The document discusses strategies for teaching students with special needs in inclusive classrooms, including an overview of the categories of disabilities teachers may encounter, legislation affecting special education, and instructional strategies like Universal Design for Learning to reach all learners as well as behavior management techniques.

1. staggering 62 percent of all new teachers—almost two-thirds
—report they felt unprepared for the realities of their

2. Universal Access for All Students
STUDENTS WITH SPECIAL NEEDS
Lisa Finnegan, Dennis Garland, & Katie Martin
Ph.D Students in Exceptional Education
University of Central Florida

3. Today, you’ll learn about…
 Diverse Learners
 Instructional
Strategies/Universal Design
for Learning
 Classroom and Behavior
Management Strategies
And most importantly…
 Ideas for your classroom
“Diversity is the norm, not the exception”

4. SECTION
One
 Types of
Learners with
Special Needs
“The new normal…doing more with less.”

6. What do you know about learners
with special needs and the
classroom?

7. Currently, there are 13 categories of
disabilities.
•Autism
•Deaf-Blindness
•Deafness
•Emotional Disturbance
•Hearing Impairment
•Multiple Disabilities
•Orthopedic Impairment
•Other Health Impairment
•Specific Learning Disabilities
•Speech or Language Impairment
•Traumatic Brain Injury
•Visual Impairment including Blindness
•Developmental Delay
•Intellectual Disabilities (MR)

8. Think-Pair-Share
Share one thing that you learned with
someone near you.
What disabilities do you think you will
encounter in your classroom?

9. What are you seeing in your
classroom?
High Incidence Disabilities
•Learning Disabilities
•Emotional Disabilities
•Communication Disorders
•Intellectual Disabilities

10.  Legislation
affecting you
“Diversity is the norm, not the exception”

11. More
Accountability!
Legislation:
2001 - No Child Left Behind
(NCLB)
2004 - Individuals with
Disabilities Education
Improvement Act (IDEiA )

12. INCLUSION!
Students with disabilities
spending 80% or more of
their time in general
education setting:
1995: 45%
2007 : 57%,
(US Department of Education
[USDOE], 2009).

13. Have you ever heard of these acronyms…
IEP? RTI? PMP?

14. By law, each student
with an identified
disability will have an
IEP—Individualized
Education Plan

15. What’s an IEP?
The IEP has two
general purposes:
•To set reasonable
learning goals for a
child
• To state the
services that the
school district will
provide for the child

16. Important Components
•Provides information about
student
•Annual Goals
•Special Education Services
•Testing Accommodations

17. Annual Goals
Statement(s) of what
a student with a
disability can
reasonably be
expected to
accomplish in a year's
time or the duration
of the IEP.

18. Example of an annual goal:
Gi ve n an e x p o s i t o r y o r
n ar r at i ve wr i t i n g p r o mp t ,
Jo an wi l l i n c r e as e wr i t i n g
s k i l l s t o a p as s i n g
p r o f i c i e n c y r at e as
me as u r e d b y a s c h o o l c h o s e n
rubri c i n 3 out of 4
wr i t i n g s amp l e s .

19. Services
•What services
students need to be
successful in
education
•Example:
Speech/Language,
Physical Therapy,
Academic Support

20. Accommodations
Accommodations are changes or adjustments to
standards instruction or assessment procedures or
materials

21. What can I do?

22. So what do you need to know?
Goals: What are your students working on? How
does your supervising teacher assist in these
records?
Accommodations: Look at the testing
accommodation page
Be organized!
Meetings: General Ed teachers contribute to
meetings. Keep work samples!

23. Keeping Data

25. Response to Intervention

26. Resources
Florida Department of
Education
http://www.fldoe.org/ese/
Accommodations and
Disability Overview
RTI:
www.rti4success.org
www.interventioncentral.org

27. Questions?

28. Poll

29. Instructional Strategies
Ways To Reach All Learners

30. Universal Design for Learning (UDL)
• Where did the UDL concept begin?

31. What does this image make you think
of? (Think-Pair-Share)

32. http://www.udlcenter.org/implementation/examples

33. Representation-various ways of
acquiring information
• the “what” of learning
• Learners differ in the ways
that they perceive and
comprehend information
that is presented to them
• Learning, and transfer of
learning, occurs when
multiple representations
are used, because it allows
students to make
connections within, as well
as between, concepts.

34. • http://www.windows2universe.
Representation
Activate Prior Knowledge
http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html
Organize Content
http://www.exploratree.org.uk/
Bring Words to Life
http://www.newbedford.k12.ma.us/edtech_toolkit/students/cast/index.htm

35. Action and Expression: alternatives to
show what they know
• the “how” of learning
• Learners differ in the
ways that they can
navigate a learning
environment and
express what they know

36. Action and
Expression
Assistive Technologies
http://webaim.org/articles/motor/assistive
Accessible Instructional
Materials
http://aim.cast.org/

37. Engagement: offer interest, challenge,
and motivation
• the “why” of learning
• Affect represents a
crucial element to
learning, and learners
differ markedly in the
ways in which they can
be engaged or
motivated to learn.

