Team 7

1. Learning Disability,
Autism, and Physical
Disability
SPED 410 Final Project: Group 7
Laura Michel- General ed. teacher
Gunnar Sterne- Special ed. teacher
Irina Murg- School counselor
Eric Bandemer - Therapist

2. School Demographics
- Middle School: 6 - 8th Grade
- Urban, low income neighborhood
- Predominantly Hispanic/Latino
- 12% of Students have disabilities
- Assessments below state average
Percentage who meet or exceed state
standards on test

3. Special Education
IDEA:6 principles
1. Zero Reject
2. Nondiscriminatory Evaluation
3. Appropriate Education
4. Least Restrictive Environment
5. Procedural Due Process
6. Parent/Student Participation
*Scope: birth through 21

4. Inclusion
● To the maximum extent possible
● Educated with children who are
nondisabled
Key Aspects:
❖ Home-school placement
❖ Natural proportions
❖ Restructuring
❖ Appropriate placement
❖ Partnership/UDL
❖ Time
Research:
● McGregor &
Vogelsberg, 1998
● Idol, 2006
● Agran, 2003

5. General Recommendations
“Our teachers need to teach to a higher level of achievement...and the disabled child
who is learning so much more because he or she is now included” - Richard Riley,
USDE
- Collaboration: communicate with other teachers, parents, and
therapists about each student’s unique needs
- Differentiated Instruction: every learner learns in a different way,
structure lessons to support all types of learners (UDL)
- Least Restricted Environment: IDEA Mandates LRE. General
Classroom should be first setting considered

6. General Recommendations (2)
- Technology: Utilize new tools and technologies to support student
learning and communication
- Flexible School Structure: Physical arrangements and schedules
should be adaptable to a wide variety of student and instructional
needs
- Assessments: There are a number of ways to demonstrate learning,
assessments should be as a individualized as their instruction

7. Learning Disability: most prevalent→47%
Disorder: at least 1 basic psychological processes→understanding/using
language (spoken or written)
Academic:
● Reading/Writing
● Math
● Memory (long, short, working)
● Executive functioning
Social:
● Self-concept
● Non-verbal signals
● Problem-solving

8. Social/Behavioral
Speech/Language Therapist:
❖ Therapy
➢ Eye-contact
➢ Maintaining conversations
❖ Forms of communication
➢ Non-verbal signals
➢ Symbols
School Counselor:
❖ Goal-focused counseling
sessions
➢ Self-concept
➢ Friendships
❖ Self-advocacy training
General education teacher:
❖ Collaborative groups
Special education teacher:
❖ Social dilemma curriculum
➢ Problem-solving

9. Speech/Language Therapist:
❖ Therapy
➢ Understand use of
language
❖ Training
➢ Staff
➢ Parents
Academic
General Education Teacher:
❖ Differentiated Instruction
➢ Visuals
➢ Scaffolding
➢ Modeling
Special Education Teacher:
❖ Assistive Technology
❖ RTI (Tier 3)
➢ Address specific areas of
weakness
School Counselor:
❖ Collaborate with therapist
❖ Advocate for LRE

10. Autism (A pervasive developmental disorder)
Disability that affects a student’s verbal/non-verbal communication,
social interaction, and educational performance.
A section of the autism spectrum disorder.
● Approximately 5 percent of all students
served by IDEA ages 6-21 were classified
as having autism (Fall 2008) (U.S.
Department of Education, 2001)

11. Social/Behavioral
School Counselor’s role:
❏ Applied behavior strategy
principles
➔ Discriminative stimulus &
Reinforcing stimulus
❏ Promoting friendships
➔ Peer buddy program, clubs,
general inclusion
❏ Maintaining friendships
➔ Trustworthiness & loyalty
➔ Conflict resolution
➔ General friendships skills
➔ Perspective skills
➔ Positive interaction skills
Special Ed. Teacher’s role:
❏ PBS (Positive Behavior Supports)
➔ Personal and school-wide PBS
(SWPBS)
SWPBS seeks to tailor students’
environments to their preferences,
strengths, and needs.
➔ Universal support
➔ Group support
➔ Individual support

12. Academic
General Ed. Teacher’s role:
❏ Mnemonic strategies
➔ Keyword strategy
➔ Pegword strategy
➔ Letter strategy
Occupational Therapist’s role:
❏ OT practitioners provide interventions to
students in the settings where they
typically engage in daily activities ie.
school, home, club setting…
➔ Evaluate student’s developmentally
appropriate skills.
➔ Provide interventions to help respond to
information coming through the senses.
➔ Devise strategies to help transition from
one setting, person, phase to another.

13. Physical Disabilities & OHI
● Defining physical disabilities and other health
impairments (OHI):
o a brain injury, orthopedic impairment or other
health impairment that requires special education or
related services
o involve medical care and medical concerns
o the impairment must affect a child’s educational
performance
● Examples: asthma, spina bifida, cerebral palsy
● Educational impact

14. A team approach to education
Services for children with physical disabilities and other
health impairments in a school setting:
● occupational therapist
● physical therapist
● speech therapist
● social worker
● general education teacher
● special education teacher

15. Accommodations & Modifications
Factors to consider when addressing the educational needs
of children with physical disabilities and OHI:
● Mobility concerns
● Paraprofessional or “buddy” support
● Assistive technology
● Helpful teaching strategies

16. Partnering with Families
● hospital, homebound education and other service
collaboration
● professional development
● pre-school year conferences
● parent/teacher conferences

17. Conclusion
Important Takeaways:
- Interdepartmental communication is crucial
- Continued professional development
- Peer program development
- Meet with special education teacher at least 1x
a week (coordinated plan periods)

18. References
Baker, E. T., Wang, M. C., & Walberg, H. J. (1994). The effects of inclusion on learning. Educational
Leadership, 52(4), 33-35
Hatch, T., Shelton, T., & Monk, G. (2007). Making the Invisible Visible: School Counselors Empowering
Students with Disabilities through Self-Advocacy Training. Retrieved December 10, 2014.
Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional Lives: Special Education in Today's
Schools (6th ed.). Upper Saddle River: Pearson Education.
Learning Disability. (2014). Retrieved December 10, 2014.
Specific Learning Disabilities. (2007). National Association of Special Education Teachers. Retrieved
December 10, 2014.
Special Ed Information for Teachers & Parents. (2012, January 1). Retrieved December 10, 2014.
Teaching Special Education. (2012). Retrieved December 10, 2014.
The Professional School Counselor and Students with Disabilities. (2013). Retrieved December 10, 2014.