This document summarizes key components of special education including free appropriate public education (FAPE), least restrictive environment (LRE), and individualized education plans (IEPs). It also provides recommendations for three disabilities: attention deficit hyperactivity disorder (ADHD), autism, and visual impairment. For each disability, it outlines academic and behavioral characteristics, common issues, and strategies for inclusion and accommodation in the classroom. The document concludes with references on special education policies and practices.

1. SPED 410 Final
Multidisciplinary Team 5:
Daniel Collins, Genamarie Wojtal, Rana House, Hanan
Wuhush

2. DanielCollins:Learning Specialist
GenamarieWojtal:GeneralEducationTeacher
RanaHouse:SchoolPsychologist
HananWuhush:SpecialEducationTeacher
Roles

3. • Number of students enrolled: 636
• Students with disabilities: 23%
• Students with Low Income: 93%
• English Leaners: 9%
• Homeless: 4%
• Racial/Ethnic Diversity:
• 51% Hispanic
• 45% Black
• 2% White
• 1% Two or More Races
• 1% American Indian
• 0% Asian
• 0% Pacific Islander
Hypothetical High School

4. …cont
• Assessment Information:
• 15% PSAE
• Graduation Rate: 65%
• College Readiness: 4%
• Chronic Truancy Rate: 82%
• Student Attendance: 80%
• Average Class Size: 19
• District Spending per student:
• Instructional Spending: $8,376
• Operational Spending: $13,433

5. Key Components of Special Education
• Free Appropriate Public Education (FAPE)
• An educational right of children with disabilities in the United States that is
guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities
Education Act (IDEA)
• Least restrictive environment (LRE)
• In the U.S. Individuals with Disabilities Education Act (IDEA)
• A student who has a disability should have the opportunity to be educated with
non-disabled peers, to the greatest extent appropriate.
• Individualized Education Plans (IEP)
• Required written document
• For each student eligible to receive special education services
• Provided to a student who has been determined to have a disability
• Provided to a student who needs special education services because of that
disability

6. Inclusion
• Inclusion is educating students with disabilities in classroom with other
students who do not have disabilities.
• Inclusion is successful in the classroom teachers are mindful that that there
are 3 types of Inclusion which are physical , academic and social inclusion .
• To implement physical inclusion teacher can sensitive and accommodating to
where a student with a disability sits .
• To implement academic inclusion teachers can provide the student with same
chances in advancement such as setting an overall standard or expectations
for all the students in the class
• To implement social inclusion teachers can provide activities for students to
interact with one another during class by grouping students to complete
various tasks and assignments.

7. General Recommendations
• Consultative/ collaborative services
• General education and related services providers work together to meet
the needs of the student with a disability. The student remains in the
general education classroom.
• Classroom-based services
• All services are brought to the student in the classroom setting (e.g.,
general education, special education, resource). The therapist or service
provider may work individually with the target student or with a small
group that includes him or her.
• Pull-out services
• Student is taken out of the classroom to a different location (e.g., gym,
library, hallway) to receive the related service.

8. …cont
• It is recommended that students with disabilities
• Remain in classrooms providing general education for a longer period
of time
• Functional skills should be practiced within a general education
classroom
• Instruction should not be missed often
• Preparation for inclusive environment both in and out of school
• Might have higher expectations placed on the student

9. Cluster1:
BehaviorandEmotionalDisability
• Attention Deficit/ Hyperactivity Disorder (ADHD) means a child has trouble
being focused and inattentive and controlling impulsive behaviors and hyper
behavior
• Signs of ADHD: Short Attention span, Forgetfulness, Day Dreaming, Constant
Restlessness, the inability to sit still, Easily distracted, and does not follow
through with instruction or rules
• Student can fall into 3 types of ADHD
• Inattentive ex: Forgetful
• Hyperactive-Impulsive : Restlessness
• Combination of inattentive and Hyperactive Impulsive

10. ADHD: Academic/ Social Issues
• Students with ADHD tend not to participate fairly with other i.e.not waiting
their turn
• Students with ADHD tend blurt out and talk excessively during classroom
instruction
• Students with ADHD are reluctant to complete school tasks such as classwork
and homework
• Students with ADHD do not comply with school rules and regulations

