1. The document describes an extensive on-site support system at Orange Grove Center that includes various therapies, nursing, social work, nutrition, and more to support students with intellectual and developmental disabilities.
2. It notes registered nurses and LPNs are on staff with certifications in developmental disabilities to meet health guidelines.
3. An on-site medical and dental clinic is staffed by a full-time physician and dentist specializing in treating those with developmental disabilities.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
Republic Act (RA) 11650 and its Salient Features.pptxRizsajinHandig2
AN ACT INSTITUTING A POLICY OF INCLUSION AND SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE LEARNING RESOURCE CENTERS OF LEARNERS WITH DISABILITIES IN ALL SCHOOLS DISTRICTS, MUNICIPALITIES AND CITIES, PROVIDING FOR STANDARDS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHERs.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
Republic Act (RA) 11650 and its Salient Features.pptxRizsajinHandig2
AN ACT INSTITUTING A POLICY OF INCLUSION AND SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE LEARNING RESOURCE CENTERS OF LEARNERS WITH DISABILITIES IN ALL SCHOOLS DISTRICTS, MUNICIPALITIES AND CITIES, PROVIDING FOR STANDARDS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHERs.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
1. EXTENSIVE ON-SITE SUPPORT SYSTEM
Resource personnel are readily available in-house for
ease of collaboration in all the disciplines, including,
physical therapy, occupational therapy, speech therapy,
behavior support, nursing coordination, a social worker ORANGE GROVE CENTER
and nutrition, in order for all teaching staff to be well- Children’s Services
Orange Grove Center
immersed in the nuances of providing comprehensive 615 Derby Street
Children’s Services
supports for students with intellectual and developmen-
tal disabilities.
Chattanooga, TN 37404
REGISTERED NURSE AND LPNS With certifica- (423) 493-2947 DIRECT LINE
tions in developmental disabilities in all locations, (423) 493-2926 FAX
including transportation and off-site programming,
in order to meet the most stringent of health-related
guidelines.
ON-SITE MEDICAL AND DENTAL CLINIC
With a full-time physician and dentist, specializing in
treating persons with developmental disabilities.
EXTENSIVE VOCATIONAL TRAINING AND
PLACEMENT Which includes both on and off cam-
pus work-based training, utilizing the vast experience
and community partnerships, which Orange Grove has
accumulated over the years in order to provide the best
possible vocational experiences for students in special
education.
EMERGENCY RESPITE SERVICES
Referrals accepted to provide intermittent residential
services through OGC’s network of 24-hour supervi-
sion services. “This program is funded (in part) by the Tennessee Division
of Intellectual Disability Services, Tennessee Department of
UNIVERSITY AFFILIATIONS Health, Tennessee Division of Rehabilitation Services, United
Special Education majors participate in a nationally ac- Way of Hamilton County, Hamilton County Government,
HCDE, USDA, TDOT, Tennessee Council on Developmental
claimed university “embedded” program with involve-
Disabilities and many private contributors.
ment in multi-disciplinary research collaborations.
Under Title VI of the Civil Rights Act of 1964, federal
Orange Grove Center’s school program is
law protects individuals from discrimination. Facilities,
approved on an annual basis by: programs and services sponsored by Orange Grove Center
are available to all eligible persons regardless of race, color,
national origin, age, sex or disability.
as a:
Category 1
Special Education
Non-Graded School
2. Services provided exclusively by
Orange Grove Children’s Services
ENRICHMENT SERVICES(With programs
SERVICES(With
and activities designed specifically for students
with developmental disabilities.)
Art, Music and multi-sensory environment ser-
vices are provided on a rotation basis.
Assistive technology lab, Sensory Gym, virtual
interaction kinetic experience, swimming,
Orange Grove Center pre-dates other agencies Each classroom is under the instruction of a certi- recreational therapy, and therapeutic riding are
as one of the first local providers of educational fied spe
special education teacher. scheduled per individual, per classroom, and/or
services to individuals with intellectual and devel- student interest.
opmental disabilities. Depending on student’s skill level, the lowest
student caseload per classroom is five students Chorus, Choir and Dance ensembles are avail-
Since 1953, the center has served students of vary- (medically fragile) to nine students. able through auditions. Glee Club and Dance
ing abilities and disabilities ranging in age from five class are available upon request. The Rhythmic
to 22 years. The number of classroom assistants assigned to Arts Project (T.R.A.P.) is based upon availabil-
teachers and students depends on overall student ity.
Children’s Services serves individuals with the fol- skill level and abilities, program involvement,
lowing disabilities: classroom structure and safety. Several classrooms Water Ballet and a workout dance class are
have one to three assistants assigned to support the available on alternating weeks to anyone inter-
• Intellectual and developmental disabilities overall daily schedule. ested.
• Genetic syndromes, including Down Syndrome,
Fragile X, Williams Syndrome, Prader-Willi Syn- We are currently a special, year-round day school Special Olympics (swimming, basketball,
drome receiving funding from several local education bowling, summer and winter games) are avail-
• Cerebral Palsy agencies and private contributors. able for those interested. Participants must
• Organic brain disorders obtain a Special Olympic physical.
• Metabolic and mitochondrial disorders
• Autism spectrum disorders The EDUcarium™ at Orange Grove is a YEAR-ROUND SCHOOL Open 225 days,
• Communication impairments novel approach to lifespan learning, which Monday through Friday, 8 a.m. to 3 p.m.
• Sensory processing disorders incorporates both an innovative educational
• Maladaptive behavior milieu with adaptive socialization and voca-
• Social skill deficits tional opportunities in the community.
• Neuromotor disorders
• Orthopedic impairments