Survey of the Exceptional Learner: Week 3

Dr. Julie Esparza BrownPortland State University

How does this cartoon reflect the diversity in our classrooms?I

Today’s Classrooms

• Educators face a difficult task of assessing and teaching a diverse array of students• Students:

• Enter school with different backgrounds• Enter school with different skills and abilities • Progress through curriculum at the differing pace

• Beyond academic skill diversity, today’s classrooms are multicultural, multiethnic, and multilingual

Individualized Support

• Schools must provide support as a function of individual student need• To what extent is the current level of

instruction working?• How much instruction is needed?• What kind of instruction is needed?• Are additional supports necessary?

Multi-Tiered System of Support (MTSS)• Students differ in the level of support they

require • Some needs are met through school

supports that are provided for everyone (supports for all), while others are not• Targeted supports• Intensive supports

Multi-Tiered System of Support (MTSS)

Multi-Tiered System of Support (MTSS): Response to Intervention

Multi-Tiered System of Support (MTSS)

• MTSS is a problem-solving framework. Names may vary across states, but the process of MTSS remains consistent

• As student need is identified via valid assessments, the intensity of instruction is adapted accordingly• The process of assessment

and instructional modification is continuous

• The result? An appropriate match between student need and educational assistance

How Are Assessment Data Collected?• Assessment extends beyond testing

and may include:• Record review• Observations • Tests• Professional judgments • Recollections

An Important Caution

• Laws, rules, regulations and standards change very frequently. A very convenient and efficient way to get the latest information is to enter these terms in your browser:• IDEA Changes• NCLB Changes• ESEA Changes

The History of Laws Requiring Schools to Serve Students with Disabilities• Prior to 1975 there was no federal

requirement that students with disabilities attend school, or that schools should make an effort to teach students with disabilities.

• Services were provided as part of the Rehabilitation Act of 1973, a law which gave individuals with disabilities equal access to services.

The Most Important Federal Law for Students with Disabilities• In 1975 Congress passed what was then

called the “Education for All Handicapped Children Act”, a law giving all students with disabilities a free and appropriate education. • Of course it took a very long time to get all

students with disabilities attending schools, and we still argue about whether the education they receive is “appropriate”.

• EHCA was re-authorized in 1986, 1990, 1997 and 2004. In 2004 the title was changed to the Individuals with Disabilities Education Act.

A Parallel Law

• The Federal law that provides services to Title 1 (poor) students is the Elementary and Secondary Education Act (ESEA). The 2001 version of that act is called the No Child Left Behind Act.

• NCLB grants to schools that have large numbers of financially poor students extra funds to provide extra services. Many students with disabilities receive services under the provisions of NCLB.

Section 504 of the Rehabilitation Act of 1973

•Many students with disabilities receive services under this act. Students with ADD or ADD/HD often receive services under this act.

IDEA vs. 504Provision IDEA 504

Purpose Federal statute ensuring FAPE for children with disabilities

Civil rights law protecting rights of people with disabilities in any school, institution or public agency receiving federal money

Who is Protected?

School age students whose disability adversely impacts ability to benefit from general education (Part B covers age 3 through 21)

All individuals are protected from discrimination based solely on disability (there is no age limitation)

Services? Additional and individualized supports include adaptation of instruction

Requires elimination of barriers to full participation. Includes use of accommodations to provide access.

Planning Documents

Individualized Education Plan (specially designed instruction)

504 Plan (e.g., instructional accommodations)

Categories of Students Served Under IDEA (see also Chapter X (eligibility)• Autism• Mental Retardation• Specific Learning Disability• Emotional Disturbance• Traumatic Brain Injury• Speech or Language Impairment• Visual Impairment• Deafness and Hearing Impairment• Orthopedic Impairment• Other Health Impairment• Deaf-Blindness• Multiple Disabilities• Developmental Delay

Major Assessment Provisions of IDEA• Individualized Education Program (IEP) Provisions• Protection in Evaluation Procedures Provisions (protection

against bias, provision of fairness)• Least Restrictive Environment Provisions• Due Process Provisions

NCLB Provisions• Strong Accountability• Parental Choice• Supplemental Educational Services• The right to be taught using evidence-based instructional

procedures

Americans with Disabilities Act of 1990 (ADA)• Any agency or federal organization that receives federal funds

must provide access (like building ramps), transportation (like special buses), or accommodations (like sign language interpreters at plays and musical events) necessary to enable students with disabilities to participate in services and events.

