Post on 11-Sep-2020
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ESPE 560 INTRODUCTION TO HUMAN EXCEPTIONALITY
STUDENT NAME: COURSE PORTFOLIO This portfolio was created by Bryn Sheppard, Summer 2012.
Part I : Initial Reflection
Part II: Laws and Legislation Part III: Teachers, Para educators, Other Professionals
Part IV: Eligibility and IEP Part V: ADHD and EBD
Part VI: Intellectual Disabilities v. Learning Disabilities
Part VII: Communication Disorders and Autism Part VIII: Sensory Impairment Disabilities
Part IX: Physical and Health Disabilities
Part X: Severe and Multiple Disabilities Part XI: Cultural Diversity, ELL and Family Involvement
Part XII: Tools
Part XIII: Final Reflection
Part I: INITIAL REFLECTION
Individuals with disabilities can be defined as someone who requires assistance when completing
tasks. This may be due to a physical or mental disability that prevents the individual from completing what is
expected. In the past I have worked with both students and adults with disabilities. During my student teaching placement I co-taught two ninth grade inclusion classrooms for English. I
also used to babysit a child for several years who is severely autistic and has a genetic disorder. My cousin is
another individual with a disability I have worked with and spent time with. She just entered first grade this
year in a classroom with students her age. She has Cerebral Palsy. She walks with braces and has some motor
problems when it comes to grasping things with her left hand. She sees an occupational therapist for this in
both Rochester and Boston.
Lastly I have been involved with adults with disabilities at the physician’s office I used to work at as a
receptionist when I graduated college. Many of our patients came from homes and care facilities that cared for
adults with disabilities. Some even lived with family members as well.
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Part II: LAWS AND LEGISLATION
Brown v. Board of Education of Topeka, Kansas: “Separate cannot be equal”:
This case helped to show that students with disabilities may not be receiving the best possible
education in separate classrooms. Through the use of efficacy studies, it was determined that those students
who suffer an intellectual disability may be better off in a classroom with their peers (Friend, 2011). These
studies showed that the students not only performed better academically, but also it improved their social
skills. The impact of this court case and the studies that followed it can be seen in schools now days through
the use of inclusion classrooms. By having students in inclusion classrooms, these students with disabilities
have been able to learn the same curriculum as other students in their age group. Also, since these students
were given to chance to be in the classroom with other students in their peer group, the special education field
has also implemented different kinds of aids in the classroom to help these students excel, such as assistive
technologies.
IDEA, Section 504 and ADA:
IDEA, Section 504 and the Americans with Disabilities Act of 1990 are all pieces of litigation that
address different concepts to help individuals with disabilities that previous laws did not address, however
they are not the same. IDEA is known for adding in autism and traumatic brain injury to the already existing
Education of the Handicapped Act (Friend, 11). It also clarified that students were required to receive support
for transitions and expanded parent participation in their child’s education. It is also responsible for requiring
assessment as a way to monitor these student’s levels of advancement. Section 504 is different from IDEA
because it is not a federally funded program (Friend, 16). Section 504 addresses that any handicapped person
is not to be excluded or denied federal assistance (15-16). The Americans with Disabilities Act of 1990 (ADA)
addresses the same definition of “disability” broadly. However unlike Section 504, ADA includes both public
and private sectors who are not allowed to be discriminated against based on their “disability” (17).
Part III: TEACHERS, PARA EDUCATORS, OTHER PROFESSIONALS
Direct and Indirect Services for Students with Disabilities
Name of
Professional
Direct Services Indirect Services
Special
Education
Teacher
Work directly with students with
one or more disabilities. Teach
lessons to students that they may
need more help with. Work one
on one or in groups with students
with disabilities on specific
subjects (Friend, 36).
Preparation of materials to help the
student in the classroom (Friend, 36).
This may be collaborating with the
general education teacher, modifying
worksheets or tests/quizzes, seeking
out to find assistive technology or
other aids to help the student with a
disability.
May help a family or student Keep in contact with teachers,
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School Social
Worker
who needs more assistance
outside of school in aspects such
as attendance, providing
clothing, food or other charitable
donations (Friend, 38).
families/parents, and any other outside
services the child and their family may
require (Friend, 38). They make sure
all these forces are in alignment to
ensure the student has all their needs
being met outside the classroom as
well as in the classroom.
School
Psychologist
May meet with student to
determine if they need to have
any extra services in the
classroom. They can administer
IQ tests to the student to see if
they need an IEP (Friend, 37-
38).
Might talk with teachers and other
staff members on what is to be done to
help certain students out in the
classroom (Friend, 38)
Speech/Language
Pathologists
Help students make proper
sounds of words, form sentences,
and form their mouth correctly
to say words (Friend, 37). They
can also find ways to give the
student other services such as
sign language, assistive
technologies or anything else the
student may require to improve
their communication.
Are in charge of creating the plans that
address concerns and then provide
these services and evaluation of
student progress (Friend, 37).
Occupational
Therapists
Help students with motor skills
such as cutting with scissors,
holding pencils, tying their
shoes, brushing their teeth,
eating, or anything else that
requires them to grasp on to an
object in order help them
develop this skill. They also may
assist with problem solving skills
and ways to make decisions
(Friend, 38-39).
Can determine if the child requires a
piece of equipment that will help assist
with any motor skills that they cannot
acquire (Friend, 39). If the student
needs to use this assistive equipment
they may also be the ones to provide
instruction on how to operate or use it
properly.
Physical
Therapist
They are responsible for helping
with a child’s ability to move
including their “muscle strength
and flexibility, mobility, posture,
and positioning” (Friend 39).
They can also help a student who
may have leg braces or another
form of assistive device to learn
how to use it correctly or help
them to no longer have to use it.
They can recommend or decide if a
student needs a piece of equipment
that may help and support the child’s
needs, such as a wheelchair or leg
brace (Friend, 39).
General
Teach all students including
those students with disabilities
through the use of UDL models
Collaborate with the special education
teacher by modifying lesson plans and
creating universal design for learning
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Education
Teacher
and from what is discussed prior
with the special education
teacher (Friend, 39). They are
also responsible for helping
create a comfortable social
environment for the student and
helping diverse learners succeed.
practices to use in the classroom
(Friend, 39).
Part IV: ELIGIBILITY AND IEP
Eligibility: To determine if a student needs special education services there are a series of steps that need to occur.
Parents tend to notice if their child is showing signs of a disability early on and may request help from
professionals or from school personnel to determine if their child does have a learning disability. However the
first person who will generally notice if a student shows signs of struggling in classes, is the general education
teacher (Friend, 41-42). The general education teacher will make informal observations in class on the student
while they are in class. If there general education teacher is unable to make a decision based on their
observations in the classroom, then an intervention assistance team may be asked to assess the student as well
(43). Members of these team can consist of several different people, such as general education teachers, a
special education teacher, and other individuals relevant to determining if a student requires special education
services. This group of people will make observations and assessments to collect data that will be used for
later review to determine if the approach, response to intervention or RTI is necessary for the child. RTI is
used to ensure the student is receiving the proper education and that all people who are involved in
determining if the student has a learning disability are collecting and using efficient data. Screening may also
be used in cases where the student shows “extraordinary difficulties in school” (44).
