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Team 7 final

This document discusses strategies for supporting students with learning disabilities, autism, and physical disabilities at an urban middle school. It recommends collaboration between teachers, counselors, therapists and parents. Specific strategies include differentiated instruction, assistive technology, social skills training, counseling, and ensuring students are educated in the least restrictive environment. The document emphasizes the importance of communication between all professionals working with students to develop coordinated support plans.

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Learning Disability, Autism, and Physical Disability SPED 410 Final Project: Group 7 Laura Michel- General ed. teacher Gunnar Sterne- Special ed. teacher Irina Murg- School counselor Eric Bandemer - Therapist
School Demographics - Middle School: 6 - 8th Grade - Urban, low income neighborhood - Predominantly Hispanic/Latino - 12% of Students have disabilities - Assessments below state average Percentage who meet or exceed state standards on test
Special Education IDEA:6 principles 1. Zero Reject 2. Nondiscriminatory Evaluation 3. Appropriate Education 4. Least Restrictive Environment 5. Procedural Due Process 6. Parent/Student Participation *Scope: birth through 21
Inclusion ● To the maximum extent possible ● Educated with children who are nondisabled Key Aspects: ❖ Home-school placement ❖ Natural proportions ❖ Restructuring ❖ Appropriate placement ❖ Partnership/UDL ❖ Time Research: ● McGregor & Vogelsberg, 1998 ● Idol, 2006 ● Agran, 2003
General Recommendations “Our teachers need to teach to a higher level of achievement...and the disabled child who is learning so much more because he or she is now included” - Richard Riley, USDE - Collaboration: communicate with other teachers, parents, and therapists about each student’s unique needs - Differentiated Instruction: every learner learns in a different way, structure lessons to support all types of learners (UDL) - Least Restricted Environment: IDEA Mandates LRE. General Classroom should be first setting considered
General Recommendations (2) - Technology: Utilize new tools and technologies to support student learning and communication - Flexible School Structure: Physical arrangements and schedules should be adaptable to a wide variety of student and instructional needs - Assessments: There are a number of ways to demonstrate learning, assessments should be as a individualized as their instruction
Learning Disability: most prevalent→47% Disorder: at least 1 basic psychological processes→understanding/using language (spoken or written) Academic: ● Reading/Writing ● Math ● Memory (long, short, working) ● Executive functioning Social: ● Self-concept ● Non-verbal signals ● Problem-solving
Social/Behavioral Speech/Language Therapist: ❖ Therapy ➢ Eye-contact ➢ Maintaining conversations ❖ Forms of communication ➢ Non-verbal signals ➢ Symbols School Counselor: ❖ Goal-focused counseling sessions ➢ Self-concept ➢ Friendships ❖ Self-advocacy training General education teacher: ❖ Collaborative groups Special education teacher: ❖ Social dilemma curriculum ➢ Problem-solving
Speech/Language Therapist: ❖ Therapy ➢ Understand use of language ❖ Training ➢ Staff ➢ Parents Academic General Education Teacher: ❖ Differentiated Instruction ➢ Visuals ➢ Scaffolding ➢ Modeling Special Education Teacher: ❖ Assistive Technology ❖ RTI (Tier 3) ➢ Address specific areas of weakness School Counselor: ❖ Collaborate with therapist ❖ Advocate for LRE
Autism (A pervasive developmental disorder) Disability that affects a student’s verbal/non-verbal communication, social interaction, and educational performance. A section of the autism spectrum disorder. ● Approximately 5 percent of all students served by IDEA ages 6-21 were classified as having autism (Fall 2008) (U.S. Department of Education, 2001)
Social/Behavioral School Counselor’s role: ❏ Applied behavior strategy principles ➔ Discriminative stimulus & Reinforcing stimulus ❏ Promoting friendships ➔ Peer buddy program, clubs, general inclusion ❏ Maintaining friendships ➔ Trustworthiness & loyalty ➔ Conflict resolution ➔ General friendships skills ➔ Perspective skills ➔ Positive interaction skills Special Ed. Teacher’s role: ❏ PBS (Positive Behavior Supports) ➔ Personal and school-wide PBS (SWPBS) SWPBS seeks to tailor students’ environments to their preferences, strengths, and needs. ➔ Universal support ➔ Group support ➔ Individual support
Academic General Ed. Teacher’s role: ❏ Mnemonic strategies ➔ Keyword strategy ➔ Pegword strategy ➔ Letter strategy Occupational Therapist’s role: ❏ OT practitioners provide interventions to students in the settings where they typically engage in daily activities ie. school, home, club setting… ➔ Evaluate student’s developmentally appropriate skills. ➔ Provide interventions to help respond to information coming through the senses. ➔ Devise strategies to help transition from one setting, person, phase to another.
Physical Disabilities & OHI ● Defining physical disabilities and other health impairments (OHI): o a brain injury, orthopedic impairment or other health impairment that requires special education or related services o involve medical care and medical concerns o the impairment must affect a child’s educational performance ● Examples: asthma, spina bifida, cerebral palsy ● Educational impact
A team approach to education Services for children with physical disabilities and other health impairments in a school setting: ● occupational therapist ● physical therapist ● speech therapist ● social worker ● general education teacher ● special education teacher
Accommodations & Modifications Factors to consider when addressing the educational needs of children with physical disabilities and OHI: ● Mobility concerns ● Paraprofessional or “buddy” support ● Assistive technology ● Helpful teaching strategies
Partnering with Families ● hospital, homebound education and other service collaboration ● professional development ● pre-school year conferences ● parent/teacher conferences
Conclusion Important Takeaways: - Interdepartmental communication is crucial - Continued professional development - Peer program development - Meet with special education teacher at least 1x a week (coordinated plan periods)
References Baker, E. T., Wang, M. C., & Walberg, H. J. (1994). The effects of inclusion on learning. Educational Leadership, 52(4), 33-35 Hatch, T., Shelton, T., & Monk, G. (2007). Making the Invisible Visible: School Counselors Empowering Students with Disabilities through Self-Advocacy Training. Retrieved December 10, 2014. Turnbull, A., Turnbull, R., & Wehmeyer, M. (2010). Exceptional Lives: Special Education in Today's Schools (6th ed.). Upper Saddle River: Pearson Education. Learning Disability. (2014). Retrieved December 10, 2014. Specific Learning Disabilities. (2007). National Association of Special Education Teachers. Retrieved December 10, 2014. Special Ed Information for Teachers & Parents. (2012, January 1). Retrieved December 10, 2014. Teaching Special Education. (2012). Retrieved December 10, 2014. The Professional School Counselor and Students with Disabilities. (2013). Retrieved December 10, 2014.