Resource notebook

Resource Notebook

Tiffany Davis

Background on Sp. Ed.
• As mandatory education became widespread, the amount of special classes
grew.
• By the 1950’s special ed. Programs were available in a lot of school districts.
• In the 1954 Supreme court decision Brown v. Board of Ed., it stated it was
unlawful to discriminate against against any group of people.
• This included children with disabilities because they were discriminated against and segregated
from the other children.

• Section 504 of the Vocational Rehabilitation Act of 1973 prevents
discrimination against individuals with disabilities in any program that gets
federal money….this means schools.
• This also helps students not covered by special education services (ie. ADHD)

• 1990- Americans with Disabilities Act (ADA)- further extended rights of
individuals with disabilities with Amendments passed in 2008 (ADAA).
• Public Law (P.L.) 94-142–(Education for all Handicapped Children Act)
passed in 1975 set federal guidelines for sp. Ed.
• This law also described the different categories of disabilities that make students eligible for
special education

Info from: Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom
teachers. New Jersey: Pearson Education Inc.

Background cont.
• P.L. 94-142- changed to the Individuals with
Disabilities Education Act in 1990.
– Added provisions for children from birth to 5 years and
added provisions for supporting the transition of students
with disabilities into the work force or for post-secondary
ed.
– Revised in 1997—it recognized that most students with
disabilities spend time in gen. ed classroom meaning gen.
ed teachers are involved in students educational plan.
• Individuals with Disabilities Education Improvement
Act (2004)- Sp. Ed. Teachers teaching core academic
content need to be highly qualified
• Elementary and Secondary Education act of 1965—
reauthorized in 2002 as No Child Left Behind—ensures
all students have equal access to quality education
– Requires that all students be tested to determine academic
progress
– This has helped ensure more students with disabilities
have access to gen ed setting.
Info from: Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for
classroom teachers. New Jersey: Pearson Education Inc.

The Individualized Education Program (IEP)
Important Parts:

• Presents Levels of Educational Performance:
– Info about the student’s current level of academic achievement, social skills, behavior,
communication skills, etc. This info serves as a baseline.
• Transition Plan:
– Describes strategies and services for ensuring students will be prepared to leave school for
adulthood and/or post secondary education.
– It is updated annually and must be tailored to match the strengths and needs of the student
• Specially Designed Instruction:
– Must have date service begins with frequency of service, types of accommodations/
modifications that are apart of service and period of time services received.
• Accommodations and Modifications:
– Has to include complete outline of specialized services the student needs. Also includes
whether or not student needs accommodations for district/state assessments.
• Assessment Information:
– Must clarify how to measure student’s progress toward achieving the annual goals and how to
inform parents on the progress


IEP: Important Parts cont.
• Goals and Benchmarks Nevada IEP form: Click Here
– Annual Goals—estimate what a student should
be able to accomplish within a year
– Short-term Objectives—describes the steps
needed to achieve an annual goal

• Justification Statement
– Must include a clear statement of justification for
placing a student anywhere that is not a general
education classroom for all parts of the school
day.

• Behavioral Intervention Plan
– For every student with behavior problem, must
have a plan based on a functional assessment of
the student’s behavior.


IEP: Responsibilities of the Gen. Ed. Teacher
• Must bring to attentions of other
professionals any suspected students of
disabilities.

• If there is a suspected student with a
disability, document the students
characteristics and behaviors that led to
concern
– Also, collect samples of student’s work, and put
together descriptions of their behavior, keeping
notes of how you addresses the problem.

• Work with Special Education teachers and
other professionals to implement
interventions and clarify if student needs
additional services.

• If special education services required,
participate in deciding appropriate goals
and objectives

Autism: Background Info
• First diagnosed as a disorder by Dr. Leo
Kanner in 1943.

• It is characterized as a unique disorder that
can occur in varying forms and degrees of
severity: autism spectrum disorders (ASD).

• It’s prevalence may soon lead it to be
considered a high-incidence disability.

