or health factors

• Inability to build or maintain satisfactory interpersonal relationships

• Inappropriate behavior or feelings • under normal circumstances

• Unhappiness or depression• General pervasive mood

• Symptoms or fears • associated with personal or school problems

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AUTISM SPECTRUM DISORDER

Listen to Carrie’s story

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AUTISM SPECTRUM DISORDER• Developmental disability, evident before age 3

• Broad range of differences

• Significantly affecting verbal and nonverbal communication and social interaction

• Adversely affects educational performance

• Repetitive activities

• Resistance to change

• Unusual responses to sensory experiences

• Tendency to not understand abstractions28

TWICE EXCEPTIONAL

Listen to Amanda’s story

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TWICE EXCEPTIONAL

• Student who has a disability label (needs an IEP) and a giftedness label. Examples:• Learning disability and giftedness• Autism and giftedness

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SOURCES

• National Dissemination Center for Children with Disabilities www.nichcy.org

• American Association of Intellectual and Developmental Disabilities www.aaidd.org

• Smith, D. D. (2001). Introduction to Special Education: Teaching in an Age of Opportunity. Allyn and Bacon: Boston.

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CHALLENGES ACROSS DISABILITIES

• Physical/gross motor challenges

• Physical/fine motor challenges

• Hearing impairments

• Visual impairments

• Communication challenges

• Reading challenges and non-readers

• Sensory challenges

• Cognitive processing challenges

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ACCOMMODATIONS AND MODIFICATIONS

Accommodations

Change that helps a student overcome or

work around the disability

Example: if a student has difficulty writing, she can

give the answer orally

Modifications

Change in what is being taught to or expected from

the student.

Example: making an assignment less complex

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YOU CAN REQUEST FROM TEACHERS

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Are there students who require modifications or accommodations?

If so, which students? What accommodations or modifications do you

use?

PHYSICAL/GROSS MOTOR CHALLENGESSAMPLE ACCOMMODATIONS

• Allow students to interpret movements, and character gestures, in ways they are able.

• Allow students more breaks if stamina is a constraint.

• Students in wheelchairs or scooters can move to the beat or work with a partner in ways that work best for them.

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PHYSICAL/FINE MOTOR CHALLENGESSAMPLE ACCOMMODATIONS

• Provide wider/thicker writing and drawing tools, pencil grips.

• Provide an anchor for paper, or a slant board.

• Provide a modified mouse.

• Allow students to give verbal or gestural directions if not able to manipulate objects.

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HEARING IMPAIRMENTSSAMPLE ACCOMMODATIONS

• Use sign language or an interpreter.

• Provide all instructions in writing and/or pictures, either on the board or in a handout.

• Minimize extraneous sounds in and outside of the classroom.

• Provide adequate lighting in the classroom, so students can read lips, sign language, and non-verbal gestures.

• Allow students to feel the musical pulse through sympathetic vibrations – amplify vibrations if possible.

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VISUAL IMPAIRMENTSSAMPLE ACCOMMODATIONS

• Provide directions and other written materials in Braille or large print.

• Provide verbal directions and verbal descriptions of pictures.

• Provide access to text-to-speech computer programs.

• Provide a tactile environment, with a variety of supplies and manipulatives.

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COMMUNICATION CHALLENGESSAMPLE ACCOMMODATIONS

• Provide visual cues.

• Responses can be physically demonstrated, written, or drawn.

• Use student’s preferred communication assistive technology.

• Allow students to perform the action while another student narrates.

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READING CHALLENGES AND NON-READERS: SAMPLE ACCOMMODATIONS• Provide verbal directions coupled with written

directions.

• Provide other visual cues and pictures coupled with written material.

• Provide concept maps or graphic organizers.

• Pair students with students who can read when using scripts.

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SENSORY CHALLENGESSAMPLE ACCOMMODATIONS

• Prepare students in advance, using a picture or written schedule.

• Provide area with reduced activity, away from other students if needed.

• Provide clear step-by-step directions.

• Allow space for students to move around and take breaks as needed.

• Minimize loud sounds, bright lights, and chaotic group activity.

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COGNITIVE PROCESSING CHALLENGESSAMPLE ACCOMMODATIONS

• Simplify directions.

• Speak in short and concise sentences.

• Check for understanding through eye contact and ask to repeat your directions.

• Use accommodations listed for reading, communication, and sensory challenges.

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THANK YOU!SHARON MALLEY, ED D

SMMALLEY@KENNEDY-CENTER.ORG

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