Team 6 Final

1. +
King Public High School:
Special Education Services
Kara Howe Cesar Lopez
Augusto Lopez Sarah Sweet

2. King High School:
Demographics and Information
Black/African
American 45%
Hispanic/Latino
51%
American
Indian 1%
White 2%
Two or More
Races 1%
’12-
’13
‘11-
‘12
IL
Total # of
Students
636 664 N/A
Low
Income
93% 96% 50%
English
Learners
9% 9% 10%
With
Disability
23% 23% 14%
Homeless 4% - 2%
2012-2013 2011-2012 Illinois
Student Mobility- %
transfer in or out
31% 35% 13%
Chronic Truancy- absent
5% or more
82% 89% 10%
Student Attendance Rate 80% 81% 94%
Average Class Size 19 N/A 21

3. King High School: Student Standards on PSAE &
Funds per Student
2012-2013 2011-2012 IL Average
Instructional
Spending
$ 8,376 $ 8,235 $ 6,974
Operational
Spending
$ 13,433 $ 13,616 $ 11,842
% of Students
who meet or
exceed state
standards on
PSAE
2012-2013 2011-2012 IL Average
PSAE Overall 15% 12% 53%
Mathematics 14% 13% 52%
Reading 16% 12% 55%
Science 6% 8% 49%

4. +
Special Education
 The Meaning of "Special Education"
 This refers to education which is designed specially for the needs of a particular child. The
needs of the child must be identified before the appropriate program can be designed.
 The term “special education” means instruction and services that are specially designed to
meet the needs of a particular child with a disability. It can include:
 Instruction conducted in the classroom, in the home, in hospitals and institutions, and in
other settings and
 Instruction in physical education and
 Vocational education
 The concept of special education is very broad. It covers not only traditional academic
skills, but also basic functional skills. For children with severe disabilities, it may include the
more elementary life skills, such as eating, walking and talking.

5. +
Special Education
 Individuals with Disabilities Education Act (IDEA)
 Part A: Sets out Congress’s intent and national policy to provide appropriate
public education to all students with disabilities from birth to age 21.
 Part B: Benefits students from ages 3 to 21. IDEA combines a categorical
approach with a functional approach.
 Part C: Benefits children from birth to age 3. Early intervention services in one
or more areas of cognitive development, and adaptive development, or
diagnosed physical or mental conditions that has resulting in developmental
delay.
 IDEA: SIX PRINCIPLES
 1) Zero Rejection 2) Nondiscriminatory Evaluation 3) Appropriate Education
4)Least Restrictive Environment (LRE) 5) Procedural Due Process 6) Parental
and Student Participation

6. Inclusion in Schools
 What is Inclusion?: Students with and without disabilities
participate and learn together in the same classes
 Phases of Inclusion
 Mainstreaming
 Regular Education Initiative
 Inclusion through accommodations
 Inclusion through restructuring
 Misconceptions of Inclusion
 Benefits of Inclusion

7. Exclusion – Separation- Integration-Inclusion

8. Examples of Inclusion at our School
What you May
See
What you May
Want to Do
Alternative
Responses
Ways to
Include Peers
in the Process
Behavior Student shows poor
attitude toward other
students and doesn’t
easily cooperate with
them during class
Discipline student,
separate student
from class
Use advanced
organizers to guide
learning on
independent
assignments
Ask student to
identify peer
student may ask
for help. Come up
with signal for help
of teacher
Social
Interactions
Has few friends,
doesn’t appear to want
any
Encourage student
to take initiative
towards others but
allow student to
choose to be alone
Collaborate with
school social
worker on social
skills
Work with
identified peers to
practice social
skills in classroom
Educational
Performance
Work is acceptable but
needs constant
supervision
Assign an aide to
work with student,
allowed to take
work home
Work with SPED
teacher to create
step-by-step
assignment.
Reward system
Encourage student
to work with peers,
work with peers to
encourage student
Classroom
Attitudes
Never volunteers,
reluctant to participate
in class activities
Carefully choose
activities that allow
student to work
alone
Work with SPED
teacher and
student ahead of
time on content to
Plan with peers
positive
contributions that
each can make in

