STRATEGIC PLANENHANCING LEARNING FOR STUDENTS WITH

PHYSICAL DISABILITIES AND COGNITVE DISABILITIES

IN HIGH SCHOOL

Joey Pollet 7.15.15

PHYSICAL DISABILITY

STUDENTS WITH A PHYSICAL DISABILITY MAY BE UNABLE TO….

• Control speed of movement• Control spontaneous limb movement• Move quickly or in a well coordinated manner• Perform manual tasks such as gripping and turning a handle,

holding a pen, and typing. • Move arms or legs sufficiently • Move independently when walking beyond certain distances,

standing for extended periods of time, getting in and out of a vehicle, etc.

• Perform tasks that require endurance and strength

SCHOOL ENVIORNMENT PHYSICIAL DISABILITIES

Inclusive

Team approach

Positive Energy

IN THE CLASSROOM PHYSICIAL DISABILITIES

Awareness of students mobility limits

Student understands information

Give equal attention to both effort and achievement

ACADEMIC SUCCESSPHYSICIAL DISABILITIES

Students with a physical impairment feel acceptedEnvironment is physically accessible and safe

Peer group understanding and interactionProviding appropriate adaptive equipment and technology

Paced instruction Instruction in the use of assistive technology.

COGNITIVE DISABILITIY

Siskin Children’s Institute (2015) states, cognitive development, also referred to as intellectual disability, describes the condition of a child whose intellectual functioning level and adaptive skills are significantly below the average for the child of his chronological age (p.1).

STUDENTS WITH A COGNITIVE DISABILITY MAY HAVE TORUBLE….

• Delay in reaching early childhood developmental milestones• Difficulty retaining information and learning simple routines• Short attention span• Difficulty understanding social rules• Difficulty understanding consequences of actions• Limited and/or inconsistent communication skills• Lack of age-appropriate self-help and self-care skills

SCHOOL ENVIORNMENT COGNITIVE DISABILITIES

Demands of school

Interpersonal relationships

Language skills

Socioeconomics development

Personal Care

ACADEMIC SUCCESSCOGNITIVE DISABILITIES

Teach one concept or activity component at a time.

Teach one step at a time to help support memorization and sequencing.

Teach students in small groups, or one-on-one, if possible.

Always provide multiple opportunities to practice skills in a number of different settings.

Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses.

WHAT IS MULTIPLIE INTELLIGENCE?

Students should be taught in a variety of ways that call on many types of intelligences.

Intelligence is not thought of as a single entity, but rather as a combination of strengths

Motivates everyone to be more intellectually well-rounded.

HOWARD GARDNER’S MULTIPLIE INTELLIGENCE THEORY

EDUCATING STUDENTS WITH DISABILITIES THROUGH

MULTIPLE INTELLENCES

Determining strengths and weaknesses of students with disabilities.

Discovering new talents.

Help shift focus on ability rather than disability.

LINGUSTIC LEARNERSMULTIPLE INTELLIGENCE

How Linguistic learners think

Skill sets

Classroom instruction

DISABILITIY & RACE

Both terms can be used to define a person, segregate, and oppress.

Hispanics and Latinos are more likely to be incorrectly assessed as having a disability.

LEARNING STYLES FOR STUDENTS WITH DISABILITIES

Multiple means of representation

Multiple means of strategic engagement

Multiple means of expression

TECHNOLOGY FOR STUDENTS WITH DISABILITIES

Independence, individualized instruction, and control over their learning experience

High-tech devices

Low-tech devices

IMPLEMENTATION STRATEGIC PLAN

Create a successful plan that implements inclusive classrooms for students with

disabilities

“The strategy behind inclusion is to design supports—innovative approaches to learning, differentiated instruction, curricular adaptations—for every

student in the classroom, to include the entire spectrum of learners” (Schwartz, 2006, pg. 35)

IMPLEMENTATION STRATEGIC PLAN:RESOURCES

Accommodations • Audio books • Note takers• Laptops • Extended time for assignment • Enlarged print

Peer Support• Paired reading • Presentations • Group work

Modifications • One on one support • Group instruction

Assistive Technology • Calculators • Reading strips • Book stands • Word prediction software • iPads

IMPLEMENTATION STRATEGIC PLAN:TIMELINE

• Establish information resources of effective schools who use inclusion education

• Conduct research on students with disabilities

• Encourage integration to parents and students

• Encourage teachers at school who already use creative teaching methods

• Parents, teachers and principals agree to use inclusive education

• Establishment of appropriate instruction methods for inclusive education

• Implementation of the instruction applied in the classroom

IMPLEMENTATION

• Mentoring opportunities for new teachers and administrators.

