Transcript of Team 10 final
- 1. Addressing the Needs ofStudents with DisabilitiesMISE High
School
- 2. Multidisciplinary Team 10ROLE NAMESpecial Education Teacher
Eman ZayedGeneral Education Teacher Izdhar DeebSocial Worker Sara
GierhahnPhysical/Speech/LanguageTherapistMarissa Charleston
- 3. Outline School Information Special Education Inclusion
General Recommendations Specific Recommendationso Attention Deficit
Hyperactivity Disordero Autismo Hearing Impairments Conclusion
- 4. MISE High School Student Population: 636 Grades 9-12 School
Demographics:-African American 45%-Hispanic 51%-White 2%-Other 2%
Statistics:-93% Low Income-23% Students with Disabilities-4%
Homeless-9% English Learners
- 5. MISE High School PSAE Composite Score: 15% Student Mobility
is 31% 4 Year Graduation Rate is 65% Readiness for College
Coursework is 4%
- 6. Special Education Information Approximately 6 million
students ages six through twenty-onereceive some form of special
education. (Turnbull 2011) Laws such as IDEA were put into effect
because of constantdiscrimination.-ESEA which was amended by
NCLB-Rehabilitation Act-Tech Act
- 7. Special Education InformationThe Individual with
Disabilities Education Act is a federal law thatrequires schools to
serve the educational needs of eligible studentswith disabilities.6
Principles of IDEA Zero Reject Nondiscriminatory Evaluation
Appropriate Education Least Restrictive Environment Procedural Due
Process Parent and Student Participation
- 8. Overview of InclusionDefinition: Based on IDEAs principal
ofthe least restrictiveenvironment Students with
disabilitiesparticipate in academic,extracurricular, and
otherschool activities with theirnondisabled peers(Turnbull,
Turnbull, & Wehmeyer, 2013)Characteristics: Home-School
Placement Principal of Natural Proportions Restructuring Teaching
andLearningo Family-ProfessionalPartnershipso Co-teaching Age- and
Grade-AppropriatePlacements
- 9. Inclusion continuedCritical components of successful
inclusion: Administrative support Support from special education
personnel Accepting, positive classroom atmosphere Appropriate
curriculum Effective general teaching skills Peer
assistance/tutoring Disability-specific teaching skills(Mastropieri
and Scruggs, 2001)Benefits of inclusion: Academic Social Emotional
Behavioral Promotes UDL
- 10. General RecommendationsCircle of Friendseducators and/or
parents inviting peers to form asupport network for a student with
a disability so thatthe student will have friends (Turnbull et al.,
2013).
- 11. General RecommendationsCircle of Friends tips
forimplementation Recruit students identify a facilitator determine
the size of the group decide where and when to meet identify group
activities adjust activities as the studentsgrow older give
students ownership of thecircleEstablish three ground rules:1.
everyone has access to all of thematerials used during
themeetings2. all activities must be ageappropriate3. everyone
participates in allactivities(Turnbull et al., 2013)
- 12. General RecommendationsUDL: Universal Design for
LearningProvide multiple means of representation visual oralProvide
multiple means of student expression Writing speaking
illustratingProvide flexible means of engagement videos software
role playing, etc.
- 13. ADHD- What is it?Attention deficit hyperactivity disorder
(ADHD) is one of the most commonchildhood disorders and can
continue through adolescence and adulthood.Symptoms include
difficulty staying focused and paying attention,
difficultycontrolling behavior, and hyperactivity (over-activity)
("Attention DeficitHyperactivity Disorder (ADHD)")Three types:
predominantly inattentive predominantly hyperactive-impulsive
combined typeCauses: heredity structural differences in the brain
environmental
- 14. Accommodations for ADHDInattention: seat them in quiet
areas give them more time tocomplete assignmentsImpulsive: ignore
inappropriate behaviors reward appropriate behaviorsExcessive motor
activity: let them stand in class, runerrands, break
betweenassignmentsMood characteristics: reassure and encourage
them,speak gently involve parents in
studentcommunicationOrganizational problems: incorporate notebooks,
folders,dividers, smart phones to helpstudents remember, provide
dailyweekly reports for parents(Turnbull et al., 2013)
- 15. ADHDGoal-setting and organizational skillsGoal setting and
organizational skills go hand in hand to promotebetter outcomes. If
a students sets a goal, he is more likely toperform behaviors
related to that goal. Goal-setting is one of thecritical predictors
of success in adulthood for students withAD/HD(Turnbull et al.,
2013).1. Identify a goal clearly and concretely2. Develop a series
of objectives or tasks to achieve the goal3. Specify the actions
necessary to achieve the desired outcome
- 16. Autism-What is it?Difficulties in: Social and emotional
reciprocity, nonverbalcommunication, and developing, maintaining,
andunderstanding relationships. Engagement in restricted,
repetitive patterns ofbehavior, interests, or activities with
symptomstypically occurring prior to the age of three (DSM-5,2013).