• It typically affects boys more than girls and
is usually accompanied by other
disabilities.

• Many students with autism are of average
ability and some are even gifted and
talented.
Info from: Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical
guide for classroom teachers. New Jersey: Pearson Education Inc.

Autism: Common Educational Problems
• Many of the children usually have
problems with social interaction. This
makes it harder for these children to
make friends in the classroom, and
this can effect their social
environments.
• Depending on the severity of the
Autism it can affect their learning in
the classroom. Some cases can be so
bad that it is very hard for them to
learn simple vocabulary
• In the classroom the noise level can
also affect the child with Autism
because at their homes they may have
a completely different environment,
this may cause the child to act out or
just shut down completely.
EDSP 411-1002. (2011). Retrieved December 6, 2011 from the EDSP Google Site:
https://sites.google.com/site/edsp411fall2011/autism

Autism: Accommodations/Modifications
• Create a structured and predictable environment:
reduces behavior problems and relieve stress
• Establish clear procedures and routines: helps
create a positive learning environment
• Use pictures to depict procedures: students with
ASD respond better to pictures than words
• Set aside a quite space: some students with autism
may need a break during the day to be/work alone
• Allow for different communications types: (sign
language, communication board, etc.) some
students have difficulty communicating

Deaf-blindness: Background

• Presence of both a vision loss and hearing
disability that causes severe communication
and other related problems

• Typically are not totally blind or deaf but do
have great needs navigating, making sense of
events, and learning

• Students with deaf-blindness need extensive
supports


Deaf-blindness: Common Educational Problems
• Language Development- Hearing impaired student's
language development is typically delayed

• Literacy- Students who are deaf and hard of hearing have
trouble in writing and reading comprehension, because
they cannot hear typical spoken conversations

• Not being able to read textbooks-Due to the large mass of
printed materials in the school systems teachers must
make sure that correct accommodations are made in order
for the student to succeed.


Deaf-Blindness: Accommodations/Modifications
• Assistive Listening Devices (ALDs) - a small microphone device
worn by the instructor that increases the volume and clarity of the
class lecture for the student who wears the device. An auxiliary
device may also be used in a small group situation, in order to
enhance the understanding of several voices.

• Interpreters - relay information to and from the student and other
people in the classroom. The type of interpreting needed will depend
upon the student's residual hearing and vision. Interpreting may be
done orally, visually

• Modify the layout of the classroom to accommodate the students

• Every required reading and handout may need to be converted into
large print, Braille or audiotape.

http://www.pepnetnortheast.rit.edu/publication/tipsheet/deaf-blind.html

Developmental Delay: Background
• Defined by IDEA as a child who is
experiencing developmental delays as
defined by the State and as measured
by appropriate diagnostic instruments
and procedures in one or more of the
following areas: Physical
development, cognitive development,
communication development, social or
emotional development, or adaptive
development

• Percentage of All Students receiving
IDEA Services: 1.23%

• Percentage of all students ages
(6-21): .11% W. D. (2012). Including students with special needs: A practical guide for classroom
Friend, M., & Bursuck,
NICHCY. (2009). Developmental Delay. NICHCY Disability Fact Sheet No. 9. Retrieved from:
http://nichcy.org/disability/specific/dd?pfstyle=wo

Developmental Delay: Common Educational Problems
• Physical development (fine
motor skills, gross motor
skills)
• Cognitive development
(intellectual abilities)
• Communication
development (speech and
language)
• Social or emotional
development (social skills,
emotional control)
• Adaptive development (self-Disability Fact Sheet No. 9. Retrieved from:
NICHCY. (2009). Developmental Delay. NICHCY
care skills)

Developmental Delay: Accommodations/Modifications
• Assistive technology (devices
a child might need to help with • Routine, organization and
the learning process predictability will help produce a
• Audiology or hearing services positive learning environment
(to ensure student can hear)
• Speech and language
services (helps with child’s
speech)
• Medical services
• Nursing services
• Nutrition services
• Physical therapy (helps with
motor functions)
• Psychological services (helps
with emotional problems)
Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom
NICHCY. (2009). Developmental Delay. NICHCY Disability Fact Sheet No. 9. Retrieved from:

Emotional/Behavioral Disorders: Background
• An emotional/behavioral disorder is the term used in education to
classify individuals who have a mental illness, or other such
psychological conditions.