11. ADHD:Academic Accommodations
• Teachers can compile all the students work that can be referred to during
parent teacher conference and IEP meetings
• Teachers can provide simplistic assignments where the expectations are clear
and concise.
• Being aware of the students need are emotionally as far as their self esteem
and self confidence is involved in their learning and development
• Using Positive reinforcements is essential when working with students with
ADHD
• Including the school therapist and counselor in the students mental, social and
academic development.
• Facilitating a positive learning environment by eliminating distractions such as
having quite studying times

12. ADHD: Behavioral Accommodations
• When disciplining using soft language and tone of voice is
effective for students with ADHD
• Being organized and following a strict schedule establishes
order for the student with ADHD , create order.
• Explain expectations and goals and showing how each goal is
purposeful

13. ADHD: Inclusion
• Ways of Inclusion for Students with ADHD:
• Peer tutoring:
• Some students with ADHD have the tendencies to be very talkative and
sometimes talk out of turn . Through peer tutoring students will have
the chance to interact with other students by sharing their ideas and
what they may or may not understand about what is being taught.
• Interactive teaching:
• Through interactive teaching students will have the chance to move
around, and interact with the teacher and their classmates as well. For
example Reenacting a scene from a moment in history or for math by
playing an interactive game.

14. Cluster 2:
Autism
• Autism as defined by IDEA as “a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age three, that adversely affects a child’s
educational performance” (Turnball, Turnball, & Wehmeyer, 2007).
• Autism is a disorder that is under the umbrella of disabilities called pervasive developmental disorders,
which is also known as Autism Spectrum Disorder.
(http://www.cdc.gov/ncbddd/autism)
• There are several main characteristics that each play a role in a student’s academic career, behavior, and
social skills. The characteristics are listed below:
• Language Development
• Social Development
• Restrictive/Repetitive behavior
• Problem behavior/Need for environmental predictability
• Sensory and movement disorder
• Difference in Intellectual functioning

15. Austism: Academic
• There are three common academic modifications for students with ASD, these
accommodations are:
• Modifications to the material and instruction
• Stimulating visual sensory and memory, or auditory sensory and memory
• Modifications to the way students demonstrate learning
• Extended time and alternative assessments such as portfolios, journal or
collaborative exams that allow students to work together
• Modifications to the classroom
• physical modifications to the classroom set-up, seating chart. Maintenance
of classroom routine and daily tasks. Limiting visual/auditory distractions
(Roberston, Chamberlain, & Kasar, 2003).
(Turnball, Turnball, & Wehmeyer, 2007).

16. Autism: Behavioral
• There are three main ways to address problem behavior
with students with Autism
1. Positive Behavior Supports
• Highlighting success and strengths of the student to encourage positive behavior
2. Social Stories
• Teachers & parents working together demonstrating appropriate social and
behavioral skills through example and or technology
3. Applied Behavior Analysis
• Documenting inappropriate behavior and developing alternate appropriate behavior
(https://www.autismspeaks.org/sites/default/files/section_5.pdf)
(Turnball, Turnball, & Wehmeyer, 2007).

17. Autism: Inclusion
• There are also 3 major inclusion techniques to use in the Least Restrictive
Environment or (LRE) so that the student is included in this environment. The
3 techniques are:
1. Emphasizing individual interests and strengths
• This can be done by getting to know students and parents through parent/teacher
meetings, home visits, classroom activities
2. Peer Relationships
• Pairing students with common interests will serve to help students
3. Promoting Friendships
• Students engaging with their peers will promote their social skills
(Mesibov & Shea, 1996).
(Roberston, Chamberlain, & Kasar, 2003).
(Turnball, Turnball, & Wehmeyer, 2007).

18. Cluster3:
Visual ImpairmentandCharacteristics
● Definition-Visual impairment including blindness means an impairment in vision that,
even with correction, adversely affects a child's educational performance. The term
includes both partial sight and blindness.
● Physically signs-Crossed eyes, eyes that turn out, eyes that flutter from side to side or
up and down, or eyes that do not seem to focus are physical signs that a child has
vision problems.
● Poor Academic Performance-Trouble reading and writing effectively, and often are
poor students not due to intellectual disability, but physical limitations.
● All disabilities and visual impairments are individual and should not be treated or
categorized in a manner which deemphasizes the student as a person. Grouping
students together due to similar or same disabilities and providing the same
accommodations for all said students is not the answer.

