(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter sixteen teaching students with...
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(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Chapter Sixteen
Teaching Students with Special Needs in Secondary
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Introduction The inclusion of students with disabilities
becomes difficult at the secondary level due to: the wider achievement gap and higher-level
curriculum demands. the fact that secondary teaches are trained as
content specialists. the fact that the typical challenges of adolescents
may be even more pronounced among adolescents with disabilities.
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Introduction Research indicates that secondary
teachers have been less positive overall toward efforts at inclusion.
Most students with disabilities are going to depend upon their classroom teachers to help develop and provide appropriate educational programs.
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Secondary Curricular Concerns
Most high schools have a core general education curriculum that all students must complete.
Although the specific curricula vary, they generally follow state guidelines. The courses students take in secondary
school are often related to postsecondary goals (e.g., college, vocational school, etc.).
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Curricular Content
The curriculum for students with disabilities is the most critical programming consideration in secondary schools.
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Impact of Reform Movements
Educational reform movements have resulted in schools requiring: More science and math courses Successful completion of high school
competency exams as a requirement for graduation.
These higher expectations may result in higher rates of school failure and ultimately, in dropping out of school.
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Comprehensive SpecialEducation Curriculum
Responsive to the needs of individual needs.
Facilitates maximum integration with nondisabled peers.
Facilitates socialization. Focuses on students
transition to postsecondary settings.
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Long-Term Outcomes of Students with Disabilities
Only 32.8% of students with disabilities, ages 14 and above, graduated with a diploma or certificate during the 1998-1999 school year. The drop out rate was 26.8%. Only 15% of individuals with disabilities who do not
had a high school diploma were in the work force. Follow-up students have shown that adults with
disabilities are more likely to be employed part-time, underemployed, or unemployed.
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Importance of Transition Planning
Essential responsibility and legal requirement
Focuses on the future
Student as active participant of the IEP team
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Transition Planning Approaches
Person-Centered Approach
Transition Mapping
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Person-Centered Approach
Student is the central part of the planning process
Acknowledgement that students have strengths and capacities
Focus on futures planning
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Transition Mapping
Requires the development of a personal profile which consists of map: Background Map Relationship Map Setting Map Choice Map Preference Map
Maps are then used to develop a transition plan.
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Adult Agencies
Vocational Rehabilitation Agency
Mental Health and Mental Retardation Agencies
Social Security Administration
Independent Living Centers
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Programs for Students in Secondary Schools
Approximately 70% of students with disabilities, ages 12-17, are served in either resource room or general education classes.
Many secondary students with disabilities do not experience success in secondary general education classroom due to factors such as:
lack of communication between special education and general education teachers. classroom teachers’ lack of understanding and
knowledge about students with disabilities. inflexible school policies.
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Roles of General Education Teacher
Providing adaptations Collaborating with
interdisciplinary team Planning for success
of students with disabilities
Working with special educators
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Roles of Special Education Teacher
Collaborating with general educators
Preparing students for the challenges that occur in general education classrooms
Counseling students for personal crises
Preparing students for content classes, postsecondary training, independent living, and employment
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Counseling for Daily Crises
Drugs Alcohol Pregnancy AIDS Tension Frustration Depression
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Preparing for High School Content Classes
Teaching Self-Advocacy Teaching Effective
Strategies Providing Ongoing
Support in General Education Classrooms
Providing Frequent Monitoring
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Preparing for High Graduation Exam
IEP specifies whether or not students will take this exam.
For some students, the focus will be on teaching functional, independent living skills rather than on the graduation exam.
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Preparing forPostsecondary Training
University
Community College
Vocational-Technical School
Trade School
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Preparing for Independent Living
Sexuality Personal Finances Social Networks Home Maintenance Employment Transportation Time Management
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Preparing for Employment
ADA Accommodations Inclusive Vocational &
Technical Programs
Self-Advocacy/Self-Determination
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Types of InstructionalAccommodations
Typical/Routine Strategies directed
toward the whole class as a whole or relatively minor adaptations that a teacher might make for any students.
