3. Objectives of Session
To introduce disability
To Explain types of disability
To Identify adaptations
modifications needed to teach
students with disability
10. Cont…
1. Always put the person before the
disability!
It is important to say…
“he/she uses a wheel chair” not
“confined to a wheelchair”
“a person who has epilepsy” not “an
epileptic”.
11. 2. Use the term “person with a disability”.
“Disability” means that an individual is
limited in one’s ability to do an activity.
“Handicap” is a barrier that limits a
person’s opportunity to participate in
society.
12. 3. All people are unique.
Individuals all have unique
things they can and cannot do.
13. 4. Offer people with disabilities the
same choices as you would
anyone else. People with visible
and invisible disabilities have the
right to fully participate in the
community.
14. 5. Offer assistance when it
appears to be required, but do
not insist on helping if the
individual refuses your offer.
16. 7. Assistive devices, such as
crutches and wheelchairs, are
necessary for individuals with
disabilities. Don’t remove them
from someone unless they have
instructed you to do so.
17. 8. Speak to the person with the
disability, not to a friend or
attendant.
18. 9. Treat people with disabilities
as you yourself would like to be
treated. Dignity, respect and
common sense are very
important!
19. “People-First” Language
Instead of ……
The disabled;
handicapped; crippled;
suffers from a disability
The blind
The deaf; deaf and dumb;
suffers a hearing loss
Say…
Person with a disability
Person who is blind;
person with a visual
impairment
Person who is deaf;
person with a hearing
impairment
20. “People-First” Language
Instead of….
Crazy; psycho;
retarded
Retarded; mentally
defective
Confined or
restricted to a
wheelchair;
wheelchair bound
Cripple;;
Say……
Person with mental
illness
Person with an
intellectual disability
Person who uses a
wheelchair
Person with a
physical disability
21. Types of students with
disability
Students with Visual Impairment
Students with hearing Impairment
Students with physical and health
Impairment
Students with Learning Disability
Students with intellectual Disability
Students with Communication Disorder
Students with emotional and behavioral
Disability
22. Identification
Detecting the existence of certain impairment
or disorder.
In the process of identification, sometimes
problems are obvious right from the start, in
this case, parents play a crucial role.
Sometimes they don’t appear until a child is
in school. Some children have trouble
learning to read or write. Others have a hard
time remembering new information. So,
school is the ideal place to deal with.
23. Assessment
Educational assessment refers to the
gathering of information about children’s
learning levels, style and skills in order
to make instructional decisions about
meeting their needs (McLoughlin &
Lewis 2001).
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24. PURPOSES OF ASSESSMENT
Why we are assessing individual
children will have implications for how
we proceed with that assessment
(McCormick & Schiefelbusch 1984)?
.
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25. Screening
Screening occurs before concern
has been raised about individual
children’s developmental pattern. It
takes a broad, naturalistic look at
children’s development, aiming to
identify individuals who might need
additional assessment.
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26. Description of current skills
Description of current skills
determines whether children’s
development is atypical and reveals
the nature of children’s
developmental patterns
(McLoughlin & Lewis 2001), which
will involve identification of their
strengths and relatively weak skill
areas.
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27. Curriculum Planning
Having established the nature of
children’s additional needs,
assessment must be able to
guide decisions about what
supplementary services
individual children require and
how to deliver these.
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28. Decisions about placement
Placement decisions will involve
making a choice about which
settings will most benefit
children with atypical
development and which age
group of peers will best support
their learning and social and
emotional growth.
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29. Classification
This is a common reason for the
assessment of children who are suspected
of having developmental delays or
advances. Classification is a controversial
function of assessment, although by
definition giftedness and disability are
relative to normal development and so
issues of classification are inevitable
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30. Monitoring children’s progress
Monitoring children’s progress. A final
purpose of assessment is to monitor how
children are responding to an educational
program. Monitoring serves three purposes
(Wolery 1996b):
to check that the conclusions and priorities
generated by earlier assessments are still
relevant;
to build a record of children’s progress over
time so that educators’ accountability is
promoted and to celebrate children’s
achievements; and
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31. Principle of Assessment
• A key principle of assessment is that it
must be:
• Multidimensional_ that is, it must
employ multiple measures, from
multiple sources, over multiple
developmental domains and fulfill
multiple purposes (as just listed)
(Neisworth & Bagnato 1988).
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32. • A second fundamental principle is
that assessment must examine:
• not only the qualities and needs
of individual children
• but also the environmental
factors that contribute to their
present developmental status
(Neisworth & Bagnato 1988).
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33. Third, specialist assessors must share
information so that they can develop a
multidimensional picture of the whole
child, not just isolated skills.
The following additional principles should
guide the assessment process for
children who are suspected of having
additional educational need
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34. Advocacy
The principle of advocacy
contends that assessment should
uphold the interests of all children
and aim to improve services for
individuals (NAEYC 1988).
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35. Defensibility
This criterion refers to how we assess
individual children (Miller 1978, in
McCormick & Schiefelbusch 1984).
Any tests that are part of the
assessment process must be used
only for the purpose for which they
were designed and must be valid and
reliable—that is, technically sound in
their construction and suitable for the
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36. Programming relevance(utility)
Assessment must measure skills that
are relevant either to an intended
program or in the child’s life (Hansen
& Linden 1990). That is, the
information gained must be
educationally useful. To achieve this,
tests that yield only a single global
score will be less useful than those
which provide scores for varying
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37. Equity
Assessment methods must be culturally
fair—which is to say that they should not
disadvantage any groups within the
community (Hooper & Edmondson 1998).
