Teaching Students with Disabilities

Department of Exceptional ChildrenAlamance Burlington School System

July 12, 2012

Warm fuzzy…

Why should we include students with disabilities?

• Opportunity for all students to access grade level curriculum

• Diverse and stimulating environment

• Membership in a community• Opportunity for peer models and

development of friendships• Enhancement of self-esteem• Development of respect, positive

attitudes and appreciation for diversity

• Recognition that all students have strengths

• No Child Left Behind and IDEA mandate

• All students must be taught the Standard Course of Study or an extension

• All students must participate in state assessments

• All children must make adequate yearly progress (AYP)

• Exceptional Children (EC) make up one of the AYP groups in a school

• Regular and special education teachers must work together for all groups of children to show growth in learning

No Child Left Behind

Individuals with Disabilities Education Act (IDEA)

• promotes the inclusion of increasing numbers of students with disabilities as full participants in rigorous academic and general education curriculum and assessment (Villa, Thousand, & Nevin, 2006).

A lot to know…

• See gold handout for education acronyms• Look to others for help!

Eligibility Areas (see blue handout…)

• Autism (AU)• Serious Emotional

Disability (SED)• Deaf-Blindness• Hearing Impaired (HI)• Multiple Disabilities

(MU)• Intellectually Disabled

(ID)– Mild (IDMI)– Moderate (IDMO)– Severe (IDSE)

• Other Health Impaired (OHI)

• Specific Learning Disabled (SLD)

• Speech Impaired (SI)• Traumatic Brain Injured

(TBI)• Developmentally

Delayed (DD)• Visually Impaired (VI)• Orthopedically

Impaired (OI)• Deafness

Accessing Prior Knowledge – What do you Know?!

• Pyramid Game• Partner A faces the board• Partner B faces away from the board• Clue giver lists terms that pertain to a

category

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Ways to make .25

Grade 5 MathThings that are parallel

perimeter

Types of graphs

area

Types of angles

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Grade 7 MathProbability & Statistics(24% of SOL test)

MODE SCATTERGRAM INFERENCE

STEM & LEAF FREQUENCY

QUARTILE

5, 6, 6, 6, 7, 8, 9

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Areas of Eligibility for Special

Education Services

Other Health Impaired

AutisticDeaf-Blind

Serious/ Emotionally

Disabled

Intellectually Disabled

Learning Disabled

Autism (AU)

• Developmental Disorder• Affects social interaction with others• Difficulty with verbal & nonverbal

communication• May show lag in motor development and/or

impairment in emotional and social development

• Resistance in environmental change or change in daily routines

• Engagement in repetitive activities and stereotyped movements

• This is a spectrum disorder and includes students of varying ability levels and social skill acquisition– Asperger syndrome

(Bateman and Bateman, 2006)

Serious Emotionally Disabled (SED)

• Inappropriate interpersonal behavior• Long standing patterns of behavior• Inability to learn that cannot be

explained by intellectual, sensory or health factors

• General pervasive mood of unhappiness or depression

• Inappropriate behaviors or feelings under normal circumstances

• This includes acting out behaviors and internalizing behaviors and or emotions

• Tendency to develop physical symptoms or fears associated with personal or school problems.

(Bateman and Bateman, 2006)

Deaf-Blind, Hearing Impaired, Visually Impaired, Deafness

• Deaf/Blind: both hearing and visual impairments

• Hearing Impaired: mild to moderate hearing loss

• Visually Impaired: partially sighted to functionally blind

• Deafness: severe hearing impairment

www.googleimages.com

Multiple Disabilities (MU)

• Cognitive or behavioral disability in combination with another disabilitywww.googleimages.com

Intellectually Disabled

• Intellectually Disabled Includes:

– Mild (IDMI)– Moderate (IDMO)– Severe (IDSE;

Severe-Profound)• Deficits in Adaptive

Behavior and cognitive ability

Orthopedically Impaired (OI)

• Severe orthopedic impairment

• Congenital Abnormalities (clubfoot, absence of some member, etc)

• Physical and/or motor development

(Bateman and Bateman, 2006)

www.soesd.k12.or.us/.../imagemanager/2friedl.jpg

www.googleimages.com

Other Health Impaired (OHI)

• Chronic or acute health problems

• Heart conditions• Chronic Lung Disease• Tuberculosis• Asthma• Sickle Cell Anemia• Epilepsy• Leukemia• Genetic Impairments• Tourette’s Syndrome• Attention Deficit/ Hyperactivity

Disorder

Specific Learning Disabled (SLD)

• Discrepancy between ability and achievement

• Basic reading, reading comprehension, written language, math calculation, math reasoning, listening comprehension, oral expression

• More than half of students with disabilities qualify in this categorywww.googleimages.com

Speech Impaired (SI)

• Articulation – the way you make sounds

• Language – sentence structure, understanding what someone is saying, responding appropriately to others

www.googleimages.com

Traumatic Brain Injured (TBI)

• Head injury that causes difficulty with learning, communicating, behavior, social and/or physical skills

Developmentally Delayed (DD)

• Age 3-7

• Delay in cognitive, behavioral and/or adaptive development

Appropriate accommodations allow students to . . .