• Create incentive/recognition programs for first year teachers that exceed with inclusion.

• Provide support for teachers who may enter an areas of critical need.

• Professional development designed to emphasize training or assisting teachers

• Expand the range of teaching endorsements. 

STRATEGIC PLAN: ENOURAGING STEAKHOLDERS

IMPLEMENTATION STRATEGIC PLAN:FORMATIVE

METHODS• Understand or clarify the need for the plan with charts and graphs

• Make the goal, purpose, results, and output clear

• Focus groups in order for plan to progress and for teaching styles to improve

• Insure that teachers are including and delivering the inclusion methods efficiently and effectively.

• Observation periods each week where principal monitors the students and teacher interactions.

IMPLEMENTATION STRATEGIC PLAN: SUMMATIVE

METHODS

Student evaluation of class and teacher

Instructor self-evaluation

Discussion sessions with parents

REFERENCES Beam, A. P (2009). Standards-Based Differentiation: Identifying the Concept of Multiple Intelligence for use with Students with Disabilities. TEACHING Exceptional Children Plus. 5(4), 1-13.

http://files.eric.ed.gov/fulltext/EJ967748.pdf

Belson, S. I., Hartmann, D., & Sherman, J. (2013). Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities. Journal Of Special Education Technology, 28(2), 13.

Fletcher, T. V., & Navarrete, L. A. (2011). Learning Disabilities or Difference: A Critical Look at Issues Associated with the Misidentification and Placement of Hispanic Students in Special Education Programs. Rural Special Education Quarterly, 30(1), 30-38.

Gillborn, D. (2015). Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education. Qualitative Inquiry, 21(3), 227-287. http://qix.sagepub.com.libdata.lib.ua.edu/content/21/3/277.full.pdf+html

Izzo, M. V. (2012). Universal Design for Learning: Enhancing Achievement of Students with Disabilities. Procedia Computer Science. 14, 343-350.

REFERENCES Kasa, C., & Causton-Theoharis, J. (n.d.). Strategies for Success: Creating Inclusive Classrooms that Work. PEAL Center.

http://www.pealcenter.org/images/PEAL-S4Success_20pg_web_version.pdf

Oideachais, A. R., & Lear, M. O. (2012). Physical Disability. Resource File For Special Education Needs. http://www.deni.gov.uk/15_physical_disability.pdf

Physical Disability Council (2009). What is Physical Disability? Physical Disability Council of NSW.

http://www.pdcnsw.org.au/index.php?option=com_content&id=49:what-is-physical-disability&Itemid=118

Project IDEAL (2013). Intellectual Disabilities. Texas Council for Developmental Disabilities. http://www.projectidealonline.org/v/intellectual-disabilities/

Rettig, M. (2005). Using the Multiple Intelligences to Enhance Instruction for Young Children and Young Children with Disabilities. Early Childhood Education Journal, 32(4), 255-259.

 

REFERENCESSiskin Children’s Institute (2015). Facts About Cognitive Impairment.

http://www.siskin.org/downloads/FactsonCognitiveImpairment.pdf

Slavin, R.E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson.

Special Needs Technology Assessment Resource Support Team (1996). Meeting the Needs of Students with Physical Disabilities. Assistive Technology START, 56-57. http://www.nsnet.org/start/physical.pdf

Western University Canada (2015). Teaching Students with Disabilities: A Tool kit for Faculty, Graduate Teaching Assistants, Librarians and Archivists. A Resource For

Faculty, Graduate Teaching Assistants, Librarians and Archivist.http://www.uwo.ca/tsc/resources/pdf/AODA-FacultyGuide.pdf