Four Broad Ethical Principles• Respect for the dignity of persons• Professional competence and responsibility (responsible

caring)• Honesty and integrity in professional relationships• Responsibility to schools, families, communities, one’s

profession and society.

Each Profession Relevant to Our Work has Standards• Council for Exceptional Children Standards• National Association of School Psychologists Standards• American Psychological Association Standards• American Personnel and Guidance Association Standards

Why Be Concerned About Testing Accommodations?• It is Required by the Law, cont.

• Section 504 of the Rehabilitation Act of 1973• Equal participation – it is illegal to exclude participation because of

disability• Americans with Disabilities Act

• Equal access to exams used to provide credentials or licenses• No Child Left Behind (NCLB)

• Requires that states report annually on the performance and progress of all students

The Importance of Promoting Test Accessibility• Universal Design

• Definition: “The design of products and environments to be useable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” (Center for Universal Design)

Copyright © 1997 NC State University, The Center for Universal Design.

The Importance of Promoting Test Accessibility, cont.• Principles of Universal Design (Center for Universal Design)

• Equitable use - The design is useful and marketable to people with diverse abilities.

• Flexibility in use - The design accommodates a wide range of individual preferences and abilities.

• Simple and intuitive - Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.

Copyright © 1997 NC State University, The Center for Universal Design.

The Importance of Promoting Test Accessibility, cont.• Principles of Universal Design, cont. (Center for Universal

Design)• Perceptible information - The design communicates

necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

• Tolerance for error - The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Copyright © 1997 NC State University, The Center for Universal Design.

The Importance of Promoting Test Accessibility, cont.• Principles of Universal Design, cont. (Center for Universal

Design)• Low physical effort - The design can be used efficiently

and comfortably and with a minimum of fatigue.• Size and space for approach and use - Appropriate size

and space are provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.

Copyright © 1997 NC State University, The Center for Universal Design.

The Importance of Promoting Test Accessibility, cont.• Universal Design Applications Promote Better Testing for All

• Universal design can reduce the need for accommodations among students.

Factors to Consider in Making Accommodation Decisions• Ability to Understand Assessment Stimuli

• A student’s ability to understand test stimuli may be hindered by a sensory, mental, or language limitation.

• Ability to Respond to Assessment Stimuli• Accurate responding may be hindered by a sensory or physical

limitation.

Factors to Consider in Making Accommodation Decisions, cont.• Normative Comparisons

• To the extent that the test was administered to the student differently than the way it was administered to the norm group, you must be very careful in interpreting the results.

• Appropriateness of the Level of the Items• Out-of level testing is not appropriate for accountability

purposes.

Factors to Consider in Making Accommodation Decisions, cont.• Exposure to the Curriculum Being Tested

• If students do not have access to the general education curriculum, their performance will reflect a lack of opportunity to learn rather than limited skill and ability.

• Environmental Considerations• Tests should be given in a quiet setting and in multiple sessions to

reduce fatigue for maximum performance.

Factors to Consider in Making Accommodation Decisions, cont.• Cultural Considerations

• The test can be invalid if it relies on a student’s cultural knowledge.

• Cultural values must be considered (e.g., response to authority figures, male-female relations).

• Students from other cultures may lack test-taking skills.