9. General Recommendation I:
Family Outreach
 Open house for students in special education
 Meet teachers, walk through classes
 Meet with families individually
 Review IEP plan before school year

10. +
General Recommendation II
 Importance of Partnership
 Program Modifications or Supports for School Staff
 Curriculum modifications allow a student to:
 Learn different material (such as continuing to work on multiplication while
classmates move on to fractions)
 Get graded or assessed using a different standard than the one for
classmates
 Be excused from particular projects

11. General Recommendation III
School-Wide Inclusion Strategies
Best Buddies Program Educators leading by
example

12. +
Specific Learning Disability
General information about disability
 IDEA definition
 Disorder of language processing
 Listening, Thinking, Speaking, Writing, Spelling, and
Mathematical Abilities may be affected
 Inclusionary Standard
 Perceptual Disability
 Brain Injury
 Minimal Brain Dysfunction
 Dyslexia
 Developmental Aphasia

13. +
Specific Learning Disability
General Information
 Average or above average intelligence
 Low academic achievement in one or more areas
 Difficulty storing information for later use
 Long-term memory
 Difficulty with the process of turning input to output
 Working memory

14. +
Specific Learning Disability
Statistics
 200-400% more
likely to be male
4-8% Reading
disorder
6-11% Dyscalcula
 Minority students are
overrepresented
THERE IS NO TYPICAL STUDENT

15. +
Specific Learning Disability
Statistics
Instruction Environment
Regular Class 80-100% of the time
Regular Class 40-79% of the time
Regular Class 0-39% of the time
Separate Setting
 Our goal is to increase
inclusion for students of all
abilities

16. +
Specific Learning Disability
Academic Recommendations
 Differentiated instruction:
 To differentiate means to make something different by altering the content of the lesson or
modify it.
 Assist the student in finding effective peer note-takers from the class. (Alternatively, you
could provide the student with a copy of your lecture notes or outline.)
 Allow the student to tape record lectures.
 Allow the student additional time to complete in-class assignments (particularly writing
assignments.)
 Provide feedback and assist the student in planning the workflow of assignments. (This is
especially important with large writing assignments. It may be helpful to break the larger
assignment into smaller components with opportunities for draft feedback.)
 Provide assistance with proofreading written work.

17. Specific Learning Disability: Social & Emotional
 Characteristics
 High-quality friends, higher likelihood of friends who also have SLD
 Majority of students experience NO mental health problems
 ¾ of students with SLD experience higher level of anxiety
 Reading D/O – higher incidence of behavioral and emotional
problems, linked to problems with inattention and to increased level
of anxiety
 Recommendations
 Strength-based perspective
 Person first language
 Consultation with school social worker

18. +
Autism Spectrum Disorder
Dr. Temple Grandin – named one of Time’s 100 most influential
people, she is a person with autism.

19. +
Autism Spectrum Disorder
General Information
 6 Identifying Characteristics
 Atypical language development
 Non-verbal -> complex communication
 1/3-1/2 -> inadequate everyday language usage
 Atypical social development
 Lack of peer relationships
 Not generally or especially spontaneous
 Lack of reciprocity
 Require external encouragement to increase motivation for social
behaviors

20. +
Autism Spectrum Disorder
General Information
 Repetitive behaviors
 Hand flapping
 Phrase repetition
 Unusual close attention to objects
 Adherence to routines; aversion to changes
 Problematic behaviors
 May cue others to the student’s needs
 Sensory and movement disorders
 Under- or overresponsiveness to stimuli
 Abnormal posture
 Atypical body movements
 Awkward gait

21. +
Autism Spectrum Disorder
Academic Recommendations
 Keyword Strategies
 Letter Strategies
 Allowing extra time to complete assigned work
 Breaking long assignments into smaller parts; shorten
assignments or work periods
 Pairing written instructions with oral instructions

22. +
Autism Spectrum Disorder
General Information
 Differences in intellectual functioning
 75% have an intellectual disability
 IQ is inversely related to severity of the disorder
 Savant syndrome
Daniel Tammet is a
person with savant
syndrome. He
learned
conversational
Icelandic,
considered the most
distinct and difficult
language in the
world, in 7 days!