• There are many completely different disorders lumped into the general
grouping of "behavioral disorder" and the specific signs and symptoms
of an eating disorder will be very different than the specific signs and
symptoms of conduct disorder.

• Statistically, 14.5% of parents of children 4-17 years old have talked
with a health care provider or school staff about the child’s emotional
or behavioral difficulties.

• Many sources agree, however, that finding an exact prevalence rate of
emotional/behavioral disorders is difficult, but that these issues may
affect as many as 1 in 5 children.
EDSP 411-1002. (2011). Retrieved December 6, 2011 from the EDSP Google Site: https://sites.google.com/site/
edsp411fall2011/emotional-and-behavioral-disorder/background-information

Emotional/Behavioral Disorders: Common
Educational Problems
• Disruptive to classroom activity.
• Impulsive.
• Inattentive, easily distracted.
• Disregards all classroom rules.
• Poor concentration.
• Extreme resistance to change and transitions.
• Speaks out, repeatedly.
• Is aggressive.
• Bullies and intimidates others.
• Regular truancy from school.
• Dishonest, consistently blames others.
• Low self esteem.
• Unable to work in groups.
• Engages in self injurious behavior.

edsp411fall2011/emotional-and-behavioral-disorder/common-educational- problems

Emotional/Behavioral Disorders:
Accommodations/Modifications
• For big projects, have different deadlines for each segment so student
doesn’t feel overwhelmed
• Use a calendar to highlight specific due dates so student knows what
to expect.
• Build you lessons with very little down-time so student doesn’t get
distracted.
• Have additional work on-hand to keep student busy.
• Use a rubric or other time of checklist. Provide a copy for students
and parents so they know expectations.
• Be sure to provide directions both verbally and visually so student
know what is expected
• Have examples of assignment to show to students.

https://sites.google.com/site/edsp411fall2011/emotional-and-behavioral-disorder/modifications- accommodations

Hearing Impairment: Background
Hearing Impairments account for just over 1% of students receiving IDEA
services and .11% of all students (Friend, M.).

3 out of 1,000 children suffer from loss of hearing or hard hearing.

Its estimated that 30 school children out of 1,000 suffer from hearing loss.

If hearing loss is detected at an early age the child has the ability to better
develop language and speech development.

EDSP 411-1002. (2011). Retrieved December 6, 2011 from the EDSP Google Site:https://sites.google.com/
site/edsp411fall2011/hearing-and-visual-impairments/background- information

Hearing Impairment: Common
• Language Development- Hearing impaired student's language
development is typically delayed
• Literacy- Students who are deaf and hard of hearing have trouble
in writing and reading comprehension, because they cannot hear
typical spoken conversations.
• Hearing distractions- for students who may have a hearing aid or
cochlear implant. The hearing aid or implant magnifies sounds and
cannot block out noises that other hearing students can.

• Frustration- As with most disabilities student's with hearing
impairments experience frustration in the classroom, if the proper
support is not provided.

https://sites.google.com/site/edsp411fall2011/hearing-and-visual-impairments/background-information

Hearing Impairment:
• Electronic Mail--for faculty-student meetings
• Visual Warning Systems--in case of emergencies
• Preferential Seating--unobstructed line of vision to read lips and
interpreter
• Conscious of Covering Lips--use of hands, books, etc. may cover lips
which is difficult for lip readers
• Keep Face Within View--facing the blackboard/chalkboard makes it
difficult for lip readers
• Speak Directly to Student--do not speak to interpreter, speak to the
student
• Allow Processing Time--gives students time to receive, digest, and
question material presented
• Repetition-repeat important information and student comments using
simple words
edsp411fall2011/hearing-and-visual-impairments/accommodations- modifications