If these teams and approaches and observations display that the student is showing difficulties in
schools then a multidisciplinary team will be assembled for even further assessment. The assessment
requirements to be addressed that are required by IDEA are vision and hearing screening, intellectual ability,
achievement, social and behavioral functioning, developmental history, and any other areas that show concern
(45-46). Parents will then need to provide consent for their child to be assessed further and once this consent if
given the assessment process moves forward. In these further assessments, IQ’s and other test scores may be
evaluated to see if the child is functioning at a normal IQ. However, some cases may be evaluated in other
ways based on previous observations. Once it is determined that the student has a disability, they will be
deciding what kinds of services the student will need, whether there are special education services or any other
related services (47). At this point the IEP or individualized education plan will be drawn up.
IEP: An Individualized Education Plan, or IEP, is a collaboration of information about what a student with
special needs can do and anything they may have difficulty with. It also provides any special accommodations
the student needs in the classroom, this is where it was state if they needed an aid, extra test time, an
opportunity to leave the classroom during class, etc. The IEP also sets up goals and what is expected of the
student for the following year (Friend, 48).
The IEP team is made up of a series of professionals and others involved in the student with special
needs well being. Members of this team include the parents, special education teacher, general education
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teacher (s), school district representative, interpreter of evaluation results, any representatives from other
agencies who may be pertinent to the child’s condition, the student, and any others who may have expertise on
the student’s condition (Friend, 49-51).
Special Education services are monitored through the student progress. What this means is that by
looking at the IEP a professional should be able to see if a student has met or exceed their goals (Friend, 55).
Parent communication is another good way to see if a student is making progress from the services they are
receiving. If it is necessary the student will partake in individual testing to see if their scores have improved or
decreased at all.
If a parent is concerned that their child may need special education services they need to find out if the
child is eligible first. The parent can request individual testing for their child that is stated under IDEA to be
required for the student to be further assessed for special education services (Friend, 45). Without the consent
of the parent, no evaluations or recommendations can be made. The parents do have the right to seek
independent evaluation as well.
A multidisciplinary team will be made up in order to determine if the student does in fact have a
disability, if the disability effects the students education, if the needs of the student can be met through special
education , and where the student with be placed (Friend, 47-48). The placement for the student can range
from a full time classroom to a full time special education classroom setting.
In a formal assessment process the test/instrument must be fair, given by someone who is qualified to
do so, and consider the outcome or impact of the actual disability (Friend, 46). “No single test can be used to
determine whether a student is eligible for special education” (47). There are too many other factors that are
used in the assessment process to narrow it down to a single administered test.
Part V: ADHD v. EBD
Below are the differences between ADHD and EBD. Highlighted information indicates the similarities
between the 2 disorders. By observing the categories of definition, prevalence, causes, characteristics,
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assessments and recommended practices and supports, it is easy to see that these 2 disorders have some
similarities, but also many differences.
Attention Deficit &
Hyperactivity Disorder
(ADHD)
Emotional Behavioral Disorder
(EBD)
Definition Distractible
Impulsive
Hyperactive (P.P. Ch6; 4)
Characterized by behavioral or emotional
responses so different from appropriate age,
cultural, or ethnic norms that they adversely
effect educational performance
Consistently exhibited in two different
settings one of which is school and is
unresponsive to direct intervention in general
education (P.P. Ch7; 4)
One or more of the following (over a period
of time)
- Inability to learn that can not be otherwise
explained
- Inability to build/maintain relationships with
peers and/or teachers
- Inappropriate types of behaviors or
expression of feelings
- Pervasive mood of unhappiness or
depression
- Physical symptoms or fears associated with
personal or school problems (P.P. Ch7; 3)
Prevalence 3-5% of population diagnosed with
ADHD
3-7% of children have ADHD
2-3x as many boys identified as girls
No difference among races
Caucasian children are more likely to
receive medication for ADHD (P.P.
Ch6; 6)
5th largest disability category in IDEA
About 7.5% of all students receiving special
education
African American students are over-
represented in this category
Far more males than females are identified
have EBD (P.P. Ch7; 5)
Causes Physiological: Heredity & Brain
differences
Environmental: Lead poisoning,
Maternal prenatal smoking & alcohol
consumption (P.P. Ch6; 7)
Biological: Heredity, Brain Differences
(injury pre- or post- birth), Accident or illness
Psycho-social: Chronic stress at home,
stressful life events, childhood mal-treatment,
other family factors (P.P. Ch7; 6)
Characteristics *Cognitive: Problems w/ executive
function (i.e. working memory, self-
directed speech, difficulty controlling
emotions/motivation, difficulty
planning and breaking down parts
into actions) (P.P. Ch6; 8)
*Academic: Success varies based on
intensity of diagnosis, important to
develop academic self-concept (P.P.
*Cognitive: Below average to average
cognitive ability (P.P. Ch7; 10)
*Academic: Significant academic difficulty
across all content areas, whether it be low
GPA or high-risk dropping out of school
(Friend, 209)
*Social/Emotional: High anxiety (fears),
levels of anger & aggression, low self-esteem,
might have depression, problems w/ social
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Ch6; 9)
*Social/Emotional: Self-esteem is a
problem for some, may have
problems developing friendships
which may lead to rejection by peers
(P.P. Ch6; 10)
*Behavior: Do not attend to details,
careless mistakes, failure to complete
school work, failure to listen when
spoken to directly, difficulty
organizing, avoid tasks that require a
lot of thought (P.P. Ch6; 11)
relationships, & may have to be taught social
skills (P.P. Ch7; 8)
*Behavioral: Internalizing behaviors
(withdrawal) are easy to overlook,
Externalizing behaviors (aggression & acting
out) and are readily identified (P.P. Ch7; 7)
Eligibility &
Assessment
*Medical Dx: Made by pediatrician,
family physician or psychiatrist. Dx
may occur before a child enters
school (there is no way to definitively
diagnose)
*Educational referrals may come
from the classroom teacher or the
special education teacher (P.P. Ch6;
13)
*Assessments may include a medical
assessment, continuous performance
tests, parent/teacher rating scales &
checklists, student work samples,
other information (P.P. Ch6; 14)
*Eligibility for IDEA: ADHD is
adversely effecting the student's
performance. Not all students are
eligible for IDEA services but those
students may qualify for
accommodations under Section 504.
If paired with and EBD or LD the
student will be eligible for IDEA
services (P.P. Ch6; 16)
*Multidisciplinary Team considers if the
student's emotional disturbance characteristics
include one or more of the criteria listed in the
federal definition. They also consider if the
student's characteristics will affect their
academic performance (Cognitive,
social/emotional & behavioral). When
students do not adjust well socially it cannot
be a determining factor in eligibility (P.P.
Ch7; 11)
*Assessments: Formal - Scales for assessing
emotional disturbance, Behavior assessment
system for children, Behavior rating profile,
and Cognitive & achievement assessments
Classroom Assessments: further observation
& data
Other: Family/developmental history,
Medical information, Strengths-based
assessment (Friend, 211)
Recommended
Practices
Environmental Supports for Students
Behavior Interventions (i.e. rewards,
low involvement strategies, token
economy)
Instructional Interventions (i.e.
kneeling by a student and pointing to
where s/he should start reading
without saying anything, or giving a
student a note "for a teacher" so s/he
gets a break out of class
Medication is the most clearly
effective intervention (P.P. Ch6; 21)
Prevention through early intervention
SW-PBIS strategies (environmental supports)
Effective Interagency collaborations
Wraparound services (network between
school, family, community, extra services,
etc.)
