Educating Children with Special Education Needs and Communication Disorders in Schools
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Transcript of Educating Children with Special Education Needs and Communication Disorders in Schools
Educating Children with Special Education Needs and Communication
Disorders in Schools
Marlene B. Salas-Provance, Ph.D., CCC-SLPAssociate ProfessorDepartment Head
Department of Special Education and Communication Disorders
Special Education Teachers
• 2009 All teachers, including special education– 437,000 (6.5 M children with disabilities)– Critical shortage of teachers in special education– 110,000 special education teachers grades 9-12– 2,020 teachers in New Mexico/includes special
education K-12
Speech-Language Pathologists
– Approximately 166,000 certified SLPs in US– Approximately 2000 certified SLPs around the world
– Prevalence of speech sounddisorders is 8-9% of the population
By first grade 5% of children have a noticeable speech disorder
Speech-Language Disorders
– 6-8 million people in US have a language impairment– 3 million Americans stutter
• 15 million in the world– 7.7 million Americans have a voice disorder
– http://www.asha.org/Research/reports/children/
Students with Disabilities• 2009/2010
– 6.5 Million students– Ages 3-21– 13% of population
• 38% with specific learning disability• 22% with speech or language impairments (SLI)• 11% with health impairments• 6-7% with autism, intellectual disability, emotional
disability, developmental delay
DISABILITY TYPE
REGULAR SCHOOL ENVIRONMENT
IDEA• IDEA – Individuals with Disability Act – 1975
mandates provision of ‘free’ and ‘appropriate’ public school education for children ages 3-21 who have disabilities
• Building the Legacy: IDEA 2004
http://idea.ed.gov/ http://nichcy.org/laws/idea
ADA
• ADA 1990 – Americans with Disabilities Act– Guarantee rights of full inclusion into mainstream
– ADA Amendments Act of 2008
– http://www.dol.gov/dol/topic/disability/ada.htm
US Special Education School Placements
• Special School Districts• Special Education in Regular Education
School Districts– Regular classrooms/Co-teachers– Special Education Resource Rooms– Self-contained Classrooms– One-to-one speech-language therapy– Group speech-language therapy
Types of Settings(Public or Private)• Early Intervention
– Birth to three– Preschool
• School-Age Elementary– Middle School– High School
• 95% of students with disabilities enrolled in regular schools• 86% with SLI spent most of day in regular classroom
Types of Settings• Schools for the Deaf• Schools for the Visually Impaired• Classrooms for children with Physical
Handicaps• Classrooms for children with Behavioral
Disorders
Effective Special Educator Practices
Co-Teaching• Provides specialized services to individual
students in general education class
• Co-Teaching Team– General educator, special educator, speech-
language pathologist
Effective Special Educator PracticesCo-Teaching
• Aspects of Co-Teaching Team–Agree on a goal–Share a common belief system–Demonstrate parity–Share leadership roles–Practice effective communication skills
Effective Special Educator PracticesCo-Teaching
• Popular Teaching Model–Adheres to IDEA principles
• Schools hold high expectations for all students
• Schools ensure students have access to the curriculum of general education to maximum extent
Qualifications• No Child Left Behind (NCLB) 2001http://www2.ed.gov/nclb/landing.jhtml • All children must receive instruction from
“Highly Qualified” educators– Speech-language pathologist: Masters Degree with
American Speech-Language Hearing Association (ASHA) Certificate of Clinical Competence (CCC) and state licensure
– Special Education Teacher: Bachelors degree and state licensure, possible Masters degree, First license in general education K-12
Special Education Curriculums and Treatment Plans
• Establish student learning objectives (SLOs)
• Construct objectives that are aligned with general education class
• Provide educational opportunities to ELLs (English Language Learners). Evaluate to determine if are eligible for special services
Special Education Curriculums and Treatment Plans
• General and special educators work collaboratively Co-INSTRUCTING
• One teach, one observe• One teach, one assist• Station Teaching• Parallel Teaching• Alterantive Teaching• Team Teaching
Conderman, G ( March, 2011). Middle school co-teaching: Effective practices and student reflections. Middle School Journal, www.nmsa.org pp 24-31
Special Education Curriculums and Treatment Plans
• Accommodate leaning needs for students with disabilities
• Accommodate levels of performances for students with disabilities
• All students who receive special education and related services must have an IEP/Individualized Educational Plan
Attitudes Towards Disabilityhttp://www.uwlax.edu/urc/JUR-online/PDF/2010/grames&leverentz.pdf
• Objects of fear and pity• Over-indulged, behavior not controlled• Revered, a special gift• Hopeless condition• Incapable of contributing to society• To be cared for at home or in institutions• Uneducable
Conclusion• Education for individuals with disabilities in
the US is advanced; spanning 50 years• More emphasis towards outcomes of teaching
and treatment• More emphasis toward evidence-based
practices• Emphasis toward person-first vocabulary
– Child with autism, not an autistic child• Emphasis toward general educator/special
educator collaboration
References• Flynn, P. (2010, August 31). New service delivery models:
Connecting SLPs with teachers and curriculum. The ASHA Leader. http://www.asha.org/Publications/leader/2010/100831/Service-Delivery-Models.htm
• Friend, M., & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.)Boston: Pearson Education
• Gately, S., & Gately, F.. (2001). Understanding co-teaching. TEACHING Exceptional Children, 33(4), 40-47
• Turnbull, R., Huerta, N., M., & Stowe, M. (2006). The Individuals with Disabilities Education Act as amended in 2004. Upper Saddle River, New Jersey: Pearson Education.