Intellectual Disability: Background
• According to the American Association on Intellectual and Developmental
Disabilities, an intellectual disability is a disability that involves significant
limitations both in intellectual functioning and in adaptive behavior

• Intellectual disabilities can begin anytime before a child reaches the age of 18
years. An Intellectual disability can be caused by multiple factors that can be
physical, genetic, or social. Students who have intellectual disabilities may
also have other impairments. Students with severe intellectual disabilities are
more likely to have additional limitations than other students with mild
intellectual disabilities.

• According to the President's Committee for People with Intellectual
Disabilities, an estimated seven to eight million Americans of all ages
experience intellectual disability. Intellectual disabilities affect around one in
ten families in the United States

edsp411fall2011/intellectual-disabilities/background-information

Intellectual Disability: Common Educational
Problems
• Intellectually disabled children have low tolerance levels and get easily
frustrated. This frustration makes it even more difficult to complete school
assignments and projects.
• Students with intellectual disabilities often struggle to stay on task for
extended periods of time.
• Students with intellectual disabilities struggle to develop the ability to read
words individually and understanding what they have read. They can read
stories and when finished, immediately forget what they have read.
• Intellectually disabled students have difficulties working in large group
settings. Students with intellectual disabilities receive less attention and are
more likely to fall off topic.
• Students with this disability already have difficulty in following complicated
directions, and with a large task it makes learning more difficult. It is more
beneficial for them to receive one-on-one instruction by a teacher or specialist.
• Intellectual Disabilities make the learning process much more difficult for
students.

https://sites.google.com/site/edsp411fall2011/intellectual-disabilities/common-educational-problems

Intellectual Disability:
• Quiet Work Space. (children with in intellectual disabilities tend to get
distracted more easily)
• Smaller group/class size. (children with intellectual disabilities and the
student-teacher ratio)
• Sit the student closer to the teacher/helper for assistance.
• Remove distractions on the walls around the student.
• Repetition of concepts daily. (consistent practice)
• Hands on Learning. (learn a lot through doing tasks rather than just
listening)
• Provide symbols, diagrams, or pictures instead of word
• Allow students to use verbal responses

edsp411fall2011/intellectual-disabilities/modifications-and-accommodations

Learning Disability: Background
• By definition, a learning disability is a condition in which a student has
dysfunction in processing information typically found in language based
activities, resulting in interference with learning

• Students with learning disabilities have average or above average
intelligence but experience significant problems in learning how to read,
write, and/or do math.

• Currently, learning disabilities is the biggest category of special
education in the schools.

• 52.4 % of All Students with Disabilities, Ages 6-21

• Boys Outnumber Girls Four to One

edsp411fall2011/learning-disabilities

Learning Disability: Educational Problems
• Students with learning disabilities having problems decoding material
that is in front of them. They may take longer to understand words in a
sentence.
• Students with learning disabilities may not have proper reasoning
skills to succeed in a classroom. Those skills include reading
comprehension, generalization, adequate background and vocabulary
knowledge, induction, and sequencing
• Some students with learning disabilities might have motor
coordination problems such as find motor impairments. This may
cause a student to have poor, illegible handwriting. It could cause
them to not be able to hold a pen or scissors correctly
• Students with learning disabilities generally having problems with
academic surviving skills which means they may not show up to class
regularly. They are unorganized. They may not be interesting in
school or the material that is being taught. And a student may not
interact with the other students very well.

https://sites.google.com/site/edsp411fall2011/learning-disabilities/common-educational-problems

Learning Disability:
• Behavior contract-Is an agreement between a teacher and student that outlines
the student’s expectations, rewards for meeting expectations, consequences for
not meeting expectations, and the time frame for which the agreement used to
motivate students and to specify to student what is expected of them.

