meeting the needs of special education students…
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Meeting the Needs of Special Education Students…
Meeting the Needs of Special Education Students;
The Impact for Regular Education TeachersPresented by: Jennifer Shoup & Pamela Kramer
Consultants, Central Susquehanna Intermediate Unit
Classroom Learning & State Assessment
Learning Objectives:Participants will:
Identify IDEA components that address meeting the needs of special education students in inclusive settings
Link accommodations to student strengths and needs
Utilize strategies to make necessary accommodations in the reg. education classroom
Investigate allowable test accommodations and how they are linked to student need
Provided Resources
The General Educator’s Guide to Special Education, Jody L. Maanum (2nd Edition,2004)
2004 Accommodations Guidelines, Pennsylvania Department of Education (February 2004)
IDEA Overview
Free appropriate public education Special education Definitions Participation in assessments IEP team Procedural Safeguards / timelines Discipline Least restrictive environment
Knowing your student
Intelligence and Perception Patterns
Stability & Maturity
Interaction & Relationship
Maturity & Coordination
Role - Regular Education Teacher Active IEP Team Participant Familiarity with each IEP Implementation of Accommodations /
Specially Designed Instruction Progress Monitoring Collaboration with Para-educator Collaboration with Special Education
Professionals
Specially Designed instruction… Specially designed instruction consists of
adaptations or modifications to the general education curriculum, instruction, instructional environments, methods, or materials for exceptional students. Such specially designed instruction must go beyond the services and programs that a student would receive as part of general education, and must be designed to meet the unique needs of the student.
(Pennsylvania Department of Education, 1997).
Classroom Accommodations
Setting Timing / Schedule Presentation Response
Determining Accommodations Familiarity with student’s IEP Knowledge of accommodations needed
and implemented within classroom setting
Communication with student & special education professional(s) re: accommodations
Knowledge of & reference to 2004 Accommodations Guidelines & / or PSSA Administration Manual
Selecting PSSA Test Accommodations
NecessaryAppropriate
Allowable
PSSA Test Accommodations
Changes in Test Environment
Assistive Devices / Special
Arrangements
Adapted Test Forms
Other Accommodations
Changes in Test Environment Time
Place
Grouping
Other
Assistive Devices / Special Arrangements
Calculator
Typewriter / Word processor
Dictionaries / Thesauri
Bilingual Dictionary (without
definitions)
Paper, templates & highlighters
Adapted Test Forms
Braille Edition
Large Print Edition
Signed Version
Audiotape
Other Accommodations
Student marks in answer booklet Dictation to a test administrator (Scribe) Reading Aloud Marking an answer booklet at
student direction Providing Visual Cues Simplifying Directions
Implications for teachers in the Urban Setting…
are the same for those in a rural or suburban setting
All students come to us with varying degrees of need and are the responsibility of a team of professionals
Resources Pennsylvania Department of Education
http://www.pde.state.pa.us/pde Pennsylvania Training & Technical
Assistance Networkhttp://www.pattan.k12.pa.us/
Special Education List serve – to join [email protected]
Regional Intermediate Unit
Service Learning
The interaction of knowledge and skills with personal
experience is key!
Benefits All Students!
Learning Objectives Identify the benefits of incorporating
Service-Learning opportunities into lesson plans for all students
Identify specific Specially-Designed Instruction considerations to ensure success
Investigate examples and resources for further consideration in planning Service-Learning opportunities
What is Service Learning?
It is a combination of or link between
Community Service
And
Academic Study (active, purposeful learning)
Students are provided an opportunity to learn and develop through active participation in an organized, well though-out service experience that includes the element of providing for an actual community need and is coordinated and linked to learning objectives.
Service-learning provides an avenue in which reciprocal benefit for both the community and the students involved is achieved.
Service-learning is a method through which:
Citizenship
Academics subjects
Skills &
Values are taught
More than just volunteering
Although volunteering is a valued activity it differs from services-learning!
Three Basic Components
Effective Service Learning includes:
Sufficient preparation
Performing the Service
Analyzing the experience (by participants)
Instructional Strategy
Service-Learning is an instructional strategy which involves many different methods of teaching, it can engage students who don’t respond well to traditional classroom practices.
It appeals to high-level students – allows them to reach beyond the standard curriculum
Service-Learning
Can be used in any subject area
Works at all age levels, even with the very young
Service Learning OpportunitiesThe key to developing good service
learning opportunities is to plan ahead!
Should be integrated into the students’ academic curriculum
Should provide students with the opportunity to use newly-learned skills
Should provide a valuable service to the community
Keys
Plan for all students to participate• Inclusion means that all students, regardless of ability,
can fully participate Developing a community needs
assessment (One way to ascertain information about the community facility you will be using)
• Is it wheelchair accessible? • What are the operating hours?• What type of transportation is available?• Does the staff have experience in working with kids
with disabilities?
Keys (cont.) Developing a community needs
assessment, cont.• What type of health care/emergency system is
in place?• Is there a way to communicate with
students/staff should a need arise?
Develop clearly defined goals for your service learning project that incorporate both the aspects of learning and service.
Ensuring All Students Participate Plan for all students to participate Know the students who participate Review IEP’s of those students who
receive special education services (504 students) Understand strengths and needs of
students Functioning levels Specially-designed instruction
Ensuring All Students Participate Investigate and assess the
environment(s) in which students will be accessing as a part of the project
Develop strategies and make necessary adaptations/accommodations to ensure all students can participate fully in the project
Project Examples
Individual Projects
Group Projects
Citizenship
Belonging: Students experience community belonging
Authenticity: Service provided is valued because it is meeting a real need
Community Expertise: Students are able to learning with and from community members
Awareness: Students become effective citizens through civic awareness.
Student ownership
• Student Driven: Projects should involve appropriate challenge and risk-taking
• Adventure: Projects involving appropriate challenge and risk-taking
• Partnerships: Students and adults are equal partners
• Self-Awareness: Students explore their strengths to set goals and solve problems
• Student Matters: Students learn they have the power to make a difference
Visual Representation
Photography can be an effective tool for use when special education students are involved. It allows them to express themselves in ways
that they may not otherwise be able to because of physical and or cognitive impairments
Art Theater Music
Outcomes
Community Outcomes
Student Outcomes
Resources
• www.kodak.com great resource for lesson plans involving photography
• www.pitt.edu/-psla/PSLA/Specialeducation.html
• http://epicenter.nationalserviceresources.org
• www.servicelearning.org