SPED 410 - Spring 2015

1. Xavier Mcknight

2. Objectives
 Identifying and recommending practices that will
allow the school to be more inclusive for students with
disabilities.
 Gather information that is based on best practices that
have shown to enhance the social and academic
experiences of students with disabilities at the school.
 The Local School Council would like to learn how the
school can in general enhance schooling for all
students with disabilities and their families

3. High School Important Stats
 45% African American, 51% Hispanic, 2% white, 1%
American Indian, 1% mixed of two races
 Graduation Rate 2012-1013
-4 years- 65%
-5 years-69%
Ready for college work
-4%

4. High School Important Stats
 PSAE overall test scores 15% Ill Average 53%
-Math 14% 52%
-Reading 16% 55%
-Science 6% 49%
 Instructional Spending
8,736 per student 6,974 per student

5. IEP
 Individual Education Plan
 Mandated by Idea (Individuals with Disabilities
Education Act)
 Essentially a student by student teaching guideline for
instructors to follow
 Created by student and student's parent(s) or
guardian(s), a special education teacher / case
manager, education teacher, or/and a representative
of the school or district

6. IEP Development
 When developing an IEP, the team must consider the
strengths and weaknesses of the student
 Results of the initial or most recent evaluation of the child
(including private evaluations conducted by the parents),
and the academic development.
 IEP team is also required to consider the communication
needs of the student.
 For example, if a child is blind the IEP has to provide for
the use of instruction in Braille.
 If a child is deaf or hard of hearing, the team is required to
consider the child's language and communication needs,
including the need to communicate with school personnel
and peers.

7. IEP
 It is based solely on the student’s needs and should not
be based on any preexisting programs.

8. Language Delay, Learning Disability,
Behavior and Emotional Disability
 Its important to know that every student should have
an individual plan but for the sake of a short
presentation , I will speak of general approaches that
works for these disabilities .

9. Important members
 Parents
-provide most experience with student,
knowledge of behavior outside of class
 Regular Teachers
- could keep track of strengths and weaknesses inside
of classroom.
-monitor frustration or gratification from different
types of assignments
 Special Education Teachers/ Inclusion teachers
- makes sure IEP is followed and provide modification
and accommodations when needed.

10. Language delay
 Is a communication disorder that’s includes a wide
variety of speech, language, and hearing impairments.
 Language delay usually becomes apparent during
infancy or early childhood.
 Speech/language delay is the most common
developmental disorder in children aged three to 16
years, affecting approximately 3 to 10 percent of
children. It is three to four times more common in
boys than in girls.

11. Strategies for Language Delay
 Healthcare team may include a physician, a
speech/language pathologist, or an audiologist.
 Cochlear implants
 Different ways of relaying information (visual,
demonstration, etc)
 Different ways of promoting classroom participation(
group blogs, group virtual assignments)
 Motivation- Positive feedback

12. Learning Disability
 Learning disabilities are neurological disorders and
used as an umbrella term.
 It does not mean that a student can not or are unable
to learn.
 Ex: Dyslexia(reading), Dyscalculia(math),
Dysgraphia(writing ), Dyspraxia(motor) , and
aphasia/dysphasia (language)

13. Not a Learning Disability
 These are not a learning disability but can make it
difficult to learn as well
 ADHD -(Attention deficit hyperactivity disorder)
Children with ADHD often have problems sitting still,
staying focused, following instructions, staying
organized, and completing homework
 Autism-with autism spectrum disorders may have
trouble communicating, reading body language,
learning basic skills, making friends, and making eye
contact.

14. General Ways to Help
 Identify how a student learns best
-visual, auditory, or kinesthetically
 Teach Perseverance, and teach the students how to
handle stress
 Clarify your goals to students.
 Again, motivation

15. Behavior and Emotional Disability
 An inability to build or maintain satisfactory interpersonal
relationships with peers and/or teachers. For preschool-age
children, this would include other care providers.
 An inability to learn which cannot be adequately explained
by intellectual, sensory or health factors.
 Consistent or chronic inappropriate type of behavior or
feelings under normal conditions.
 Displayed pervasive mood of unhappiness or depression.
 Displayed tendency to develop physical symptoms, pains or
unreasonable fears associated with personal or school
problems.

16. Behavior and Emotional Disability
Remain clam, and speak
clear and concisely.

17. Behavior and Emotional Disabilities
 Keep rules simple and clear
 Reward positive Behaviors
 Allow for mini-breaks
 Fair treatment to all the students
 Use motivational strategies
 Therapist/ talk about it

18. Important tips
 Important to not single student out for any disability
 Positive feedback and positive reinforcement is
effective
 Zero Tolerance on teasing or negativity (individual or
class)
 Close working relationship with Parents, counselors
and anyone else involved in the IEP or student’s
academic performance.

19. Works Cited
 "Children's Health." Language Delay. 1 Jan. 2015. Web. 27
Apr. 2015. <http://www.healthofchildren.com/L/Language-
Delay.html>.
 Emotional and Behavioral Disorder. Georgia Department
of Education, 1 Jan. 2014. Web. 30 Apr. 2015.
<https://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Special-Education-Services/Pages/Emotional-
and-Behavioral-Disorder.aspx>.
 "Learning Disabilities and Disorders." : Types of Learning
Disorders and Their Signs. Web. 30 Apr. 2015.
<http://www.helpguide.org/articles/learning-
disabilities/learning-disabilities-and-disorders.htm>.