• Social skills training-Strategies for improving students’ social interaction skills
through modeling and guided and independent practice with feedback for
students who do not know how to interact with peers and adults.

• Self-control training- A strategy in which students who lack self-control are
taught to redirect their actions by talking to themselves for students who know
what to do in social situations, but lack the self-control to behave appropriately

• Attribution retraining-Teaching program that increases student task persistence
and performance by convincing them that their failures are due to their effort and
can therefore be overcome for students who exhibit learned helplessness

edsp411fall2011/learning-disabilities/accommodations-modifications

Multiple Impairments: Background
• Two or more disabilities so interwoven that none can be identified as
the primary disability

• Most students with multiple disabilities have an intellectual disability
and a physical or sensory impairment

• Many students with multiple disabilities have limited speech and do
not easily convey their preferences and needs

• Percentage of all students receiving IDEA services: 2.19%

• Percentage of all students ages 6-12: .20%


Multiple Impairments: Educational Problems
• Many students with multiple impairments have limited speech and
have trouble communicating.

• Difficulty in basic physical mobility

• Tendency to forget skills through disuse

• Trouble generalizing skills from one situation to another; and/or have
a need for support in major life activities (e.g., domestic, leisure,
community use, vocational).

http://www.angelswithspecialneeds.org/monthly/severe-and-multiple-disabilities/

Multiple Impairments:
• Use alternative and augmentative communication (AAC) systems to
help them with communicating
• Focus on what they can do at all times so they can feel like everyone
else

• Find out what the child's strengths are and capitalize on them so the
student feels successful

• Keep your expectations of the child high so they continue to exceed
expectations

• Never accept rude remarks, name calling or teasing from other
children so they never feel like outsiders


Orthopedic Impairment: Background

• Physically disabling conditions that affect locomotion or
motor functions (i.e. cerebral palsy, spinal cord injuries,
etc.)

• May be the result of a congenital anomaly, disease,
accident, or other cause




Orthopedic Impairment: Educational
Problems
• Many students with orthopedic impairments have no
cognitive, learning, perceptual, language, or sensory
issues.

• Individuals with neuromotor impairments have a higher
incidence of additional impairments, especially when there
has been brain involvement

• Complex motor problems can affect several body systems

http://www.projectidealonline.org/orthopedicImpairments.php

Orthopedic Impairment:
• Change the physical environment of the classroom to
accommodate any of the physical needs of the students

• Provide assisstive technology to allow for full participation of
the student in class

• Allow for a break in the day to allow the students to move
about, take medication, or reposition themselves if they are in a
wheel chair.

• Have group activities to facilitate social interactions


Other Health Impairment: Background
• Conditions resulting in
limited strength, vitality, or
alertness and caused by
chronic or acute health
problems (i.e. cancer, aids,
epilepsy, etc.)

• Percentage of all students
receiving IDEA Services:
8.42%

• Percentage of all students
ages 6-21: .77%


Other Health Impairment: Educational
Problems
• One main problem is that
students with other health
impairments often miss a lot of
school due to their serious
illness.

• These illnesses can negatively
affect the students educational
performance

• They may have to take time out
during class to take medication,
making them miss important
information

edsp411fall2011/intellectual-disabilities/modifications-and-accommodations

Other Health Impairment:
Accommodations/Modification
• Make a packet of all the work the student has missed due to serious
illness at the end of each week. This way someone can deliver it to the
student and it will help them keep up with as much missed work as
possible.

• Find out student’s most difficult problems by having them write or
draw about it and it will enable you to help them work through it.

• Provide materials to the student about other who have had their
disease so they can learn how others have coped with it.

• Work closely with the families so they can provide you with
information concerning the students status and needs.