This is a particular issue for children whose
primary language is not English or who are
bilingual, and for those whose mode of
communication is not spoken language. It is
imperative that children’s lack of facility with
English is not mistaken for a developmental
delay or disability (Gonzalez 1974; Marion
1980).To minimize error with these children,
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38. Comprehensiveness
Assessment procedures must minimize
what is termed false negatives—that is,
when children with additional needs are
overlooked. To avoid false negatives,
assessment must sample a wide range of
behaviors across various developmental
domains, in a range of settings, gathering
information from many sources (Hansen &
Linden 1990). Comprehensiveness is
particularly important when classification
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39. Skilled Administration
Personnel who are skilled at and familiar
with assessing young children should be
the ones to administer tests to this age
group (NAEYC 1988).
Second, testers must know how to
communicate their findings appropriately
to both lay and professional readers of
their assessment reports (Hansen &
Linden 1990).
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40. Pragmatism
Assessment should be
efficient in terms of the
administration time and cost
and should not unduly burden
children with prolonged testing
(Fallen 1985).
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41. Accommodations
-are supports or services provided to help
students progress in the general education
curriculum and demonstrate their learning.
These do not mean big changes in the
instructional level, content, or standards.
Rather, support is provided so that
students have an equal opportunity to
learn and to demonstrate what they have
learned.
42. ACCOMMODATIONS - Provisions
made in how a student accesses/demonstrates
learning
They do not substantially change
instructional level or content
Provides student an equal access to
learning
Provides student equal opportunity to
demonstrate what is known
Based on individual strengths and needs
May vary in intensity and degree
43. Accommodations are:
Techniques utilized to help
students access curriculum
Strategies that validly
demonstrate what students
have learned
Methods used that alter the
academic setting or
environment so students can
44. Accommodations are also:
Approaches to information that level the
laying field for students with disabilities
Extended time
Large print
Braille
Signed instruction
45. Other Accommodation Definitions –
(Eshilian, & Hibbard, ‘98)
Appropriate arrangements that
allow for access to same
information, activities,
opportunities, ex: books on
tape, computer writing
programs, tape recorders,
calculator, checklists, dictation
of answers, etc.
46. Accommodations do NOT:
Change the information to be
learned
Change the amount of
information that is to be
learned…modifications do this!
47. MODIFICATIONS - Changes in what a
student is expected to learn and
demonstrate
Change in the instructional level or
benchmark
Change in the number of key
concepts mastered within a
benchmark or unit of study
Changes in content
48. Modifications
-change the content and performance
expectations for what a student should
learn. For example, a student may
work at a different level ( for example,
at a 4th grade level instead of a 6th
grade level in reading) or study fewer
concepts or skills.
49. Don’t be fooled by
“Adaptations” for this refers to:
Accommodations and Modifications
Changes made in instructional and
assessment practices to facilitate student
success. For example:
Size √ Participation
Time √ Level of Support
Input √ Alternate Goals
Output √ Substitute
Curriculum
50. Differentiation Instruction (DI)
To differentiate instruction is to
RECOGNIZE students varying
background knowledge, readiness,
language, preferences in learning,
interests, and to react responsively.
51. Cont.
It is a PROCESS to approach
teaching and learning for students
of differing abilities in the same
class.
52. Cont.
The intent of differentiating
instruction is to MAXIMIZE each
student’s growth and
individual success by meeting
each student where he or she is,
and assisting in the learning
process.
53. Principles of a Differentiated
Classroom
All students participate in respectful work.
Teacher and students work together to ensure
continual engagement & challenge for each
learner.
The teacher coordinates use of time, space,
and activities.
Flexible grouping, which includes whole class
54. Cont.
Time use is flexible in response to
student needs.
A variety of management strategies,
such as learning centers, interest
centers, learning buddies, etc. is used
to help target instruction to student
needs.
Clearly established individual and group
criteria provide guidance toward
success.
57. DI Tips you expected to
Apply in your Teaching
58. 10 Tips for Differentiation
Meaningfulness
Currency
Practice
Reading Level
Authenticity
Active
Participation
Experiences
Motivation
Realism
59. Cont.
1. Meaningfulness
Students Need Work
to Be Meaningful
Real Life
Interests
Learning Styles
Multiple
Intelligences
2. Currency
Connecting to Current
Information and Ideas
3. Practice
Some Students Need
Lots of Practice
4. Reading Level
Selecting Resources
for a Variety of Levels.
5. Authenticity
Students Enjoy
Working with Real
Facts, Numbers, and
Documents
60. Cont.
6. Active Participation
Interactive
Resources that Ask
Them to Create,
Build, Design or
Make Decisions.
7. Experience
Some Students Lack
Basic Experiences
such as Visiting a City
(or) a Farm.
8. Motivation
Students Need Inspiration
9. Realism
Students Enjoy Sharing
Their Ideas With a Real-
World Audience.
10. Challenge
Ask Students to Think
Such as;
Evaluating
Critiquing
Creating.”
61. Student Support in
Inclusive Education
Environmental modification
(accessible physical
environment)
Classrooms, buildings, chairs, sitting
arrangement, notice board, sport fields offices,
gets, board, activities etc.
64. Cont.
Assessing in various ways
adapting assessment technique to
context, culture, age, disability type,
and etc.
assess in continuous base and use
different tool of assessment.
67. Cont.
Least restrictive environment
Is about both social and physical
environment which allow students
access to any curricular and extra-
curricular activities
69. Education system has full
responsibility to ensure right to
education
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Involvement of peers, parents and the community
Flexible teaching methods with innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
Responsive, student-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all
PROCESS
of INCLUSION
Assessment
Support
System
Remediation/
70. Inclusion means:
I – ntegration
N – etworking
C – ollaboration
L –iving, learning, loving
U – tilizing all available
resources
S – upport and social
services
I – mplementation of
appropriate programs
O – rganization of
appropriate
services
N – on stop services to all