FBA (Functional Behavior Assessment) Tier
2 or 3
BIP (Behavior Intervention Plan) Tier 2 or 3
(P.P. Ch7; 17)
Effective classroom interventions
Peer-mediated instruction
Peer-tutoring
Cooperative Learning
Teacher lag instruction (P.P. Ch7; 18)
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Part VI: Intellectual Disabilities v. Learning Disabilities
Intellectual Disabilities (ID) and Learning Disabilities (LD) can be thought of as very similar to one
another. In fact they do have a significant amount of differences between the 2. Below in the chart, these 2
disabilities are divided out between how they are different in the categories of definition, prevalence, causes,
characteristics, assessments, and recommended practices and supports. In this chart I have also highlighted
their similarities.
Intellectual Disabilities Learning Disabilities
Definitions
Under IDEA, ID is defined as
“significantly sub-average general
intellectual functioning, existing
concurrently with deficits in
adaptive behavior and manifested
during the developmental period,
that adversely affects a child’s
educational performance.”
(P.P. Ch. 8:5)
Under IDEA, LD is listed as a
disorder that affects “listening,
thinking, speaking, reading,
writing, spelling, and
mathematics.”
-Focuses on school tasks
(P.P. Ch. 5:3)
-It is characterized by unexpected
achievement
-Not a direct result of other
disorders or problems but may
occur with other disabilities. (P.P.
Ch. 5:4)
Gifted and/or Talented
Prevalence
-No single prevalence estimate is
definitive
-Little research on gender
differences
-Disproportionate representation of
African American males
(P.P. Ch. 8:7)
-Growth of LD has decreased 24%
in recent years.
-Higher frequency in boys
-Levels off for older students
(P.P. Ch.5:5)
Suggested Causes
Prenatal:
-Chromosomal abnormalities such
as Down Syndrome and Fetal
Alcohol Syndrome.
Perinatal:
-Premature birth
-Low birth weight
-Anoxia
Postnatal:
-Accidents
-Illness
(P.P. Ch. 8:8)
Physiological:
-Brain Injury (prenatal, perinatal,
postnatal)
-Heredity
-Chemical Imbalance
(P.P. Ch. 5:7)
Curriculum Environmental Causes:
-Poor nutrition
-Emotional climate at home
-Toxins/severe allergies
-poor teaching or instruction
-lack of stimulation
-poverty
(P.P. Ch. 5:7)
Cognitive:
-Working memory
Cognitive:
-Average to below average
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Characteristics
-Generalization
-Meta-cognition
-Motivation
-Language
-Academic skills
(P.P. Ch. 8:9)
Social:
-Peer rejection
-Immature behavior
-Inappropriate responses to social
situations
-Difficulty understanding social
cues
(P.P. Ch. 8:10)
Behavioral: Problems with:
-Self-care
-Self-direction
-Home Life
-Functional academics
-Health and safety
-Work and leisure
-Communication
(P.P. Ch. 8:11)
intelligence
-Perception or memory
-Their thinking and processing
may be delayed
(P.P. Ch. 5:8)
Academic: Can impact:
-Reading
-Writing
-Mathematics
-Oral Language
(P.P. Ch. 5:9)
Social and Emotional:
-Social Perceptions
-Competence
-Lack of motivation
(P.P. Ch. 5:10)
Behavioral:
-“Out-of-Seat” Behavior
-Talk outs in class
-Physical and verbal aggression
(P.P.Ch. 5:11)
Assessments
Intellectual Functioning:
-Wechsler Intelligence Scale for
Children
-Stanford-Binet
Adaptive Behavior:
-AAMR Adaptive Behavior Scale
-Vineland Adaptive Behavior
Scales
Medical Factors:
-Input from professionals
-Medications
(P.P. Ch. 8:12)
Formal Assessments:
-Intelligence tests
-Achievement tests
Informal Assessments: Informal
-Curriculum-based measurements
-Portfolio assessments
-Observations
(P.P. Ch. 5:12)
Recommended Practices &
Inclusion Practices:
-General education classroom
-Continuum of support and
placements through team review
(P.P. Ch. 8:17)
Task Analysis:
-Break things into smaller tasks
-Teach step-by-step
Response to Intervention (RTI):
-A 3-Tier Model where all students
participate in tier one interventions
and those who do not succeed in
tier 1 will also receive tier 2. Then
those who do not succeed in tier 2
will then receive tier 3 (the most
intensive intervention).
(P.P. Ch. 5:14)
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Supports Peer Mediated Instruction:
-Cooperative learning
-Peer tutoring
(P.P. Ch. 8:19)
Direct Instruction:
-Clear demonstrations of new
information using small and
organized processes
-Guided practice
-Immediate feedback
-Check comprehension
Strategy Instruction:
-Techniques, principles and rules
will help guide the students for
take completion
(P.P. Ch. 5:20)
By looking at the chart above, it is apparent that the reason these 2 disabilities seem so similar to one
another is not based on their definition, prevalence, or causes. In fact they it is because they display many of
the same characteristics. It is also apparent that they do not require the same assessments to conclude the same
disability so therefore this is a way to determine from those characteristics, which of the 2 (ID or LD) the
student has. There are some of the same recommended practices used for both of these disabilities, which
makes sense since they did have similar characteristics to address in these practices and supports.
Part VII: Communication Disorders and Autism
After reviewing and comparing Autism to other communication disabilities I found that there are
similarities and differences in the two disabilities. In the chart below I highlighted the ways in which Autism
is similar to speech and language communication disabilities. Most of the similarities between the two are in
the ways in which they affect the child and supports given to the child. One of the main ways in which the
actual disabilities are similar is that Autism has a component of its definition that involves a communication
barrier. Autism is more than just a communication disorder, it also affects a child’s ability to interact socially
and development. As for speech and language disorders, it is a physical language impairment that focuses on
the process of speech and causes problems such as language delay, language impairments, etc. Autism is not
something that will decrease with age, as some speech and language disabilities will. Autism is affecting a
specific part of the brain that is having trouble doing certain tasks.
Autism Speech and Language
Disabilities
Definition
It is stated under 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” (P.P.Ch.10:
4).
It is stated under IDEA as “a
communication disorder such as
stuttering, impaired articulation,
language impairment, or a voice
impairment that adversely affects a
child’s educational performance” (P.P.
Ch.9: 4)
Different types of language disorders
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Autism is a part of Pervasive
Developmental Disorder (PPD). This
also includes Asperger’s Disorder and
PPD-NOS (P.P. Ch 10: 5).
include:
-Specific Language Impairment
-Language Delay
-Aphasia
-Central Auditory Processing Disorder
(P.P. Ch. 9:8)
Prevalence
-.25% of all students with disabilities
between the ages of 6-12 have Autism
(under IDEA). However there is
controversy about this prevalence.