75% of children with autism also have an intellectualdisability
(Turnbull et al, 2013).
- 17. Autism-Best practices: Academics Inclusion
classroom:General education teacher-Differentiation of
learning-Discrete trial teaching to aid in language development
Co-taught classroom: Collaboration of general and special
educators. Self contained classroom: Special education
teacher-Managing emotions and adapting the classroom to
manageoverstimulation-Frequent breaks from instruction-Schoolwide
Positive Behavior Support (Turnbull et al, 2013)
- 18. Autism-Best practices: Social/Behavioral Social
Workers:-Social skills and social stories-Functional Behavior
Assessment-collaboration with the family-Social Thinking Group to
practice perspective taking (Winner, 2007) Family
Involvement:-Education, resources, support groups-Strengths based
approach-Generalization of skills Related Services:-Occupational
Therapy to adapt to the environment (American
OccupationalTherapyAssociation, 2010)-Speech pathology: Picture
Exchange Communication System (Real LookAutism, 2011)
- 19. Hearing Impairment- What is it?Two terms to describe
hearing loss- deaf and hard of hearing. IDEA defines deafness as a
hearing impairment so severe that the studentis impaired in
processing linguistic information through hearing (with orwithout
amplification) and the students educational performance isadversely
affected. (Turnball et al. 2011) Two types of hearing
loss:-Unilateral-Bilateral Causes of hearing loss
include:-Genetic-Prenatal-Postnatal-Postlingual
- 20. Hearing Impairments- Academic Needs Most children with
hearing impairments have educationalchallenges in the areas of
reading and writing (Turnbull et al 2011). Because educational
curriculum is very language-based, there is aheavy emphasis on
communication. Three types of communication
techniques:-oral/aural-manual-total communication
- 21. Hearing ImpairmentsSocial/Behavioral needs-
CommunicationThe students psychosocial development may be
effectedWhen an average hearing student has difficulty
communicating withthe student who has a hearing impairment.When
communication is easy, students learn social norms, rules
ofconversation, appropriate ways of responding in various
situations,and how to develop relationships (Turnbull 2011).
- 22. ConclusionOne common goal: To allow all students to succeed
both academicallyand socially.Staff Development: Psychoeducation on
disabilities Collaboration Progress monitoring Consultation
- 23. ConclusionImplementation: Planning periods Assistive
technology Plant operationsMost importantly, COMMUNICATION with:
Students Parents Teachers, Social Worker, Therapists Other School
professionals
- 24. ReferencesAmerican Occupational Therapy Association (2010).
The scope of occupational therapy services for individuals with an
autism spectrum disorder across thelife course. American Journal of
Occupational Therapy, 64(Suppl.), S125S136.American Psychiatric
Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.Attention Deficit
Hyperactivity Disorder (ADHD). (n.d.). Retrieved December 7, 2014,
fromhttp://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtmlCole,
C. M., Waldron, N., & Majd, M. (2004). Academic progress of
students across inclusive and traditional settings. Mental
Retardation, 42(2),
136144.http://dx.doi.org/10.1352/0047-6765(2004)422.0.CO;2Dore, R.,
Dion, E., Wagner, S., & Brunet, J. (2002). High school
inclusion of adolescents with mental retardation: A multiple case
study. Education andTraining in Mental Retardation and
Developmental Disabilities, 37(3), 253-261.Jackson, L., Ryndak, D.,
& Wehmeyer, M. (2009). The dynamic relationship between
context, curriculum, and student learning: A case for
inclusiveeducation as a research-based practice. Research and
Practice in Severe Disabilities, 34(1), 175195.
- 25. References continuedLand, S. (2004, November 25). Effective
Teaching Practices for Students in Inclusive Classrooms. Retrieved
December 7, 2014,
fromhttp://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/Lewis,
A. C. (1994). Inclusion. Education Digest, 60(1), 71.Mastropieri,
M. A., & Scruggs, T. E. (2001). Promoting Inclusion in
Secondary Classrooms. Learning Disability Quarterly, 24(4), 265-74.
doi:10.2307/1511115Obiakor, F. E., Harris, M., Mutua, K., Rotatori,
A., & Algozzine, B. (2012). Making Inclusion Work in General
Education Classrooms. Education andTreatmentof Children 35(3),
477-490. doi: 10.1353/etc.2012.0020Real Look Autism, LLC. (2011).
Retrieved from http://www.reallookautism.com/.Turnbull, A.,
Turnbull, H. R., Wehmeyer, M. L. & Shogren, K. A. (2013).
Exceptional Lives: Special Education in Todays Schools (7th
Edition).Upper Saddle River, NJ: Pearson Education, In.:Winner, M.
(2007).Thinking About YOU Thinking About ME (2nd Edition). San
Jose, CA: Think Social Publishing, Inc.