Speech/Language Impairment: Background

• Speech is disordered, interferes with communication and
can cause speaker or listeners distress
• Three kinds of speech disorders are articulation, voice, and
fluency
• Language is disordered when comprehension is impaired
or does not develop normally
• Language disorders may involve form, content, or function
• Percentage of all students ages 6-21: 1.7%


Speech/Language Impairment: Educational
Problems
• Students may be unable to pronounce sounds correctly

• They may lag behind socially due to their inability to
communicate affectively

• Students may not be able to communicate any issues they may be
having

• They may not understand questions being asked

• They can have incorrect grammar and a limited use of
vocabulary

Speech/Language Impairment:
• Create an atmosphere of acceptance: this will encourage
students to participate more in class

• Encourage/teach listening skills: this will help them learn
different techniques that will help them be successful students

• Use modeling to expand student’s language

• Provide many meaningful contexts for practicing speech and
language skills to help them succeed


Traumatic Brain Injury: Background
• Occurs when a student experiences a trauma to the head
from an external force that is injurious to the brain and can
include temporary loss of consciousness (i.e. car accident,
falling, sports accidents, etc.)

• TBI is the leading cause of disability and death among
children with more than one million children sustaining
one every year

• Percentage of all students receiving IDEA services: .38%



Traumatic Brain Injury: Educational
Problems
• Some students with TBI might have experienced a loss of
previous intellectual capacity

• They can experience difficulty initiating an organizing
their learning tasks, remembering what they learned,
reasoning and problem solving.

• Some students may even have limited use of their arms
and legs and can have other fine motor skills problems.

• They can also display behavior problems


Traumatic Brain Injury:
• Seat students near the teacher and minimize distractions to ensure the
student pays attention

• Provide written materials to back up classroom instruction and help
with memory problems

• Display classroom schedule to help keep the student focused on what
will be coming up

• Allow for extra time for completion of in-class activities/assignments
so the student doesn’t feel rushed

• Encourage students to repeat information to ensure comprehension


Vision Impairment: Background
Visual Impairments account for .42% of students
receiving IDEA services and .04% of all students.

.06 out of 1,000 individuals suffer from severe
visual impairments which include legally and
totally blind.

12.2 our of 1,000 people under the age of 18
suffer from a visual impairments.

EDSP 411-1002. (2011). Retrieved December 6, 2011 from the EDSP Google Site:https://sites.google.com/
site/edsp411fall2011/hearing-and-visual-impairments/background- information

Vision Impairment: Educational
Problems
• Visual-Spatial ability- Student's with a visual impairment have a
hard time visualizing anything
• Reading the Board/ Notes- students with a visual impairment can
quickly fall behind because they can only listen to what the teacher
is doing and not able to see a demonstration or read about what is
being taught
• Not being able to read textbooks-Due to the large mass of
printed materials in the school systems teachers must make sure
that correct accommodations are made in order for the student to
succeed.
• Frustration- Just like students with hearing impairments a student
with a visual impairment may experience frustration as well.

https://sites.google.com/site/edsp411fall2011/hearing-and-visual-impairments/background-information

Vision Impairment: Accommodations/
Modifications
• Alternative Print Formats--allows student to receive same
information
• Appropriate Lighting--too much or too little prohibits student
learning
• Adaptive Computer Equipment--student learns with his/her ability
• Readers For Exams--students may be tested with the same test, but a
different way
• Recorded Lectures --student may go back to lectures to reinforce
learning
• Plan Ahead--have necessary materials to give to student the SAME
time as the rest of the class
• Repetition--repeat aloud what is written on the board or the handouts

edsp411fall2011/hearing-and-visual-impairments/accommodations- modifications

At-Risk Students: Background
• Includes students who are considered at risk intellectually,
socially, emotionally, behaviorally, and/or physically

• These students are considered at risk because there is a
high likelihood they will drop out of school prior to
receiving a high school diploma

• Includes students living in poverty, students who have
been abused or neglected, and students who live in a
household where substance abuse occurs.


At-Risk Students: Educational Problems
• Some have a tendency to be noncompliant, have problems
monitoring their own learning, behavior.