(P.P. Ch.6:6)
-More boys than girls have Speech and
Language Disorders
-1.7% of all special education students
(P.P. Ch. 9:10)
Causes
Biological:
-Inherited
-Higher frequency among siblings
-Not caused by a genetic condition
Brain Based:
-Abnormalities in cerebellum, frontal
and temporal lobes
Environmental:
-Immunizations?
(P.P. Ch 10:7)
Biological:
-Physical and Emotional Causes
-Brain injury
-Inherited
Environmental:
-Being neglected or abused
-Poverty or malnurited
(P.P. Ch 9:11)
Characteristics
-Cognitive: abilities can widely vary,
rote memory, theory of mind,
repetitive actions, environmental
sameness (P.P. Ch. 10:8)
-Academic: difficulties with problem
solving, motivation is lacking
(P.P. Ch 10:9)
-Social and Emotional: immaturity,
problems with communicating with
others, may develop language
disorders (P.P Ch. 10:10), difficulty
relating to others
-Behavior: self-stimulating behaviors,
difficulty generalizing, sensory
problems (P.P. Ch. 10:11)
-Cognitive: can affect a range of these
abilities
-Academic: high risk of reading
difficulties
(P.P. Ch 9:12)
-Social and Emotional: students may
have low self-esteem and/or social
isolation
-Behavior: behavior problems may
develop
(P.P. Ch 9:13)
Assessment
-Both formal and informal
assessments can be done
-Intellect, academic achievement and
adaptive skills are assessed
-Behavior can also be assessed
(P.P.Ch. 10:12) Antecedent Based
Interventions (ATI) are used to
address these repetitive or on-task
behaviors that make up the
Speech Assessments include:
-Formal tests for articulation
-Language samples
-Developmental history
-Examination of mouth, teeth, and
palate (P.P. Ch. 9:14)
Language Assessments:
-Both formal and informal assessments
can be done
-Student samples
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stereotypical behaviors these students
portray (Quill, AIM module).
-Classroom observations
-Precautions for ESL learners
(P.P. Ch. 9:15)
Recommended
Practices and
Support
-Environmental supports include
visual supports and home base.
Assistive technologies are also used.
Instructional Practices:
-Priming
-DTT
-Prompting
(P.P.Ch. 10:17)
Social Skill supports
-Teach students social skills
-Use of Social Stories
SOCCSS (Situation, Options,
Consequences, Choices, Strategies,
Simulation) (P.P. Ch.10:18)
-Use of communication and technology
includes use of AAC such as sign
language and equipment or materials
(assistive technologies).
-Practicing language to build skill
development.
(P.P.Ch. 9:20).
-Interventions should occur at the
elementary level and use pullout
models. (P.P.Ch 9:17)
Even though the two disorders are different in their affects on the child physically, these two
disabilities do display similar outcomes in both social and academic settings. Students who have Autism and
other communication disorders may have trouble fitting in socially, just as many students who have
disabilities have had as well. Academically they have trouble as well because they are delayed in the sense that
the communication between their teachers is harder to exhibit. Students with Autism and speech and language
communication disorders often have a to spend time catching up or making adjustments with another
professional.
Part VIII: Sensory Impairment
Disabilities
From the video “Dreams Spoken Here” there were
several issues that came up for children who are hearing
impaired. They face issues with social and emotional
skills, academics, behaviors, and transitioning to the real
world or workplace. In the following chart (that is also
show in the photograph to the right), there are several
solutions, or strategies for the students who have hearing
impairments and are faced with problems in their everyday
life. The chart also includes who can help make these
solutions possible for the child.
CAAP Rev Sp2011 Page 13 of 27
Problems/ Issues Solution Who Social/ Emotional:
-Lack of social skills
-Parent frustration, hopelessness,
despair, disbelief, and sadness
-Transitioning to mainstream
classroom
-Bullying/acceptance from peers
-Parent narrating life/explaining,
everything is a language lesson
-Parents talking to other parents
who have hearing impaired
children
-Observing other children with
hearing impairments
-Having children play with other
children who are both deaf and can
hear
-Educating students about hearing
impairments
-Teaching and practicing tolerance
-Parents
-Classroom Teacher
-Peers
-Speech and Language Pathologist
-School Psychologist
-Student
Academic:
-Receiving information clearly
-Being able to respond
-Imitating sounds
-Peer communication in academic
settings
-Not being able to hear directions
-Student frustration/ confusion/
feeling lost
-Assistive Technology
-Physical classroom arrangement/
seating
-Sound therapy/ positive
reinforcement
-Making the student feel
comfortable asking “can you
repeat that?” or “I didn’t hear you”
-Working with the SLP or
audiologist in classroom setting
-Teacher observation/ data
collecting
-Dedication form child, parent,
teachers, specialists
-Teacher frequently checks for
understanding
-Parents
-Classroom Teacher
-Peers
-Speech and Language Pathologist
-School Psychologist
-Student
-IEP team and/or special education
teacher if necessary
Behavior:
-Acting out due to
miscommunication
-Frustration
-Overwhelmed/ feeling hopeless/
giving up
-Teach hearing students how to
sign
-Make books on hearing loss/
deafness accessible to students
-Structure activities so hearing/
deaf children can work together
-Teach the student frustration
control strategies
-Place general rules and
expectations around the room
-Limit the number of distractions
around the room
-Parents
-Classroom Teacher
-Peers
-Speech and Language Pathologist
-School Psychologist
-Student
-IEP team and/or special education
teacher if necessary
Work/Real World Transition:
-Communication with others
-Self advocacy
-Self confidence
-Encouragement/ motivation/
reinforcement
-Set goals
-Parents
-Child
-Transition Officer
-Co-workers/ employers
CAAP Rev Sp2011 Page 14 of 27
Part IX: Physical and Health Disabilities
Definitions Different Types of Physical Disabilities
Known as an orthopedic impairment under
IDEA a physical disability is an “impairment
that adversely affects a child’s educational
performance. The term includes impairments
cause by congenital anomaly (clubfoot,
absence of some member, etc.), impairments
cause by disease (cerebral palsy, amputations,
fractures or burns that cause contractures)
(Friend, 403).
Traumatic Brain Injury:
“An acquired injury to the brain caused by an
external physical force, resulting in total or
partial functional disability or psychosocial
impairment, or both, that adversely affects a
child’s educational performance.”(P.P.Ch 13:9)
Other Health Impairments:
“Having limited strength, vitality or alertness,
including a heightened alertness to
environmental stimuli, that results in limited
alertness with respect to the educational
environment, that… adversely affects a child’s
educational performance.” (P.P.Ch. 13:13)
Chronic – cerebral palsy
Acute – childhood cancers
Progressive – muscular dystrophy
Episodic – epilepsy
Congenital – present at birth
Acquired – occurs after birth
(P.P. Ch. 13:5)
Neurological Disabilities:
Cerebral palsy
Spina bifida
Spinal cord injury
Duchenne muscular dystrophy
Juvenile rheumatoid arthritis
(P.P.Ch. 13:8)
Types of Traumatic Brain Injury:
Closed head injury
Open head injury
(P.P. Ch. 13:10)
Types of Other Health Impairments (OHI):
Asthma
Epilepsy (partial, tonic-clonic, absence
seizures)
HIV and AIDS
Cancer
Sickle cell disease
Diabetes
(P.P. Ch. 13:14)
Suggested Causes Characteristics
Traumatic Brain Injury Causes:
Car/motorcycle accidents
Playground accidents
Falls from bicycles
Assaults (e.g., guns)
Struck by/against (e.g., shaken baby syndrome)
(P.P. Ch. 13:12)
Traumatic Brain Injury Effects:
Cognitive skills
Processing ability
Cognitive and Academic:
Varies depending on the severity of the
physical and health disability
Behavior, Emotional, and Social:
Behavior problems may be present
Student may have low self-esteem
May need help relating to peers
Physical and medical:
Teachers need to learn about each student’s
CAAP Rev Sp2011 Page 15 of 27
Part X: Severe and Multiple Disabilities
Severe and multiple disabilities make up a small part of the disabilities community. Below is a chart
listing the definition, prevalence, causes, characteristics, assessments and recommended practices and supports
that go along with severe and multiple disabilities.
