Ms. Bryn Sheppard's Teaching Portfolio - ESPE 560 … · 2019. 8. 31. · This portfolio was...

CAAP Rev Sp2011 of 27

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.


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,


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


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


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,


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


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)


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


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)


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


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


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.


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



-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



-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


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


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)


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)


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


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


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.


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.


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


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


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.


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




Ed)


Education, Inc.

http://www.schoolmentalhealth.org/Res

ources/Educ/Tips%20for%20Teachers.p

df

Tips for teachers to help students with

disabilities

http://nichcy.org/laws/idea

http://www.ada.gov/cguide.htm

http://www.schoolmentalhealth.org/Resources/Educ/Tips%20for%20Teachers.pdf




Eligibility and

IEP




Ed)


Education, Inc.

https://www.iepdirect.com/iepdotnet/hu

b/index.html

Software to electronically create and

refer to IEPs

ADHD ad EBD




Ed)


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




Ed)


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




Ed)


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




Ed)


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

https://www.iepdirect.com/iepdotnet/hub/index.html

https://www.iepdirect.com/iepdotnet/hub/index.html

http://www.ninds.nih.gov/disorders/adhd/adhd.htm

http://www.ninds.nih.gov/disorders/adhd/adhd.htm

http://www.pacer.org/parent/php/php-c81.pdf

http://www.dyslexia.com/

http://www.teachingid.org/

http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm

http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm

http://www.autisminternetmodules.org/

http://www.autismspeaks.org/

http://www.thearc.org/

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://www.bced.gov.bc.ca/specialed/docs/autism.pdf

http://www.deaflinx.com/

http://www.hearingloss.org/


Physical and

Health

Disabilities




Ed)


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




Ed)


Education, Inc.

http://iris.peabody.vanderbilt.edu/sheets

/smd.htm

Severe and multiple disabilities

information on IRIS

Cultural

Diversity, ELL,

and Family

Involvement




Ed)


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




Ed)


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

http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ795373

http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ795373

http://iris.peabody.vanderbilt.edu/sheets/smd.htm

http://iris.peabody.vanderbilt.edu/sheets/smd.htm

http://iris.peabody.vanderbilt.edu/clde/chalcycle.htm

http://iris.peabody.vanderbilt.edu/clde/chalcycle.htm

http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm

http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm

http://www.supportforfamilies.org/

http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdf

http://www.naeyc.org/files/yc/file/200601/KaczmarekBTJ.pdf

http://iris.peabody.vanderbilt.edu/bi1/chalcycle.htm




http://iris.peabody.vanderbilt.edu/bs/chalcycle.htm

http://iris.peabody.vanderbilt.edu/bs/chalcycle.htm

http://iris.peabody.vanderbilt.edu/at/chalcycle.htm

http://iris.peabody.vanderbilt.edu/at/chalcycle.htm

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