Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Team 6


Published on

Published in: Education, Technology
  • Be the first to comment

Team 6

  1. 1. Team Six – Final Presentation Anna Lei – Parent Annie Tully – Social Worker Cheryl Kondreck – General Education Teacher Elizabeth Cramarosso – Special Education Teacher Caitlin Gallagher – Speech Pathologist
  2. 2. Demographics School Community • 12% Students with disabilities • 92% Latino • 99% Low income • 21% English Language Learners • 2% Homeless • 29% Chronic truancy • Average class size, 27 Students • 44% in the community have no high school diploma • 13% unemployed • Poverty rate is 27%, higher than Chicago’s 20% • The average household in the neighborhood earns only 63% of the household income earned in the rest of Chicago.
  3. 3. ISAT Assessments of the School • 36% Meet/Exceed in Reading • 39% Meet/Exceed in Math • 63% Meet/Exceed in Science
  4. 4. Special Education – Key Beliefs It is our school’s mission to deliver special education for our students with disabilities and to implement best practices in that delivery. 1. Zero reject 2. Non-discriminatory evaluation 3. Free, appropriate public education (FAPE): ▫ IEP is based on the student’s evaluation and is outcome- oriented 4. Least restrictive environment (LRE) ▫ Placement of student considers inclusion, but above all must provide services and a setting that benefits the individual student according to their IEP
  5. 5. Special Education – Key Beliefs (cont.) How we implement: 5. Parent and student participation (family rights) 6. Procedural due process: ▫ makes parents and school accountable in carrying out the student’s IDEA rights
  6. 6. Inclusion What is inclusion? • Inclusion pairs the general education teacher with a special education teacher together to include and integrate special education students in a general education classroom through accommodations and modifications. How does successful inclusion look like? • Collaboration between general and special education teacher • Differentiating and modifying teaching methods to accommodate all students and different learners What are the benefits of inclusion? • Opportunities for social interaction • Peer modeling • Increased staff collaboration
  7. 7. General Recommendations to Support Inclusion • Inclusion (also known as Least Restrictive Environment): students with disabilities should participate in the school’s academic, extracurricular, and other activities with students without disabilities. • Mainstreaming • Regular education initiative • Inclusion through accommodations • Inclusion through restructuring
  8. 8. General Recommendations (cont.) • Supplemental Aids and Services: (Turnbull et al., 2013, pp. 33 - 34) • Universal design for learning: digital talking book, advance organizers • Access: Wide doors, clear aisles, curb cuts • Classroom Ecology: seating arrangement, lighting, acoustics • Assistive Technology: Calculator, augmentative communication device • Assessment Modifications: extended time, scribe, oral presentation • Teacher and paraprofessional or peer support: peer buddy, teacher
  9. 9. Emotional or Behavioral Disorder: An Overview ▫ A condition that is accompanied by one or more of the following for a substantial period of time:  An inability to learn that cannot be explained by intellectual, sensory, or health factors  An inability to build or maintain satisfactory interpersonal relationships with peers and teachers  Inappropriate types of behavior or feelings under normal circumstances  A general, pervasive mood of unhappiness or depression  A tendency to develop physical symptoms or fears associated with personal or school problems
  10. 10. Emotional/Behavioral Disorder Social and Behavioral Recommendations for both School and Home • Functional behavioral assessment (FBA) to identify behaviors and triggers • Positive behavior supports integrated into the IEP • Computer-based instruction for self- regulating behavior (KidsTool) • Modeling at a young age • Conflict resolution/management
  11. 11. Emotional/Behavioral Disability General education and special education recommendations General Education Special Education • Class wide peer tutoring (CWPT) • Positive Behavior Support (PBS) with goal setting • Service Learning • Implement peer-mediated instruction to enable peers to help the student with EBD self-regulate her behavior • Service learning activities • The Good Behavior Game
  12. 12. Behavioral/Emotional Disability Speech Therapy Recommendations • Specific Recommendations: • Wrap Around • Multimodal learning • Zero in on fundamental skills WRAP AROUND MULTI MODAL ZERO IN
  13. 13. Intellectual Disabilities: An Overview IDEA defines intellectual disabilities as, “significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s education performance" (Turnbull et. al., 2013, p. 196). Assessment: 1. Intellectual function: IQ < 70 2. Adaptive behavior skills: how students demonstrate concepts, social, & practical skills Characteristics: 1. Compromised memory function (short-term and working) 2. Difficulty making generalizations 3. Lack of self motivation 4. Significant limitations on adaptive behaviors: ▫ Conceptual skills ▫ Social skills ▫ Practical skills