23. Autism Spectrum Disorder: Social & Emotional
 Characteristics
 Atypical language development
 Atypical social development
 Repetitive behavior
 Problem behavior
 Recommendations
 Strength-based perspective
 Person first language
 PBIS- positive behavior interventions and supports
 Pair student with peer who understands preferred communication
method

24. +
Physical Disability
General Information
 IDEA
 “orthopedic impairments”
 Large number of students
 1.1% of students receiving supports or special education services
 Mobility Impairment
 Examples
 Spina Bifida
 Cerebral Palsy
 Paralysis

25. +
Physical Disability Academic
Recommendations
 Assist the student in finding a note taker.
 Accept tape recording of written assignments/exams.
 Give exams orally when necessary or allow extra time for students
who are able to write but who have diminished speed. Encourage
students to use a scribe or computer for exams.
 When selecting a grading criteria, consider the total competencies
learned rather than the speed with which the student complete a
task.
 Allow a tape recorder for lectures and discussions.
 Allow students to alternate activities in sitting, standing, and
walking.

26. Physical Disability: Social & Emotional
 Characteristics
 Will vary depending on physical disability and need of particular
student
 Recommendations
 Strength-based perspective
 Person first language
 Recognize that all students deal with self-esteem issues and involve
class in self-awareness instruction
 Hold peace circles with entire class to address feelings, needs,
wants, questions to encourage open communication between
students

27. Physical Disability: Social & Emotional
 Characteristics
 Will vary depending on physical disability and need of particular
student
 Recommendations
 Strength-based perspective
 Person first language
 Recognize that all students deal with self-esteem issues and involve
class in self-awareness instruction
 Hold peace circles with entire class to address feelings, needs,
wants, questions to encourage open communication between
students

28. + References
High School Report Card, Retrieved from Lecture Notes Online Web site:
https://uic.blackboard.com/webapps/blackboard/execute/displayLearningUnit?course_id=_81040_
1&content_id=_3823660_1.
PBS parents, (2003-2014). Inclusive Education. Retrieved from:
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/.
Building The Legacy of IDEA 2004. U.S. Department of Education, Statute: TITLE I/B/612/a/5. Retrieved from:
http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5,.
PBS parents, (2003-2014). The Benefits of Inclusive Education. Retrieved from:
http://www.pbs.org/parents/ education/learning-disabilities/inclusive- education/the- benefits-of-inclusive-education/.
PBS parents, (2003-2014). Common Misconception about Inclusive Education. Retrieved from:
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/common-misconceptions-about-inclusive-
education/.
Turnbull, A., Turnbull, R., Wehmeyer, M., & Shogren, K. (2009). Exceptional Lives: Special Education in Today’s
Schools. Boston: Pearson.

29. +
References:
Picture Retrieved from:http://www.dreamstime.com/royalty-free-stock-image-integration-inclusion-exclusion-
separation-schema-image31511896
Picture retrieved from: http://www.bcsc.k12.in.us/domain/24.
Walcott, D,M., (2013) Guidelines for Implementation of the Special Education Reform: NYC Department of
Education. Retrieved from: http://schools.nyc.gov/NR/rdonlyres/5F80AEEE-3B78-453E-BDF332983722CC25/
0/ReformImplementation GuidanceforPrincipals070312 FINAL2.pdf
The Florida State University. Student Disability Resource Center.
Retrieved from: https://disabilitycenter.fsu.edu/fac_guide.html
Bob Seay. 20+ Classroom Accommodations for ADHD Children. Retrieved from:
http://www.additudemag.com/adhd/article/5901.html
Erich Strom. Common Modifications and Accommodations. Retrieved from:
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/
common-modifications-and-accommodations
Center For Parent Information and Resources. Supports, modifications, and accommodations for students.
Retrieved from: http://www.parentcenterhub.org/repository/accommodations/