• They can have language delays, difficulties with social
relationship, and problems understanding the
consequences of their behaviors

• They can score significantly lower on academic
assessments, many not have nutritious meals or a safe
place to complete homework


At-Risk Students:
• Set high but realistic expectations- this will keep the student motivated
and help them feel like they can succeed

• Have peers be teaching partners- they can learn from one another and
will help make the students feel like they belong and develop social
skills

• Collaborate with other professionals- sometimes students need
someone to talk to and the professionals can provide additional
resources

• Support family and community involvement- try to work with the
parents and helps the student feel like you care


English Language Learners:
Background
• Students from racial and cultural minorities used to be
innappropriately placed in special education programs
based on discriminatroy assessment practices

• It also involves bias in curriculum and instruction, and the
special education referral process

• Approximately 10.3% of all public school students are
English Language learners


ELL: Educational Problems
• They have a hard time understanding what is going on in
the classroom and can lag behind academically

• They don’t socialize with other students because they can’t
communicate with them

• They can become frustrated and seclude themselves to
avoid being called on or interacting with the class


ELL:
• Teach cultural awareness to the class so everyone is more
accepting of other students

• Allow for more time on tests and assignments so they can
finish them

• Let the ELL students use pocket translators on difficult
assignments so they can complete them

• Use peer tutoring to allow for social interaction


Students with Gifts and Talents:
Background

• As defined in the 1988 Jacob Javits Gifted and Talented Students
Education Act: children and youth who possess demonstrated or
potential high-performance capability in intellectual, creative, specific
academic, and leadership areas or the performing and visual arts.

• Broad definitions allows for the fact that twenty percent could be
identified as being gifted or talented.

• In schools today, around 6% of students are served as gifted and
talented


• They tend to have insatiable curiosity, keen memory, unusual ability to
concentrate, wide variety of interests.

• They can be well liked but some can be unpopular and at risk for
serious emotional problems

• They tend to help other people but this can sometimes interfere with
advanced learning opportunities

• They have high expectations set for them which can lead to feelings of
frustration, isolation and alienation.


• Curriculum compacting- this will help the student not become bored
with the class because material they already know will not be
recovered and they can spend more time on special interests

• Acceleration- students can skip a grade or complete standards for
two grades in one year so they do not become bored

• Enrichment- allows students to to elaborate on concepts being
presented that usually require high levels of thinking

• Differentiation- vary the assignment/activities each day so the
students don’t become bored


Constructing an Inclusive Classroom
Environmental Techniques Lesson-Planning Techniques
• Carefully arrange classroom to • Use a variety of classroom
decrease noise, improve the grouping arrangements because
level of student interaction, and students with special needs
increase the amount of time benefit both form whole-class,
students spend on academic one-on-one, and group
tasks activities
• Place students that are easily • Make sure the lesson leaves
distracted away from any wall little down time so students
decoration who get easily distracted will
• Make sure there is adequate always have something to do
lighting for any students with
visual impairments


Constructing an Inclusive Classroom
Community Techniques Universal Design for Learning
• Encourage students to become active • The idea is that instructional material,
in the community and lead by example methods, and assessments designed
by doing community service as well. with built-in supports are more likely
to be compatible with learners with
• Have different group from the special needs
community come and talk to the
students to teach them what they are • The use of template with partially
about and inspire them to get involved filled-in sections and links to more
information can help students
construct a better essay


Building Collaborative Teams
Collaborating with Professionals
- Co-Teaching allows for more individualized instruction for students with disabilities
while still allowing them to be included in the gen. ed classroom
- If your having trouble, professionals can help give you tips and strategies for a smoother
inclusive classroom
Collaborating with Parents
-Get to know the parents so they will trust you more and they can clue you in to any
problems the student may have and they feel more involved in the students educations
-It is also good to know the parents’ reactions to their child’s disability because you can
provide them with resources if they need it
-This can be done through more communication (i.e. calling home, parent conferences, etc)
Collaborating with Community Members
-This can help the students become more involved in the community
-Have a few community members come in and talk about what organizations/community
services they are involved in so they can inspire the students to become more involved