  14. 14. Intellectual Disability Social and Behavioral Recommendations for both School and Home: • Focus on adaptive behavior—conceptual, social and practical skills ▫ Diagnostic Adaptive Behavior Scale assessment results • Supports for adaptive behavior skills: ▫ Self-determined learning ▫ Peer tutoring • Age-appropriate transition assessment before entering high school • Interagency collaboration: work with community organizations and agencies, network with staff, plan for support to transition from middle school to high school and beyond • At home, family should be informed about goals and outcomes of child’s IEP; work together with IEP members • Family should assume an active role in child’s life to offer support and motivation
  15. 15. Intellectual Disability Special Education and General Education Recommendations General Education Special Education • Concentration on applied/functional skills • Self-determined learning model of instruction - what is my goal? what have I learned? What is my plan? • Supplementary aides and services - paraprofessionals, e- readers, visual aides • Strategies for inclusion • e.g refrain from excluding the learner with an ID from a challenging activity • Instead, incorporate motivational strategies into the task at hand • UDL strategies like DVDs, book summaries, and graphics
  16. 16. Intellectual Disability Speech Therapy Recommendations • Digital talking books • Master functional skills • Paraeducators
  17. 17. Hearing Impairment: An Overview • Hearing loss is a gradated phenomena • Can be unilateral (in one ear) or bilateral (in both ears) • Hearing loss ≥ 70 – 90 decibels = “Deaf” classification • Hearing loss = 20 – 70 decibels = “hard of hearing” classification • Hearing loss can be congenital (present at birth) though this is less common than an acquired hearing impairment • 1.2% of those served under IDEA have hearing loss • The Deaf Community – a particular and beloved linguistic culture, not an impairment • Cochlear implants - damaging or beneficial?
  18. 18. Hearing Impairment Social and Behavioral Recommendations for the home • Careful consideration of least restrictive environment: inclusive vs. segregated education settings • Multiculturalism and diversity: alternatives to oral- auditory instructional strategies in ELL • Deaf culture: promote awareness, encourage involvement • Direct instruction & coaching in peer interaction and social skills, such as: ▫ Educating hearing students about deaf life and culture ▫ Promoting small group interaction in a general education setting • Access to language rich environment with a variety of communication modes • Real world or authentic experiences that align with academics
  19. 19. Hearing Impairment General Education and Special Education Recommendations General Education Special Education  Supplementary aides and services – sound-field amplification system, educational interpreters, CART  Concentration on language and speech  Cummins Model  Focus on language relatable to personal experiences • Utilize the services of an educational interpreter • Integrate vocabulary development • Teaching about the Deaf Community
  20. 20. Hearing Impairment Speech Therapy Recommendations • Interpreting services • IEP communication needs • Use of assistive technology
  21. 21. Conclusion and Key Points • Collaboration & Communication • Cultural Component • Assessment and Re-evaluation: ▫ Minimum of quarterly ▫ Evaluate with the team what is working and what is not • Yearly professional development
  22. 22. References Dupuis, Bonnie; Barclay, Joyce W.; Holmes, Sherwin D.; Platt, Morgan; Shaha, Steven H.; Lewis, Valerie K. (Summer 2006). “Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities.” Journal of the American Academy of Special Education Professionals (JAASEP). Retrieved from of-special-education-professionals-jaasep/jaasep-summer-2006/does- inclusion-help-students-perspectives-from-regular-education-and-students- with-disabilities/index.html Ellis, Josh. (2009, March 17). Demographics. Retrieved from raphics.pdf Illinois State Board of Education. (2013, January 24). Illinois State Board of Education Raises ISAT Levels. Retrieved from
  23. 23. References (cont.) Laurent Clerc National Deaf Education Center. (2008). About American Deaf Culture. Retrieved from o/educate_children_(3_to_21)/resources_for_mainstream_programs/effective _inclusion/including_deaf_culture/about_american_deaf_culture.html Luckner, John L.; Slike, Samuel B.; Johnson, Harold. (2012). “Helping students Who Are Deaf or Hard of Hearing Succeed.” TEACHING Exceptional Children, Vol. 44, No. 4, pp. 58-67. Retrieved from 46342925_2/courses/2014.summer.sped.410.1/Deaf%20or%20Hard%20at%20 Hearing.pdf Ocali Lifespan Transition Centers. (2014.) Transition to Adulthood: Guidelines for Individuals with Autism Spectrum Disorders (2nd ed.). Retrieved from Turnbull, A., Turnbull, R., Wehmeyer, M.L., & Shogren, K.A. (2013). Exceptional lives: Special education in today’s schools (7th ed.). Boston: Pearson Education, Inc.