Substantial/Specialized Individually tailored
adjustments to address the needs of individual students with disabilities
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Major Types of Adaptations
Facilitate progress monitoring by using a wide variety of methods to evaluate students’ progress.
Use alternative instructional materials that are interesting and readily accessible to students.
Enhance behavior by using age-appropriate reinforcement.
Teach study skills such as role taking, test taking, reading for content, and memory strategies.
Alter curricula by teaching life skills, study skills, and prevocational skills.
Modify assignments in ways to facilitate success.
Vary instructional grouping to take advantage of cooperative learning and peer support systems.
Modify instruction by using different instructional approaches, focusing on different learning styles, and relating instruction to activities.
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Assignment Accommodations
Preteach vocabulary and preview major concepts.
State a purpose for reading.
Provide repetition of instruction.
Provide clear directions and examples.
Make time adjustments.
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Assignment Accommodations
Provide feedback. Have students keep an
assignment notebook.
Provide an alternate assignment.
Allow manipulatives.
Highlight textbooks.
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Assignment Accommodations
Read important information several times.
Write important facts on the board.
Repeat the same information about a particular topic over several days.
Distribute handouts that contain only the most important information about a particular topic.
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Homework Concerns
The trend has been to require more homework.
Homework assignments are a significant challenge for secondary students with disabilities.
Collaboration among general and special education teachers and parents will encourage successful completion of homework.
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Effective Homework Policies and Procedures
Schedule after-school study sessions.
Provide peer tutoring homework programs.
Provide sufficient study hall time.
Use community homework volunteers.
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Grading Systems Numerical/Letter Grades Checklists/Rating Scales Anecdotal/Descriptive and Portfolio
Gradings Pass/Fail systems Mastery Level/Criterion Systems Progressive Improvement Grading Multiple Grading Level Grading Contrast Grading IEP Grading
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Testing Accommodations
Have another student read the test to the student.
Have the special education teacher or aide read the test to the student.
Give the student additional time to complete the test.
Reword the test to include only words that are within the student’s reading level.
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Making Tests More Accessible
Generous spacing between test items on page
Adequate space allowed for responses
Generous margins Attention to “readability” level Appropriate test length Logical organization Clear instructions
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Test Adaptations
Administer frequent, short tests.
Divide tests into smaller sections or steps.
Develop practice items or pretest trails using the same response format as the test.
Consider the appropriateness of the test in terms of age or maturity.
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Test Adaptations Give open-book tests. Reduce the number of test items
or remove items that require more abstract reasoning or have high levels of difficulty.
Use different levels of questions for different students.
Have a student develop a product that shows knowledge and understanding of the material.
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Test Adaptations Provide alternative projects or
assignment. Allow students to make up
tests. Allow students to type answers
or use a computer during testing.
Alter the types of responses to match a student’s strengths.
Limit the number of formal tests by using checklists to observe and record learning.
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Study Skills
Listening Note Taking Reading Rate Test Taking Remembering Information Managing Time Managing Behavior Motivation Goal Setting
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Eight Steps for TeachingLearning Strategies
STEP ONE: Testing the student’s current level of functioning
STEP TWO: Describing the steps of the strategy and providing a rationale for each step
STEP THREE: Modeling the strategy so the student can observe all the processes involved
STEP FOUR: Verbally rehearsing the steps of the strategy to criterion
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Eight Steps for TeachingLearning Strategies
STEP FIVE: Practicing controlled materials written at the student’s reading ability level
STEP SIX: Practicing content materials from the student’s grade placement level
STEP SEVEN: Giving positive and corrective feedback
STEP EIGHT: Giving the post test
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SCROL Strategy
Survey the heading.
Connect.
Read the text.
Outline.
Look back.