Co-Teaching Models
• One teach, one observe- the teacher that observes the behaviors of certain
students

• Station teaching-three groups of students are arranged. Two stations have the
teachers assisting with learning while the third work alone or with a partner

• Parallel teaching-divide the class into two groups and each teacher teaches a
separate group

• Alternative teaching-Have one teacher work with most of the class; the other
works with a small group

• Teaming- teachers share leadership in the classroom

• One teach, one assist-the assisting teach keeps individuals on task


Problem-Solving Strategies
• Know when to ask for help. Some things you can’t fix on your
own—shared problem solving is the basis for collaboration
• Identify the problem- ask other collaborators if they agree on
what the problem is
• Propose solutions- create a wide range of options
• Evaluate ideas-consider whether they seem likely to resolve the
problem and are realistic
• Plan specifics- after selecting ideas, more detail planning needs
to occur
• Implement the Solution- test to see if the ideas work
• Evaluate Outcomes- did the solutions work and to what extent


Classroom Management Strategies
• Physical Organization: use of space, lighting, floor space,
storage
– Prevents distraction and creates a conducive learning
environment

• Classroom Routines: keep the classroom routine
predictable so all the students know what is expected of
them at any given time.
– Prevents students with disabilities from feeling
overwhelmed

• Use of time: always keep students busy
– Prevents students who are easily distracted from
becoming distracted

Positive Behavioral Supports
• Rules help create a sense or order and expectations for a
classroom

• Have clear expectations for the student so they know
exactly what is expected of them

• Have consistent consequences that are clear strictly
enforced to prevent students from acting out.


Individualized Behavior Plans
• You and other professionals can come up with a behavior
intervention plan for individual students who are acting
out.

• It clearly specifies different expectations of the students
behavior and includes a plan on how to reach the goal

• This may require collaboration with the students and
his/her peers and family

• It is necessary to monitor the effectiveness of the plan to
determine whether or not it is working.


Social Skills Instruction
• Create an atmosphere of tolerance so students feel
comfortable working with others

• Have the students do group work to try and encourage
social skills

• When doing group work, try and mix up who works with
whom so the students don’t always work with the same
people

• Have a cultural awareness day so the students can learn
about different cultures of the world

Outside Resources for Working with
Students with Disabilities
• http://www.autisminternetmodules.org/
• http://www.autism-society.org/
• http://www.autism-community.com/resources/for-educators/#assessingstudents
• http://thecoffeeklatch.com/inclusion-mainstreaming-the-least-restrictive-environment/
• http://nichcy.org/disability/specific/emotionaldisturbance
• http://www.projectidealonline.org/intellectualDisabilities.php
• http://www.communitycounselingservices.org/poc/view_doc.php
?type=doc&id=10365&cn=208
• http://www.thearc.org/
• www.addinschool.com

https://sites.google.com/site/edsp411fall2011/autism

Picture resources
• http://rischools.wikispaces.com/Cranston+High+School+East
• https://sites.google.com/site/edsp411fall2011/autism
• http://www.ilr.cornell.edu/edi/pcp/course07.html
• http://educationnext.org/the-race-connection/
• http://phillips.blogs.com/goc/2010/08/childhood-leukemia.html
• http://www.mostonline.org/membersonly/milestones.htm
• http://excellads.com/
• http://docakilah.wordpress.com/2011/06/10/hamburgers-linked-to-asthma-in-children/
• http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.html
• http://www.ehow.com/info_8141140_puzzle-games-children-developmental-delay.html
• http://www.easyiephelp.com/easy-iep-help/individuals-disabilities-education-act-idea/
• http://www.shutterstock.co.in/pic-5808763/stock-vector-vector-classroom-full-of-
students-seated-at-their-desks-detailed-illustration.html

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