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Chapter 12 class notes
- 2. Chapter 12: Students with Disabilities • Be able to EXPLAIN key terms associated with students with disabilities • Describe what inclusion looks like in a classroom • Discuss the pros and cons of labeling students • Understand the 6 Principles of IDEA • Understand the Alternative Placements Available for Students • Discuss Take Aways from the “Megan” video
- 5. Key Terms: Match • At-Risk • Disability • Exceptional • Handicapped • Impairment •Includes children who have difficulty learning AND those who are gifted and talented •The loss or reduced function of a certain body part or organ •An impairment that limits a child’s ability to perform certain tasks •The challenges a person with a disability experiences when interacting with the physical or social environment. •Higher than normal chance of developing a disability
- 6. To Label Or Not To Label: That is the Question To Label (Pros) • Aids in communication with parents, teachers, resource personnel, and medical personnel • Provides funding and resources • Creates an IEP to meet the individual student needs • Allows for testing accommodations/modificatio ns • Labeling is the first step to serving these students’ needs Not To Label (CONS) • Focuses on the child’s deficit (label) • Harms the child’s self-esteem • Evokes low expectations from school personnel and others • Hinders instruction • Restricts independent learning opportunities • Gives the students a sense of entitlement • Other people enable the disability
- 7. IDEA (Individuals With Disabilities Education Act) Drives special education in EVERY school It has 6 major principles that have remained unchanged since 1975 1. ZERO reject- schools must educate ALL children with disabilities… regardless the nature or severity of the disability. NO child with a disability may be excluded from ANY school activity. (Birth-21 years old) 2. Nondiscriminatory identification and evaluation—ALL students with disabilities are evaluated fairly, parents must be notified and consent to it, the evaluation must be completed within 60 days of receiving parental consent. Most importantly assessment must be nondiscriminatory and biased against various groups. 3. Free, appropriate public education– an IEP (Individualized Educational Program/Plan) must be developed and implemented for each child. The parents must agree with the program/plan. This program is the foundation of the student’s education and services/support they will receive.
- 8. IDEA (Individuals With Disabilities Education Act) 4. Least restrictive environment– not every child’s LRE is the regular education classroom. It is the maximum extent appropriate for the student’s needs. A separation may occur when the nature or severity of the child’s disability is such that education in the regular class (with supplementary aids and services) cannot be achieved satisfactorily. 5. Due Process Safeguards– Students with disabilities have important legal rights. It is a series of procedural steps designed to ensure fairness of treatment among students, parents, and school systems. 6. Parent and Student participation in shared decision making– Parents have a role in the IEP and decision making process. If the student is old enough and competent enough, they also may be part of the decision making team. Parents can wave their rights to participate.
- 9. General Education Classroom- prescribed program under direction of general General Education Classroom with Consultation- prescribed program under the gen ed teacher, who is supported by on-going consultation from the special education teacher General Education Classroom with Supplementary Instruction and Service- prescribed program under the direction of the gen ed teacher and receives instruction IN the classroom from a special ed teacher or parapro. Resource Room- In the general ed room for the majority of the day. But, goes to the special education resource room for part of the day from specialized instruction Separate Classroom- attends a special class most or all of the day under the direction of a special ed teacher Separate School- attend a special school specifically designed to meet their needs (Day Program Residential School- a special school where they live 24/7 Homebound or Hospital– do receive education ALTERNATIVE PLACEMENTS FOR STUDENTS WITH DISABILITIES
- 10. Strategies for Disabled Students • Oral instructions ( audio books) • Frequent progress checks • Give immediate feedback • Provide concrete objects • Give lots of praise • Repeat instructions • Cooperative learning-Groups • Peer helpers • Allow more time on assignments • Lessen the amount of work • Provide least restrictive environment • Co-teach with other staff • Research the disability so you are familiar with aspects of that disability • Have notes typed and printed off ahead of time for students if they have to take notes • Modify tests/classwork – give extra time, read test aloud, multiple choice instead of short answer, allow students to dictate their answers, remove some choices, give test one on one, etc. • Give opportunities for their strengths to shine with their peers • Make room physically assessible for the student • Work in small groups or one on one • Break work into smaller chunks • Don’t make them the class mascot
- 11. Strategies for Gifted Students • offer gifted students the most difficult problems first. They need deeper and more complex assignments. they like a challenge. • enable gifted students to work together on projects or at least part of the day. • don't overuse gifted students as your coteachers for low performing students. • don't confuse high achievers with high ability. • don't give them too many directions on how to complete a task. Tell them what the end result to be and let their creativity and mind take over. • understand that misbehavior in gifted students may come from boredom. • if you suspect a student is gifted, get them tested! they deserve accommodations and modifications just as much as a disabled student.