Definition
IDEA breaks up the classification into different categories based on the fact
that there is no one single disability that is severe and multiple. The one
they have that does not include deaf-blindness states, “Multiple disabilities
means concomitant impairments (such as intellectual impairments,
blindness, intellectual impairment- orthopedic impairments, etc.), the
combination of which causes such severe educational needs that they
cannot be accommodated in special education programs solely for one the
impairments.” (Friend, 438)
TASH gives a similar yet different definition of the term. “Individuals with
disabilities of all ages, races, creeds, national origins, genders, and sexual
orientation who require ongoing support in one or more major life activities
in order to participate in an integrated community and enjoy a quality of
life similar to that available to all citizens.” (Friend, 438)
Prevalence
- 0.1 to 1 % of the population of students in the school-age population have
severe and multiple disabilities
- 2 % of the population have special education needs
(Friend, 439)
Prenatal:
-Chromosome abnormalities
-Viral Infections
Language
Academic achievement
Emotions
Behavior
(P.P. Ch. 13:11)
conditions, risks and needs
(P.P. Ch. 13:15)
Assessments Recommended Practices & Supports
Medical conditioning
Physical functioning
Intellectual Functioning
Academic achievement (language and related
areas)
Behavior assessments
(P.P. Ch. 13:16)
Inclusion Practices: there may be team decision
making, classroom access, and have access to
the general curriculum with special education
supports if needed. (P.P. Ch. 13:20)
Educational Support: aids for any of the
following areas if needed:
-Posture and mobility
-Communication
-Learning
-Related services
(P.P. Ch. 13:22)
CAAP Rev Sp2011 Page 16 of 27
Causes
-Drug/alcohol intake
-Malnutrition
-Physical trauma to the mother
Perinatal:
-Lack of oxygen during birth
-Physical injury to the brain
-Contracted infections during birth
Postnatal:
-Infections
-Traumatic brain injury
-Lead poisoning
-Reaction to medication
-Environmental conditions
(Friend, 439)
Characteristics
Cognitive:
-IQ levels between 25 to 40 for those with severe intellectual disabilities
and 0 to 25 for those with profound levels of intellectual disabilities
Academic:
-Literacy
-Language
-Oral Language (may have nonverbal communication barriers)
-Mathematics
Social and Emotional:
-Limitations in communication skills
-Desire and benefit from social relationships
-Support through PBIS
Behavioral:
-May engage in unconventional and inappropriate behaviors
-Disruptive behaviors to others
-Destruction of property, self and others
-Attention seeking behaviors
(Friend, 441-445)
Assessments
-Standardized Assessment (norm-referenced assessments)
-Person-Centered Approach
-Functional-Ecological Assessment
-Portfolio Assessment
(Friend 446-448)
Recommended Practices
& Supports
-Inclusion
-Partial participation
-Paraprofessional supports
-Supported employment
-Community-Based Instruction
-Individualize and meaningful instruction
(Friend, 450-455)
CAAP Rev Sp2011 Page 17 of 27
Part XI: Cultural Diversity, ELL and Family Involvement
IRIS Module: “Cultural and Linguistic Differences: What Teachers Should
Know” Questions Initial Thoughts:
What influence does culture have on a student's school success?
Culture influences students in many different ways. Culture is what defines all of us as a whole since it
is where we come from and what parts of our heritage we celebrate and observe. It is important for teachers to
be aware of the different cultures of students in the classroom because not only does it show the student that
you care about them as an individual, but it can also influence how and what we teach in the classroom as
well. We want to make sure that all different backgrounds and cultures of students are addressed in class so
that no student feels secluded or left out from the class. If a student does not feel comfortable in the classroom,
then they may not be as successful in the class as they may have been otherwise.
How does linguistic diversity influence classroom performance?
By having many different languages spoken in the classroom it can be difficult for some students who
do not speak a lot of English or if English is their 2nd
language they speak. This can be a challenge not only for
communicating with the teacher, but also with other students in the classroom who only speak English or
another language. It can also have a positive influence on the classroom by exposing students to different
languages. As a teacher, perhaps I could use a vocabulary activity where the students are paired with a student
who speaks a different language and have them teach each other how to say the vocabulary word in both
languages. This way it is not only the ESL learner who is learning English, but also the other student as well.
What impact do culture and language have on a family's involvement in school and on their child's education?
There is a largely significant influence on a family’s involvement in school and their child’s education
based on culture and language barriers. If a student’s family speaks a different language it can be hard to
communicate with them regarding student and what is expected of them to help their student be successful in
the classroom. If the communication is not there, then there will be problems addressing needs of the student
and their grades may suffer. As far as cultural differences go, some families may not be as accepting of some
material taught in the classroom. Different holidays and rituals can cause problems in the classroom since it is
important for the students and their families to know that the school is accepting of these observations.
Question #1: Why is it important for teachers to reflect on cultural and linguistic diversity?
It is important for teachers to reflect on cultural and linguistic diversity in order to make sure all
students are being represented in the classroom. As a teacher you are responsible for making sure students feel
that they are equally a part of the classroom. If there is a student in the classroom whose culture is different
from their peers perhaps it is a good idea and to do a class project of some kind that gives the class the
opportunity to tell the class a little bit about their family’s background and their culture. This not only gives
the student in class who may directly appear to have a different culture (for example if they have to wear
something on their head due to their religion), but it also helps the teacher and other students learn more about
each other’s cultures. This makes the students all feel open about their cultures and shows that even though
CAAP Rev Sp2011 Page 18 of 27
not all the students may outwardly appear to have a different culture or background that they too have parts of
their heritage their classmates may not know about.
As for students who may speak different languages, it is important as a teacher to initially find a way
that will help communicate with them right away so they do not fall behind in class. Using a translator (person
or technology aid) may be a good way to start so that students can not get too overwhelmed when they do not
understand right away. As time goes on though, there should be some kind of language learning going on in
the classroom too so the student can learn English to make it easier to communicate in the classroom. One
thing that teachers also have to caution about regarding ESL students and students form different cultures is
that we do not want them to lose their culture or language all together. When possible, we want to incorporate
their native language or cultures to show that this is still a part of themselves and their lives.
Wrap Up:
Think back to your initial responses to the following questions. After working through the resources in this
module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change?