• Actively participate in instructional activities and assessments

• Learn the curricula, skills, and/or IEP goals being taught

***Purpose is not to give the students an unfair advantage, but to “level the playing field” by providing access to instruction and assessments

Common Classroom Accommodations and Modifications

• Preferential seating• Modified grading

• Modified assignments• Copy of notes

• Graphic organizers• Audio tapes

• Word processor• Study guides

See pink

handout

NC state testing modifications & accommodations

• Per NCDPI, in order for a student to receive a modification/ accommodation on the EOG/ EOC test, it must be documented on the IEP and must be used routinely during instruction and similar classroom assessments

• The IEP is a legal document and services therein must be provided. This is the law and your responsibility!

Test Administrator Reads Test Aloud

• May NOT use for tests measuring reading comprehension

• May include: reading EVERY word, reading words upon request, not reading numbers

Multiple Testing Sessions

• Allows test to be administered during several “mini-sessions” based on individual need

• Time for testing and time for break should be indicated on IEP

Scheduled Extended Time

• Allows tests to be administered on a scheduled extended period of time

• Must specify the maximum amount of scheduled extended time (e.g. twice the amount given to non-disabled peers)

Testing in a Separate Room

• Allows a student to take a test in a separate room in a one-on-one or small group administration

• Maximum number of students for “small group” determined by LEA

Student Marks Answers in Test Book

• Allows student to circle his/her responses to test questions directly in the test book

• students who don’t know how to mark or are unable to mark

• students not attentive enough to mark answer appropriate on a separate answer sheet

• Should try to teach students to use standard bubble sheet if appropriate

Dictation to a Scribe

• Allows student to dictate his/her responses to test questions to a scribe who records the responses

• Student may dictate letter, read aloud entire answer, and pointing to correct answer

• Student may direct manipulation of protractor or ruler

• Can limit score on statewide assessments

How do I know my students’ modifications & accommodations?

• EC case managers should provide general education teachers with documentation of which students have an IEP and their modifications and accommodations before the students come to school– sample EC Info Spreadsheet.xls

How do I document?• The following are some sample forms

that general education teachers have created to document use of modifications and accommodations

• Use these or create your own – CYA!• Contact us for electronic versions

– Testing Modification Log 1.doc– testing modifications log 2.doc– testing modifications log 3.doc

Samples for you to see…

• Testing logs– Email us for

electronic versions…

• EC student info spreadsheet

IEP Meetings – Why should you attend?

• You are the expert for curriculum and can provide meaningful discussion for determining schedules and state testing programming

• Your feedback on modifications/ accommodations and progress helps to develop/ change the student’s IEP

• IT’S the LAW – An IEP is not in compliance without a general education teacher present

Confidentiality

• Any and all information about EC students is confidential and should only be shared with those who have direct educational contact and interest in the student

• Copies of modifications, etc. should be kept in a secure location

• Be careful about email use!

Accommodations

• Dictation to scribe• Read aloud• Marks in book• Multiple test sessions• Testing in a separate room• Extended time

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

•Read-aloud•Multiple Test Sessions•Extended Time•Testing in a separate room•Marks in book•Dictation to Scribe

Things Associated with: Modifications and Accommodations:

Read-aloud

Multiple Test Sessions

Extended Time

Testing in a separate room

Marks in book

Dictation to Scribe

Cont ent DevelopmentCur r iculum S equence & Pacing

Lear ning E nvir onmentClassr oom M anagement

Regular Educat ion T eacherCont ent

Cur r iculum O bj ect ivesCont ent Resour ces S uppor t

Lear ning S t r at egiesA ssur ing mast er y - no mat t er t he t ime

Legal I ssuesM ot ivat ional T echnique

Except ional Children T eacherKnowledge of Var ious D isabilit ies

I ndividualiz ingA dapt ing Cur r iculum & Lear ning E nvir on.

T eacher S kill S ets

Using your expertise . . .

A dminist r at or

E C Chair per son

E C Case M anager

M ent or T eacheror

Buddy T eacher

Co- T eaching Par t ner (if applicab le)

What school-level support is available?

EC Central Office Department-see pink handout

Need more info?

• www.cec.sped.org• www.ncpublicschools.org• www.nichcy.org• www.ldonline.org• www.chadd.org• www.ec.abss.k12.nc.us