- 12. BUT… The reality is…. There is NO magic special education fairy that will FIX your special education students.
- 13. One Pager – 10 pts • Title your paper: Disabilities • Choose 5 words or phrases from our learning on disabilities from today’s class and write them down the left side of the paper. • Choose a quote that stands out to you– write it at the top and explain why you chose that quote. Note the page and paragraph. (chapters 5 and 7) • Create 2 questions from the text and write them on the right side of the paper. • Draw an illustration to create a visual for your learning. • Sum up your learning by using your quote and the 5 words and phrases in a paragraph at the bottom of the paper(or on the back if there is not enough room). EXAMPLE ON NEXT SLIDE...
- 14. Your 5 words or phrases "the quote from the book that stood out to you." (with page number) Question 1 – create a question from the text. Question 2 - create a question from the text. Put into words what you have learned. (using your words and/or phrases and the meaning of your illustration, etc.) Disabilities Illustration of your learning
- 15. Children's Literature Bibliography - see Bb 50 points• For this assignment, you need to find 15 children's books that you can use to help teach a diversity issue. You need to have the bibliographic information for the book, and then write 2-3 sentences on what topic you would teach from the book. I would utilize sources on the internet to help you. • Example of format: • Title, author, ISBN #: 2-5 sentences summary how you would use this book to teach diversity. • Example: Out of my Mind, Sharon M. Draper, ISBN# 9781416971719: This book's main character is unable to communicate through speech nor writing. It is only after she is given a computer and learns to use it with her disability, that she can communicate with others. Once communication started, people realize how brilliant she is. Great book about teaching about the accommodations and expectations of disabled students.
- 16. Children's Lit Presentation see Bb for details- 30 Points • For this assignment, you will choose one of your books from your bibliography assignment. You will prepare a Powerpoint slide with the following information. • 1. A photo of the book • 2. A summary of the book to use as a guide as you present to the class. • 3. 2 activities that you would develop to extend the book with your students. (food, videos, art, writing assignments, music, discussion, etc.) • Your presentation should only be about 3 - 4 minutes long. Once again, you will be graded on your speaking skills that we used for your Cultural Interview.
- 17. (Example of Slide Presentation) Enemy Pie written by Derek Munson SUMMARY It was the perfect summer until Jeremy Ross moved into the house down the street and became neighborhood enemy number one. Luckily Dad had a surefire way to get rid of enemies: Enemy Pie. But part of the secret recipe is spending an entire day playing with the enemy! This little boy learns that you can turn your enemy into your best friend. It is hard to hate people once we get to know them and spend time with them. This is a great story for teaching about friendship and not judging a book by its cover. Activities to do with this book: 1. Brainstorm what an enemy is. Make enemy pie. Give students a paperplate and let them create items to glue on their plate that they would put in a pie for their enemy. (worms, bugs, etc.. After the story, have them create another pie with things they would now include in a friend pie. 2. Think of someone in your school that you do not particularly like. Do not tell anyone who it is. Go out of your way to be nice to them this week and do 3 acts of