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Context-based IEPs Shelley Moore
www.blogsomemoore.wordpress.com
@tweetsomemoore
The start…
TEACHERS AND EA’S SURVEYED: IEP’S ARE… ¤ Too long
¤ Not relevant to content
¤ Not accessible as an evaluation tool
¤ A bureaucratic document
¤ Not useful for teachers or EA’s in modifying curriculum
Modified Schmodifed. Shelley Moore, 2012
PARENTS SAID…
¤ There is not enough information of what they want, too much of what they don’t
¤ Not enough record of progress
¤ They deserve a mark for their work
¤ Were unsure who was accountable for what
¤ They wanted students in content classes
RE
SU
LT
¤ 1 page content IEP’s
¤ Content related goals
¤ Evaluation checklist
¤ Separate IEP’s for literacy and category goals
¤ Trial with 12 modified students
¤ 0-100 %
Teacher
participation in
creation and/ or
evaluation of
modified student’s
IEPS. Modified Schmodifed. Shelley Moore, 2012
Considering individual students… ¤ A new view of students with special needs…
¤ Traditionally students with special needs have programs limited to goals around:
¤ Behaviour
¤ Communication
¤ Social skills
¤ Advocacy
¤ Functional Academics
¤ But these are often not tied to content class with their peers
¤ To make inclusion meaningful, student need to have access to content too… but how to we bridge the cognitive gap??
¤ Literacy IS Cognition
WHO?
Student Profile – case study
Where can inclusion happen?
Places
¤ Classrooms for Content ¤ Social studies, math, science etc.
¤ Classrooms for Electives ¤ Phys Ed, Music, Home Ec., Art etc.
¤ Activities/spaces inside the school ¤ Hallways, cafeteria, lunch room, assemblies etc.
¤ Activities/ spaces outside the school ¤ Recess, field trips, extra curricular activities, sports
teams etc.
Purposes
¤ Behaviour ¤ Goals to help students be included in the physical community
¤ Communication & Interaction ¤ Goals to help students be included in the social-emotional
community
¤ Curricular ¤ Goals to help students be included in the learning community
Meaningful inclusion (a purpose in a place) … is the difference between inclusion and integration… This is having a community.
Purpose WITHIN a Place = Community
Physical Community
Social/Emotional
Community
Learning Community
Behaviour goals
Communication goals
Curricular goals
Social-Emotional goals
Where to start?
¤ Think of all the different spaces that your student goes to
¤ Choose one (gym, socials studies, resource, hallways)
¤ Think about the different purposes in that space (behaviour, social-emotional, curricular)
Assessing for Strengths & Stretches
¤ Communication
¤ Behaviour
¤ Learning
¤ Within each space…
What behaviour supports does this student need to foster independence in the physical community?
Student:
Different Spaces Strengths Stretches Supports
Classroom
School
Unstructured indoor (hallway, bathroom etc.)
Unstructured outdoor (playground, arriving/leaving school etc.) Moore & Bradford 2015
What communication/interaction supports does this student need to foster independence in the social community?
Student:
Different Spaces Strengths Stretches Supports
Reception
Expression
Interaction
Moore & Bradford 2015
What curricular supports does this student need to foster independence in the learning community?
Student:
Different Spaces Strengths Stretches Supports
Literacy (reading/writing/word work)
Numeracy
Core subject areas (Science, Social Studies etc.)
Elective subject areas (music, PE, Art etc.)
Moore & Bradford 2015
Communication
Behaviour
¤ Positive Behaviour Support Checklists ¤ Assessment checklist
¤ Ecological Checklists ¤ What is the context? ¤ What is safe? ¤ What is the routine for this specific context? ¤ What are the behavioural expectations specific for the
routines? ¤ What are the typical kids doing?
Context: Home Ec
What are behaviors to keep student’s safe?
What are common routines?
What are behavioural expectations?
Washing hands Walking with knives/scissors pointing down Handles turned in on stove Saying “Hot”
Arrival Lesson/demo Getting ingredients Cooking Eating Cleaning up
- sit down at station with group - students watch and listen - student groups send one member to collect ingredients from centralized cart - Get supplies, measure, follow recipe, cook, prepare - Use plates, utensils, sitting down, pack up what they want to take away - Wash and dry dishes, return ingredients
Try it…
¤ What is a context that your student will be attending?
¤ What behaviour will they need to know be safe in this space?
¤ What are the routines in this space?
¤ What are the behavioural expectations for these routines?
Learning
What am I teaching? Planning Pyramid
Even more goals
More goals
Goals
Even more goals
More goals
Goals
What is one thing…
¤ What is the unit?
¤ What is ONE thing you want EVERYONE to understand?
¤ What is ONE thing that this student can do so that the content is purposeful?
Context: Unit:
What is a big idea the class learning? (Goal for ALL)
How can we make this accessible to your student?
Basketball Bouncing a ball consecutively
Periodic table of elements Heavy/Light, metal/non metal
Electromagnetic Spectrum Colours in a light spectrum
Louis Riel Manitoba
Baking muffins Stirring the batter
Impact of contact Who came to Canada
Prisms 2D/3D
Circulatory system The heart
Back of the goal PAGE
IEP BIG PICTURE
IEP
1
2
3
4
5
Student Profile Page
Category Goals
Content 1
Content 2
IEP Accommodations