Categories of Testing Accommodations (CTB/McGraw-Hill, 2004)

• Category 1: Accommodations that have no impact on test validity• Presentation

• Visual magnifying equipment• Large-print edition of the test• Audio amplification equipment• Place markers• Directions read aloud• Directions tape recorded• Directions in sign language• Directions marked with highlighting

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 1, cont.• Response

• Mark responses in test booklet• Mark responses on large-print answer document• Indicate responses to a scribe• Record on audio tape • Sign language• Computer, typewriter, Braille writer, or other machine• Template• Other communication devices• Spelling checker

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 1, cont.• Setting

• Alone • Small group or different class• Home or care facility• Adaptive furniture• Special lighting and/or acoustics

• Timing/schedule• More breaks • Flexible scheduling

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 1, cont.• ELL specific

• Spelling aids• Computer-based written response• Computer-based testing with glossary• Bilingual word list, customized dictionary, and glossary• Format clarified• Definitions clarified in English and/or native language• Oral and written directions in English and/or native language• Directions translated to native language

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 2: Accommodations that may affect validity:• Presentation

• Read aloud stimulus material, questions, and/or answer choices • Tape recorder for stimulus material, questions, and/or answer

choices• Sign language of stimulus material, questions, and/or answer choices • Communication devices • Calculator or arithmetic tables

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)• Category 2, cont.

• Response • Graph paper• Indicate response on scribe

• Timing/scheduling• Extra time• More breaks• Extend over multiple days• Flexible scheduling

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 2, cont.• ELL specific

• Directions read aloud in linguistically clarified English• Directions read aloud in native language• Directions read aloud in English• Audiotaped test items in English• Audiotaped test items in native language• Test linguistically clarified• Oral responses with scribe• Translate written responses in native language to English• Side-by-side bilingual test or translated version

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 3: Accommodations that are known to affect validity:• Presentation

• Braille• Sign language of stimulus material, questions, and/or answer

choices• Text-talk converter• Tape recording of stimulus material, questions, and/or answer

choices• Paraphrase directions, stimulus material, questions, and/or answer

choices• Calculator or arithmetic table• Dictionary

Categories of Testing Accommodations, cont. (CTB/McGraw-Hill, 2004)

• Category 3, cont.• Response

• Indicate responses to a scribe• Spelling aids• Dictionary

Recommendations for Making Accommodation Decisions During Eligibility Testing

• Students with Disabilities• Conduct assessments in student’s primary language or mode of

communication.• Accommodate test format when the purpose of testing is not

substantially impaired.• Make normative comparisons only if the group includes students with

background experiences and opportunities like those of the student being tested.

Recommendations for Making Accommodation Decisions During Accountability Testing

• Follow state and district guidelines for accommodation use in large-scale assessment.

• Decision maker(s) should know the student.• Including strengths and weaknesses

• Consider the student’s learning characteristics and current accommodations used during classroom instruction and testing.

• Link to ODE’s information Accommodations

Recommendations for Making Accommodation Decisions During Accountability Testing, cont.

• Do not let the student’s disability category or program setting influence the decision.

• Ensure the accommodations have been used by the student prior to their use in an assessment.• Do not introduce new accommodations for

district or statewide assessment.• Link to ODE’s information on Accommodations

http://www.ode.state.or.us/search/page/?id=487

Recommendations for Making Accommodation Decisions During Accountability Testing, cont.

• Involve parents.• By participation in the decision-making process or given the

analysis of need for accommodations and by signing the form indicating accommodations that will be used.

• Reconsider annually.• Because student needs change over time

Famous People with Dyslexia• Einstein• Alexander Graham

Bell• George Burns• Hans Christian

Anderson• Da Vinci• Magic Johnson• Edison• Tom Cruise

• Bruce Jenner• Jay Leno• Richard Strauss• Walt Disney• Churchill• Whoopie Goldberg• George Patton• Richard Branson• Nelson Rockefeller

Famous People with Tourette’s Syndrome•David Beckham•Howard Hughes•Mozart