38. Engagement
Empower your learners to find
something of interest that ties
into content
http://www.nbclearn.com/olympics

39. Websites of Interest
• http://www.udlcenter.org/implementation/examples
• http://www.microsoft.com/education/a
[Autosummary tool for Word
2007—Word 2010 does not have
• http://www.primary-education-oasis.com/tools-for-struggling-students.html
this feature]
• http://cast.org/udl/index.html
• http://www.edutopia.org

40. Core Standards-UDL

41. Vocabulary
Preview vocabulary words
with students prior to
lesson
Encourage keeping a
vocabulary workbook
(Assign points)

42. JIGSAW
Group experts—each
group gets a different topic
to discuss and learn about
and then a person from
each returns to their table
group to share the
information

43. WIKIS
Wikispaces.com for group
project coordination
http://www.wikispaces.com/

44. • My Very Eager Mother Just Sewed Us
Mnemonic for New Pajamas
Content (Bob again: the planets of the solar
Keyword- familiar word system, plus poor little Pluto. Mercury,
that sounds similar to the Venus, Earth, Mars, Jupiter, Saturn,
word or idea being taught Uranus, Neptune, Pluto)
• Kings Play Chess On Fine Grained
Pegword- set of rhyming
words that are used to Sand
represent numbers (Guess who: it's Bob! With the Linnean
hierarchy - Kingdom, Phylum, Class,
Letter- letter strategies Order, Family, Genus, Species)
include acronyms and • King Henry Drank Both Diet Cokes Mo
acrostics nday
(Kilo Hecto Deka Base Deci Centi Milli)

45. Study
Reviews/Drills
Weekly review of all
concepts
Daily review of previous
day’s concepts
Games-Jeopardy, Baseball,
Round the World,
Hangman

46. Guided Notes
Palm size (Read-Stop-
Question-Understand)
Teach: Who, What, Where,
Why, and How Questions
Supply Graphic Organizers
(Fill in partially)
Record Lectures,
Discussions, Powerpoints,
etc.

47. Graphic
Organizers
Activate Background
Knowledge
Who, What, When, Where,
and How questions to
assist with understanding
text
Make connections
between new knowledge
and background
knowledge

48. Collaborative Teaching/Co-Teaching
Connect to the ESE teacher and consider co-teaching a
lesson together once a month—equal teaching partners

49. Behavior Basics: Dealing with
Problem Behavior

50. ABC Analysis
– Behavior can be looked at in terms of two other
variables-- those that happen immediately before
the behavior is emitted, and those that happen
immediately after. This is called a contingency
analysis.
A B C
– cue response result
– antecedent behavior consequence

51. Arranging contingencies (the other C)
 When desired outcomes or events follow a
behavior, that behavior becomes stronger
 SO, one way of changing behavior is to
arrange or alter the natural circumstances by
providing specific CONSEQUENCES,
selected to increase, decrease, or maintain a
behavior of interest.

52. The 4 Cs of Behavior Management
 Look at your CONSEQUENCES: Are you actually
reinforcing/ discouraging the behavior you are addressing?
 Make the consequences immediate and CONTINGENT upon
the occurrence of the behavior you are addressing
 Be CONSISTENT (across episodes, people and settings)
with consequences
 CATCH the child being good

53. Remember…
 Communication problems often lead to
behavior problems
 Lack of predictability often leads to behavior
problems
 A history of using behavior problems
effectively to control their environments leads
to behavior problems

54. Strategies for Teaching Tolerance
 “Step over the body”  Make things FUN!
 Teach alternatives  Escape for completion
 Premack principle  “No pain, no gain”
 Systematic
desensitization
 Redirection
 Marketing materials
and activities

55. What is Functional Assessment?
 A way of looking at problems from a
functional standpoint
 Does not focus on underlying feelings or
emotions or disorders
 Requires gathering data and coming up with
ideas about the function of the problem
behavior
 Can be done by many different people

56. What are the functions of
behavior?
 All behavior serves a function for the
individual.
 Simple Functions
– Escape/Avoid
– Seek Attention
– Make Demand
– Stimulation

57. Functions of Behavior Simplified:
ESCAPE: Getting out of a demand, activity, situation.
MAKE DEMAND: Trying to get something desired.
GET ATTENTION: Trying to secure attention from adults or
peers.
SELF STIMULATION: Just for the fun of it (would go on if
everyone left the room).
Think about the problem behaviors you encounter. Can you
identify the function of these behaviors?

58. What do I do after I think I know
the function?
 There is no cookbook answer, but these are
some general guidelines
– Manipulate the environment to prevent that
function from being achieved or needed
– Change your own behavior to make that function
unnecessary
– Teach alternative forms for the function

59. When the behavior serves a function of getting
attention:
Ignore bad behavior (that is not
dangerous) and give lots of praise for good
behavior
Quietly and unemotionally redirect
dangerous behavior and arrange for prevention
while attending to other good behavior.