Looking back at my initial response questions after working thought the module, I have to say I still
agree with my initial thoughts. In the modules it showed and discussed how to understand and relate to the
different cultures students and other individuals have. It discussed how to highlight them positively in order to
make the student feel comfortable. This is similar to what I discussed about how culture should influence the
classroom setting. The classroom is a great place to make students more aware of other cultures and languages
that exist out there. If the school is a sheltered community then the teacher needs to find ways to incorporate
ways to introduce other cultures into the classroom so the student can grow up to be accepting and embracing
of one another differences.
Reflection:
The most helpful piece of information that I gathered from the IRIS Module: “Cultural and Linguistic
Differences: What Teachers Should Know” was ways in which teachers should embrace multicultural
education in the classroom. I think it is highly beneficial to expose the students to different cultures and
languages because being in school may be the only opportunity these students have to be around other
cultures. By discussing the different cultures and highlighting them as a positive part of the classroom
environment may actually help discard stereotypes and make students more accepting of one another’s
differences.
One part of Chapter 3- Multicultural and Bilingual Perspectives that made an impact on me was during
the discussion on cultural dissonance. When I read about this and how cultural dissonance can create academic
and behavior challenges it made me reflect on my own teaching experiences and how culture has played a role
in my classrooms. The only time I can remember being in a school where the dominant culture was not white
Americans was when I taught in an inner city school in Syracuse. It was a special middle school where almost
every student there was from a different culture or spoke a different language. This was obviously different
from a traditional classroom. This then made me look at what academic and behavior challenges suggested in
this chapter. I found it interesting that it suggests that African American males tend to have higher energy
levels and louder voices. This would alter the way a teacher would teach the class. They would need to be
more understanding of these behaviors and maybe even find ways to do more interactive activities to get the
students up and moving so they do not get disruptive.
Another aspect of Chapter 3 that made an impact on me was the discussion of poverty as
disproportionate representation factor. As teachers we need to be aware of the students in our classroom who
may not be able to afford the same materials as other students in the classroom. So things like school supply
shopping may be difficult, or perhaps money for school trips may not be available in every student’s
CAAP Rev Sp2011 Page 19 of 27
household. We do not want any student to feel left out based on the fact they may not be able to afford it. The
school I student taught in was in a very poor school rural district in upstate New York. Of the students who
were poor, a lot of them were not from a dominant culture. Many students did not shower daily and a lot of
them had to wear the same clothes over and over. However, this was only about 50% of the classroom
population. So the students who could afford nice clothes and had good hygiene sometimes picked on the
other students. This is a tough topic to deal with in a classroom because you do not want to have those
students feel like there is something wrong with them. However, as a teacher you also had to observe the fact
that the student was at risk if they had bad hygiene and it ultimately had to be addressed with the school nurse.
In the IRIS Diversity Information Brief: “Using Differentiated Instruction to Address
Disproportionality: Promising Practices Brief” there were a few aspects of differentiated instruction that I did
not know until I read this information brief. First, I noted the difference between differentiated instruction and
individualized instruction. Differentiated instruction focuses more on teaching for the different abilities in the
room and does not focus on just one individual. This way all students are getting the proper learning they need
based on what works for them. My only concern with differentiated instruction is how often teachers really
use it in their classrooms. I try to differentiate my lessons as much as possible because I know how much it
really can help students who learn differently than other students. It also helps the classroom environment
because it lets the students feel that they are actually learning in the most resistive way possible.
In the IRIS Diversity Podcast: “Cultural and Linguistic Differences by Dr. Donna Ford” she discusses
the differences in the terms “cultural diverse” and “cultural difference”. I have always used them intertwined.
However, it makes sense that the real focus in schools should be in how people are viewed as culturally
different because what is really happening is students are focusing on the differences in cultures rather than
just understanding we all come from different cultures. I also found myself being guilty of not specifically
differentiating the different ethnic groups within each other. After listening to this part of the Podcast I thought
to myself: Why don’t I differentiate more specifically? I found myself answering this by realizing I sometimes
cannot tell the difference between someone who is Chinese or Japanese and that is why I say Asian. I think
that this is not necessarily wrong but I think it is important to not use a specific reference to someone’s
ethnicity unless you know for sure.
IRIS Module: Collaborating with Families
Initial Thoughts:
What do teachers need to understand about working with families who have children with disabilities?
I think it is important for teachers to be aware just how difficult it can be for a parent to hear that their
child has a disability. To them this overwhelms them with grief that something is wrong with their child. Just
like we saw in the video clip in class with the parents who found out their children were hearing impaired.
Suddenly all of their dreams they once had for their child living a normal life like everyone else seemed
hopeless. They now have to worry about all the difficulties and challenges their child will be faced with. After
the initial shock and adjusting process goes on these families find support with other families going through
the same obstacles. This usually helps them to understand that there are options for their child and ways to
make sure they are able to achieve their full potential. Health care professionals and teachers will be those
people to help the parents to see that their children will be able to do so.
It is also important for teachers to understand that any time they talk to a parent about their child’s
disability that they need to proceed with caution to not offend or upset them. I know from personal
experiences with my Aunt and Uncle for my cousin and the child I used to babysit’s family that the emotional
toll disabilities can have on a family are great. With these two different individual families I know they have
had to dedicate a lot of time and money to making sure that their child is receiving all the materials and
accommodations necessary so they can be successful in and out of school.
CAAP Rev Sp2011 Page 20 of 27
What are some ways to go about building positive relationships with families?
One of the best ways to build a positive relationship with families is to show them you care about their
child and want them to be given the best care and education for their individual needs. To do this a teacher
may want to meet with a parent prior to any important meetings about their child, such as an IEP meeting.
They also may want to find ways to communication with the child’s parents throughout the year they have
their child as their student. During these communication sessions they can go over any achievements they
have notices or any concerns they may have too. Teachers may even want to ask the parents “what is it I can
do to help ‘so-and-so’ do well in my class?” The parents are the ones who know most about their child so they
have a good understanding about what really works for their child.
Reflection: After reading through and watching different parts of the module I found there were a few aspects that
I did not consider when thinking of things teachers should understand about parents with children who have
disabilities and other ways teachers can build positive relationships with these families. The first thing I did
not think about was how parents can develop a sense of guilt when their child is diagnosed with a disability.
To them they think of “what did I do wrong,” or “is this my fault.” This is a lot for a parent to take on and
should not feel this way.
Something else I did not consider beforehand is that parents actually know a lot about their child’s
disability, more than most teachers probably do, and just as much as some medical experts. I remember during
my undergraduate student teaching experience I sat in a parent teacher conference for one of my students who
has Aspergers. During this meeting I remember his mother bringing in articles and research about Aspergers
to share with the other teachers and school personnel in the meeting. This reinforces how the parents really do
go above and beyond to find the newest research about their child’s disabilities and want to find ways to help
their child and the teachers who are responsible for teaching their child.
Stress is another factor that parents deal with in many aspects of their lives. Teachers should be aware
of the stress that is a part of these parent’s lives. Such stressors include:
Increased divorce rate
Increased health care costs
Accessibility issues
Struggles financially
These factors are stressful enough for any person, but add the fact that you’re also trying to make sure your
child is getting a proper education in school and it can be a lot to handle. This is why teachers need to consider
these factors so they know of just how much pressure these parents are under aside from their child’s
education.