19. CommonIssuesAcademically/Socially
● Vision loss can result in delayed concept development which, without effective intervention, severely impacts the
student's social, emotional, academic, and vocational development.
● Students with visual impairments often must learn through alternate mediums, using their other senses.
● Students with visual impairments often require individualized instruction since group instruction for learning specialized
skills may not be provided in a meaningful manner.
● Students with visual impairments often need specialized skills as well as specialized books, materials and equipment for
learning through alternate modes.
● Students with visual impairments are limited in acquiring information through incidental learning since they are often
unaware of subtle activities in their environment.
● Curriculum areas that require unique strategies or adaptations for students with visual impairments include concept
development, academic functioning,communication skills, sensory/motor skills, social/emotional skills, orientation and
mobility, daily living skills, career/vocational skills and utilization of low vision.

20. Academic Recommendation
● Functional Vision Assessment- Determine the severity of the visual impairment
● Individualized Education Program (IEP)- Provide the student a variety of support
services such as special education professionals, general educators, and parent
involvement.
● Least Restrictive Environment- Assess the student’s ability and determine the
best environment for the student
● Unique accommodations- books and instructional materials in appropriate media
(including braille), as well as specialized equipment and technology so they can
have equal access to the core and specialized curricula.
● The accommodations for each student should be individualized, and Reduce the
effect of the disability to access the current curriculum

21. Basic Accommodations
● Copies of overhead projector/smart board activities to be viewed at his/her desk as needed.
● The teacher or presenter should verbalize all information as it is written on the board or overhead.
● Large Print textbooks/materials.
● Braille textbooks/materials.
● Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or
shortened amount of assignments).
● Avoid activities requiring extensive visual scanning.
● Extended time on test.
● Abbreviated homework assignment (includes all concepts, just fewer items).
● Shorter written assignment.
● Eliminate clutter from the room, particularly in aisles and movement paths.
● Place materials in consistent places so that students know where particular items are always located.
● Assess the student’s learning and where the disability impedes his/her ability to effectively learn, and engage
within the class and examinations.

22. Social Problems/Issues
● Reduced vision can make it more difficult for students to understand their social
environment, or social context. The inability to observe physical gestures or facial
expressions makes it difficult to understand the world around them. Students
must learn appropriate social skills in order to prepare them for success in their
homes, their friendships as well as for job and career readiness.
● Students should work to develop positive work behaviors. learning interpersonal
and work skills is important in order to succeed in the workplace. Moreover,
these skills are required to not only obtain a job, but maintain a job.
● It is the job of the members of the IEP team to facilitate the learning of social
interaction and appropriate behavior in order for the student to succeed.

23. Strategies and Accommodations
● control their emotions
● respect authority
● observe the classroom rules
● follow directions
● use a tone of voice that is appropriate to the setting.
● recognize behaviors that can cause social isolation.
● make contact according to cultural norms.
● turn face to speaker and maintain social interaction.
● develop a concept of self- and allow the student to make decisions, take responsibility, take
risks, and foster independence.

24. Conclusion
• Key Components of Special Education:
• FAPE
• LRE
• IEP
• General Recommendations
• Consultative/Collaborative Services, Classroom based services, Pull-out services
• Three Disabilities needing accommodations:
• ADHD
• Autism
• Visual Impairment

25. References
• American Foundation for the Blind. (2015). A Paper On The Inclusion Of Students With Visual Impairments. Retrieved from
http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-education/1235.
● Autism Spectrum Disorder. (n.d.). Retrieved from http://www.cdc.gov/ncbddd/autism
● Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of autism and developmental disorders, 26(3), 337-
346.
● Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers' relationships with included students with autism.
Journal of Autism and developmental disorders, 33(2), 123-130.
• Vanderbilt Peabody College. The Iris Center. Related Services: Common Supports for Students with Disabilitie. Retrieved from
http://iris.peabody.vanderbilt.edu/module/rs/cresource/#content.
● Turnbull, A. Turnball, H.R., Wehmeyer, M.L., & Shrogren, K.A. (2013). Exceptional Lives: Special Education in Today’s Schools. Pearson
● U.S. Department of Defense Education Activity. Key Elements of Special Education. Retrieved from
http://www.specialed.eu.dodea.edu/ParentGuide/section1.pdf.
● What are the Positive Strategies for Supporting Behavior Improvement? (n.d.). Retrieved from
https://www.autismspeaks.org/sites/default/files/
● Willings, Carmen. ACCOMMODATIONS & MODIFICATIONS For Students who are Blind or Visually Impaired. Retrieved from
http://www.teachingvisuallyimpaired.com/accommodations.html.
● Willings, Carmen. Social Skills. Retrieved from http://www.teachingvisuallyimpaired.com/social-skills.html.