60.  When the behavior serves the function of
making a demand
– Teach alternative way of communicating that
demand
– “Step over the body”
– Play Dumb

61.  When the behavior serves a function of
self stimulation:
 Keep the child engaged in appropriate play.
 Demonstrate HOW desired behavior looks.
 Identify other powerful reinforcers.

62.  When the behavior serves the function of
escape
– Follow through with demand, praise completion or
attempt
– Examine demand and adapt in the future to
prevent the problem behavior

63. Logical Consequences
 Removal of materials used inappropriately
 Loss of privileges (response cost)
 Restricted access
 Loss of parent or teacher praise/attention

64. Positive Reinforcement
 Definition of positive reinforcement
– Refers to relationship between behavior and a
consequence
– A positive reinforcer is the consequent event itself
– Contingent on presentation of behavior
 Follows behavior
– Increases probability of behavior occurring again

65. Effective Reinforcers
 Contingencies
 Immediately following behavior
 Have value
 Consistency
 Age appropriate
 Deprivation
 Satiation

66. Types of Reinforcers
 Primary
– Tangible
– Edible
– Concrete
 Secondary (Conditioned)
– Social stimuli
– Symbolic such as tokens
– Learned value

67. Types of Reinforcers
 Primary
– Tangible
– Edible
– Concrete
 Secondary (Conditioned)
– Social stimuli
– Symbolic such as tokens
– Learned value

68. Pairing
 When you combine a primary reinforcer with
a secondary reinforcer you are pairing.
Important to pair so you can condition the
student to move from a primary level of
reinforcement to a primary level of
reinforcement – you gradually withdraw the
primary reinforcer to maintain the behavior
through secondary reinforcment

69. Stop and Think
 Get into groups of three.
– Make a list of primary reinforcers you believe
would work with elementary age students and
give a rationale why.
– Make a list of reinforcers you think will work with
secondary aged students and provide a rationale
why.

70. Premack Principle
 Grandma’s rule – Eat your vegetables and I
will give you desert
 Engage in low preference behaviors before
you engage in high preference behaviors
 Example: If student likes Math but does not
feel good about reading, engage in reading
first

71. Limitations (Kazdin, 2001)
 High preference activities can not always
follow low-preference activities
 Activity may be all or nothing – either you
earn the right to participate in field trip or you
do not
 Activities may be freely available to students
and therefore loose their value

72. Generalized Reinforcers
 A reinforcer associated with a variety of
primary of secondary reinforcers
 Valued by association – e.g., praise from
teacher has been paired with use of
computer; praise from parent on a “good job”
paired with a high-five
 Reinforcers that can be exchanged for
something of value

73. Token Reinforcers
 Tokens have no value themselves but can be
exchanged for something of value
 Must tie to behaviors you wish to observe
 Need to consider record keeping
 Need to consider trade in value
 Need to have backup reinforcers on hand for
trade
 Store hours

74. Stop and Think
 You are teaching 23 students in a fourth
grade classroom. You are concerned about
the following behaviors: being late to class,
not turning in homework, name calling and
not having pencil and paper with them.
Create a token economy to help you manage
your classroom and change the behaviors
you have observed need changing.

75. Contracts
 Written agreement between you and a
student
 Includes behavior to be completed
 Has beginning and ending dates
 Is reasonable negotition between student
and teacher
 Names exact reinforcer to be delivered upon
completion of contract

76. Contracts
 Start small and for short periods of time
 Include interim review dates
 Reinforce movement towards contract
completion
 Must be fair, clear, positive and honest
 Must be consistent and systematic

77. Schedules of Reinforcment
 Continuous
 Fixed
 Variable
 Time vs Behavior

78. Schedules of Reinforcement -
Continuous
 Following every instance you observe the
desired behavior you reinforce it

79. Schedules of Reinforcement- Ratio
and Interval
• Ratio
 Fixed ratio – specific number of responses receive
reinforcer
• Interval
 Fixed interval – student reinforced the first time behavior
is observed and then again after a lapsed amount of
time
 Variable interval – vary the time of reinforcemnt delivery
 Limited hold – short window of time to exhibit behavior
to receive reinforcer

80. Negative reinforcement
 Removal of aversive stimuli immediately
following the contingent behavior
 Cycle of negative reinforcement
– Student is confronted with aversive stimuli
– Student engages in inappropriate behavior
– Teacher remove aversive stimuli
– Student is negatively reinforced for inappropriate
behavior
– Next time behavior exhibits, cycle repeats

81. Natural Consequences
 Reinforcement that occurs naturally – all
behavior has consequence unless you
structure the environment to deliver
consequences student prefers, natural
consequences will happen

82. What about
punishment?
 Negative side effects
 Limited effectiveness
 Models aggression as a way of dealing with
problems
 Results in a repeated cycle
 Results in learning and emotional problems
in adolescence and adulthood

83. Questions about behavior?

84. 3-2-1
Give us 3 things you learned
2 things you want to know
1 exam ple of an accom m od ation