Lastly teachers need to show respect for these parents through understand that there may be different
cultural viewpoints and beliefs as well. As their child’s teacher we want to make sure the parents are
comfortable. When they go into an IEP meeting or any school meeting, both formal and informal, about their
child we need to make sure they open-minded, optimistic, and overall helpful in their child’s education.
Part XII: Helpful Tools and Strategies
Differentiated Instruction
Changes that can be made in regards to the way students learn to help
address all the learning needs of the students in a diverse learning
classroom setting.
CAAP Rev Sp2011 Page 21 of 27
Assistive Technology
Different kinds of technologies that help students with special needs
to be able to perform functional tasks in the classroom so they do not
fall behind in their learning. Such technologies can include iPads,
electronic communication devices, etc.
Positive Behavior Supports
Instead of giving attention to students who display negative behaviors
by trying to correct the behavior through discipline, teachers are to
reinforce positive behavior though recognition of students who exhibit
proper behaviors in the classroom.
Collaboration
Teachers, parents and other professionals work together in order to
create an instructional and behavioral environment that is the more
effective for students with disabilities.
Evidence Based Practice Data is gathered on a process or teaching strategy in order to
determine if it is an effective way of teaching.
UDL Model:
Universal Design for Learning (UDL) is a design that is meant to use a variety of strategies to teach all
kinds of learners by modifying already created lessons to fit the diverse needs of the students in the classroom
(Friend, 24). This kind of learning is effective for students with special needs because it helps teachers to
provide them with lessons that are designed for their style of learning and can accommodate their needs
through assistive technologies as well. An example of this being used in the classroom would be the students
in an English class being given different groups of vocabulary words based on their reading levels. This way
the students who need more of a challenge are being given harder words to define and spell correctly. Then
there could be a series of other groups with different words to define based on their level of understanding.
This way no student is bored with easy content or being overly challenged in the classroom.
Addressing Disruptive Behaviors:
IRIS Module: Addressing Disruptive and Noncompliant Behaviors (Part 1):
Understanding the Acting-Out Cycle
Initial Thought:
Ms. Rollison has a comprehensive behavior management plan in place. Why isn't it working for all of her
students?
I believe the reason the plans Ms. Rollison has implemented in her classroom are not working
for those 2 students may be based on a few different aspects. The first could be that she did not begin the
school year right away with these sets of rules and consequences, instead she waited a few weeks until she
became overwhelmed. A lot of times I think students need to be given a firm set of guidelines and
expectations right away so that they know what to expect from the class and know what is acceptable and
unacceptable behavior.
Another reason her plan may not be working for all of her students is that these 2 students who
are giving her trouble may need extra support in the classroom. As teachers we all know that students all learn
in different ways. This may be the case in Ms. Rollison’s classroom because she has a student who refuses to
do work because it is “too hard” and her writing is “messy.” Perhaps if she spends more time with this student
CAAP Rev Sp2011 Page 22 of 27
she can help her develop these skills so the student is less likely to refuse to do work. As for the student who
acts out, it seems they are looking for attention. In this case, Ms. Rollison may want to look for ways to give
the student positive attention so then they may stop acting out for negative attention.
How can Ms. Rollison determine what behaviors she should address and when she should address them?
Ms. Rollison may wish to only address the negative behaviors that these student exemplify
when the behaviors interfere with the learning of the other students in the classroom. Any other time it may be
in her best interest to focus on positive behavior reinforcement to show the students who are acting out how
their behavior is not the one that is acceptable in the classroom. In the past I have found that it is best as a
teacher to try and deal with the behaviors that may be disruptive only when the rest of the class is unable to
focus or learn. At this point the behavior needs to be addressed in a manner that is appropriate in the
classroom. It may even be best to take the student aside and talk to them about their behavior and see if there
is some kind of behavior management plan that will work for them based on observations the teacher makes
during class and while talking to the student.
Reflection/ Revisiting Initial Thoughts
After reading through this module and going back to the initial thought questions, I found that a lot of
what I mentioned was in the module. However, there were other helpful suggestions that I had not mentioned
before that are worth noting and doing in the classroom. One of these was identifying the trigger that causes
the negative behaviors the student displays in the classroom. While reading through this part I found there are
a number of things, big and small, that can cause a student to act out in class, even not getting along with the
teacher. Determining what triggers the behavior is very important because this is what will give the teacher the
best indicator of what the problem is and how to go about solving it. Another thought I gave after going
through the acting-out cycle in this module was the de-escalation. I have seen this happen numerous times in
my classroom and never actually realized what was occurring. By getting a situation or behavior under control
you, as the teacher, are just thinking that your teaching worked. This may be true, but there is more to it than
just using a behavior modification strategy. In fact what is happening during this phase is the student is being
comforted and able to control themselves and may feel a little disoriented after their negative behavior peaked.
As teachers we should recognize when this is happening and even find a way to give this student a chance to
adjust to what was going on around them while they were having a peak in their negative behavior.
IRIS Module: Addressing Disruptive and Noncompliant Behaviors (Part 2):
Behavioral Interventions
Initial Thoughts
What aspects of these students' behaviors do you think Ms. Rollison should focus on?
It seems as though both of Ms. Rollison’s students have different triggers that cause them to act
out and misbehave in class. Tameka’s trigger is writing assignments and Patrick’s trigger is due to home
issues. Ms. Rollison may want to focus on specific positive reinforcements surrounding these behaviors. For
example, if Tameka does wall on a writing assignment in class she will want to be sure to recognize it in a
positive and supportive way. This will help Tameka feel as though this is something she can do well and will
give her some reinforcement to not be so against writing since she knows she has the potential to do it.
Who can Ms. Rollison go to for help?
In the past I have always found my colleagues as the best form of help with a particular student.
If another teacher has the same student who I have had a hard time with in class, I will ask them how the
student is in their class. This will start a discussion on, what strategies they have seen be beneficial for the
CAAP Rev Sp2011 Page 23 of 27
student in class or see if there is something specific bothering or triggering the behavior that I may not know
about. I have even had teachers ask me about students in my class who they have had a hard time with and
who have given me no problems at all. A lot of time, approaching a situation or trigger can have a large
influence on if the student will be compliant or not in class.
Someone else in the school who it may be useful to talk to, especially in a case like Patrick’s, is
the school counselor. Odds are if something is going on at home the school counselor is aware of it, or needs
to be made aware of it. If they know of something that is going on at home that may be causing the child to act
out in class or be noncompliant in completing work, then perhaps a sit down or conference with the parents
will help get the student’s behavior under control.
What can Ms. Rollison do to encourage initial compliance to her requests?
One thing that Ms. Rollison can encourage initially to help student comply is model to students
how the classroom can be a positive environment if all the rules are followed and students demonstrate
positive behaviors. This will help students develop a clear understanding of what she wants from them. The
best way to do this is to inform students what she wants them to be doing in her classroom and what
consequences there are if students do not comply.
What techniques can Ms. Rollison use to manage the disruptive and non-compliant behaviors of students like
Patrick and Tameka?
Some techniques Ms. Rollison may want to try out in her classroom for students who do not
comply are taking them aside and giving them extra time to get their work done or any extra help. She could
even call home and discuss a plan with the parents to practice proper behaviors both at school and at home.
