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April 24, 2015
MAER Conference
Kathy Slee Laura Homminga
Special Ed Supervisor Special Ed Supervisor
Calhoun ISD Calhoun ISD
Awareness of Eligibilities & the Effect on the Educational Setting
Educational Practices that best meet the needs of the Learner
“Excellence in teaching is the single most powerful
influence on achievement.”- Hattie, J. (2003)
Specific Learning Disability
Emotional Impairment
Cognitive Impairment
Speech and Language Impairment
Otherwise Health Impaired
Autism Spectrum Disorder
Difficulty understanding the use of
language
May interfere with learning
May interfere with social adjustment
• Unclear speech and/or stuttering
• Poor listening skills
• Slow vocabulary development
• Immature grammar
• Difficulties with conversation
• Quality of voice; unusual loudness
• Must qualify in 1 or more of the 4 areas:
• Inability to build or maintain satisfactory
interpersonal relationships within the school
environment
• Inappropriate behaviors or feelings under
normal circumstances
• General pervasive mood of unhappiness
or depression
• Tendency to develop physical symptoms
or fears associated with personal or
school problems
Learn about the specific disability How it affects communication
Focus on student’s strengths and interests
Create opportunities for success
Consult with the Speech & Language PathologistCan give strategies, ways to adapt the curriculum, etc.
Learn about the student’s specific EI eligibility.
Focus on student’s strengths
Remember they are kids first
Support inclusion by:
Take a break
Allow them to work alone
Ensure group work is meaningful
• Set clear behavioral rules and expectations
• Provide Accommodations:
• Side effects of medication
• Behavioral unpredictability
• Impairments in concentration and memory
Learn at a slower rate
Independence levels vary
Progress often measured with alternative assessments
Teaching ranges from:
Vocational skills
Daily living
Basic self-help skills
Understanding what other people say or mean
Saying what they mean or how they feel
Understanding social cues
Learning and concentrating
Learning without practice
Reading and Writing
Acting their age
Does not achieve adequately for age or to meet
State-approved standards when provided with
learning experiences and instruction that is
appropriate for age
• In 1 or more of the following areas:
– Oral expression
– Listening comprehension
– Written expression
– Basic reading
– Reading fluency
– Reading comprehension
– Math calculation
– Math problem-solving
Emphasize the student’s strengths
Give positive feedback
Give multiple opportunities for practice
Break tasks into smaller steps
Give students additional time to complete a task
Give directions verbally and in writing
Teach organizational skills, study skills, & learning
strategies
Reading difficulties
Have materials at their level
Use colored overlays
Use of technology
Listening Comprehension difficulties
Borrow a copy of another student’s notes
Use of a tape recorder
Use of technology
Writing difficulties
Use of a computer
Specialized software that spell checks
Grammar checks
Speech Recognition software
Emphasize student’s strengths and interests
Create opportunities for success
Be a concrete as possible
Demonstrate what you mean
rather than giving verbal directions
Use pictures/hands-on experiences
Break longer tasks into smaller steps
Give immediate feedback
Teach life skills
daily living
social skills
occupational awareness/exploration
Limited strength, vitality or alertness which adversely affect the student’s educational performance
May include: Asthma, ADD, ADHD, Epilepsy, etc.
Activity
Lifelong developmental disability
Affects
Academic
Behavioral
Social
Students may exhibit impairments in one or more of the following areas:
Reciprocal social interactions
Qualitative impairments in communication
Restricted range of interests/repetitive behavior
Unusual or inconsistent responses to sensory
stimuli
Lack of use of nonverbal cues, such as:
Reading facial expressions
Body language
Lack of eye contact
Appropriate peer relationships
Having a shared interest with others
Reciprocal social interactions
Delay in or lack of speech
Inability to engage in conversation
Inability to use or understand stereotypical or
idiosyncratic language
Qualitative impairments in communication
ASD continued…
Stereotypical and restricted interests
Inflexible need for routines
Repetitive motor activity
Preoccupation with parts of objects
Restricted range of interests/repetitive behavior
Unusual or inconsistent responses to sensory stimuli
Examples:Loud noisesTouchLightCrowdsTextureWeight
ADHD
Post rules, schedules, and assignments
Model how to use
assignment book
daily schedule.
Teach study skills and learning strategies
Help student channel physical activity
Provide step by step directions
Check for understanding
Allow student to work on a computer
Maintain high expectations
Allow for different ways of doing things.
Give step-by-step directions
Verbally
Visually
physical supports
Give concrete and explicit directions & feedback
Give positive feedback
Give opportunities for practice
Build opportunities for social interactions
Build opportunities for collaborative interactions
Have consistent routines and schedules
prepare students in advance for changes
Awareness of Eligibilities & the Effect on the Educational Setting
Educational Practices that best meet the needs of the Learner
How might you change your educational practices to better meet the needs of your students?
Be prepared to share out
PBIS – www.pbis.org
START - www.gvsu.edu/autismcenter/
Influences on Student Learning - http://growthmindseteaz.org/johnhattie.html
MARSE - http://downloads.microscribepub.com/michigan/marse_2013.pdf
NICHCY - http://nichcy.org/