Another thing she could do is to try out differentiated teaching. Perhaps the student just loses interest in the
class because they are not learning in the best way they know how. All of these are possible solutions to Ms.
Rollison’s behavior problems in her classroom.
Reflection/ Revisiting Initial Thoughts
One of the initial thought questions that was difficult for me to answer was how to encourage
initial compliance to teacher requests. After going through this module I found that engaging students in what
they are doing in class actually gets them to comply and behavior properly in the classroom. High-probability
requests state that students will follow along and listen to their teacher if they are already engaged in what is
going on. Once I read this part, it all made perfect sense. As teachers we need to get our students interested in
what we are teaching. Part of doing this is having lessons that are fun and interactive, but also finding ways in
which we transition smoothly into the lesson and grab the student’s attention. Another way that was also
suggested to do this for students is giving them choices. This reminded me a lot of the Universal Design for
Learning (UDL) model because it is basically trying to get the teacher to find different ways to present a
lesson in class so that all the students can learn in the way that is best suited for them. One way of doing this is
by giving the student choices more in class. This will not only engage the student more in the lesson, but it
seems that it will also be a way for that student to learn more than they might have if the lesson was not in the
best format that works for them. This gives the student more control over their learning.
Overall I felt this module was one of the more helpful that I have looked at. It not only shows
teachers the steps that occur in identifying a problem behavior, but it also gives teachers a way to help correct
the behavior as well. This helps me to design a behavior management plan for my classroom someday and to
know why a student is acting out and what I can do to help them be more successful in school.
CAAP Rev Sp2011 Page 24 of 27
Part XIII: Final Reflection
After completing this class I felt as though I really exposed myself to what kind of disabilities are out
there. It seemed to me that I had a pretty good understanding before coming into the class just based on the
fact that I had already taken a special education class in the spring and that I have family members actually
experiencing the difficulties and obstacles that can occur when a child has a disability. Now I feel as though I
am starting to really see all the extensive assessments and data collecting that goes into determining if a child
has a disability and what will be implemented into their IEP and who is going to be in charge of making sure
the child is being successful.
The “Dreams Spoken Here” video had a big impact on me. I watched that video and saw how the
parents reacted to finding out their child was hearing impaired and it was hard to watch. I then thought of my
own parents and how they would have been impacted by this. My brother when he was little had a hearing
impairment and had to get tubes put into his ears. After seeing this video I went home and asked my mom how
she knew my brother couldn’t hear and how it made her feel. She told me she was scared. This makes me
aware that as a teacher I am going to have to make these parents feel better and make sure their child is getting
all the help and support in school as possible.
Something else I learned while taking this class is that some disabilities really are hard to define or pin
point how they are different from one another. For example, I know that children with ID are different from
those with LD or ID and Autism. By going through and reading in the text and having discussions in class
about these differences I was able to see that they may have similar characteristics, but the way they are
assessed or supported would be different. By putting these disabilities into a chart I was able to see right there
where they were different. This helped me to really understand the definitions behind these different
disabilities.
Overall I would say that my outlook have been changed to think beyond the disability after taking this
class. I now am concerned with how this child will be able to be successful in school both academically and
socially. I also think about the impact on the parents and how they are going through a lot too and really when
a child gets diagnosed with a disability it affects the whole family. I also understand the IEP referral process
better. In ESPE 654 last spring, I was able to fill one out but found out afterwards that I was missing a lot of
information and needed to include more detail. Now after learning more about the referral process I can see
why all those little details are needed in an IEP form.
Part XIV: Resources
Portfolio Section Class Resources Other Helpful Resources
Laws and
Legislation
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
http://nichcy.org/laws/idea
IDEA information
www.ada.gov/cguide.htm
Guide to Disability Rights
Teachers, Para
educators, other
professionals
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
http://www.schoolmentalhealth.org/Res
ources/Educ/Tips%20for%20Teachers.p
df
Tips for teachers to help students with
disabilities
CAAP Rev Sp2011 Page 25 of 27
Eligibility and
IEP
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
https://www.iepdirect.com/iepdotnet/hu
b/index.html
Software to electronically create and
refer to IEPs
ADHD ad EBD
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
http://www.ninds.nih.gov/disorders/adh
d/adhd.htm
ADHD Information Link
www.pacer.org/parent/php/php-c81.pdf
“What Is An Emotional Or Behavioral
Disorder?” PACER Center Article
Intellectual
Disabilities v.
Learning
Disabilities
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
www.dyslexia.com
Helpful information on dyslexia
www.teachingid.org
Information on teaching students with
intellectual disabilities
http://iris.peabody.vanderbilt.edu/palshs
/chalcycle.htm
PALS: High School Reading Strategy
IRIS Module
Communication
Disorders and
Autism
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
Quill, K. (2011). Language and
Communication (Columbus, OH:
OCALI). In Ohio Center for
Autism and Low Incidence
(OCALI), Autism Internet
Modules,
www.autisminternetmodules.org.
Columbus, OH: OCALI.
www.autismspeaks.org Raises awareness of Autism
www.thearc.org
Provides awareness and fundraising for
those who have various disabilities
www.bced.gov.bc.ca/specialed/docs/aut
ism.pdf
Article on different teaching strategies
for students with Autism
Sensory
Impairment
Disabilities
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
“Dreams Spoken Here” Video
www.deaflinx.com Information on what can help those who
are hearing impaired
www.hearingloss.org
Organization for those who are hearing
impaired
CAAP Rev Sp2011 Page 26 of 27
Physical and
Health
Disabilities
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
www.eric.ed.gov/ERICWebPortal/recor
dDetail?accno=EJ795373
“Are We Preparing Students with
Physical and Health Disabilities for the
21st Century?” Article
Severe and
Multiple
Disabilities
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
http://iris.peabody.vanderbilt.edu/sheets
/smd.htm
Severe and multiple disabilities
information on IRIS
Cultural
Diversity, ELL,
and Family
Involvement
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
IRIS Modules:
Cultural and Linguistic Differences:
What Teachers Should Know
http://iris.peabody.vanderbilt.edu/clde/ch
alcycle.htm
Collaborating with Families
http://iris.peabody.vanderbilt.edu/fam/ch
alcycle.htm
www.supportforfamilies.org/
Support for families of children with
disabilities
www.naeyc.org/files/yc/file/200601/Ka
czmarekBTJ.pdf
“A Team Approach” Article on families
and children with disabilities
Helpful Tools
and Strategies
Friend, M.P. (2011). Special Education;
Contemporary Perspectives for
School Professionals. (3rd
Ed)
Upper Saddle River, NJ. Pearson
Education, Inc.
IRIS Modules:
Addressing Disruptive and Noncompliant
Behaviors (Part 1): Understanding the
Acting-Out Cycle
http://iris.peabody.vanderbilt.edu/bi1/cha
lcycle.htm
Addressing Disruptive and Noncompliant
Behaviors (Part 2): Behavioral
Interventions
http://iris.peabody.vanderbilt.edu/bi2/cha
lcycle.htm
http://iris.peabody.vanderbilt.edu/bs/cha
lcycle.htm
Bookshare IRIS Module
http://iris.peabody.vanderbilt.edu/at/cha
lcycle.htm
Assistive Technology IRIS Module
CAAP Rev Sp2011 Page 27 of 27