Self-determinationIndependence, Interdependence, Opportunities to

Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content areas e.g., selecting from a field of 4, using asking

/answering “Wh” questions, sequencing events, using graphic organizers

Grade Level Content Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Assistive Technology/ AAC

• No/Low-Tech Tools– e.g., symbols, pictures, communication boards

• Mid-tech Tools– e.g., Big Mack, Voice Output– Adapted keyboards– Non dynamic displays

• High-tech tools– Dynamic display voice output devices – e.g., Dynavox, IPAD w specialized applications

SETT- similar to ecological inventoryStudent

S

Environment

E

Task

T

Tools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

Name: Justin

Participation Plan

What the class does: How to provide support: How student participates: Listening to lecture (taking notes)

Peer/ Adult makes simplified notes related to lecture.

Student listens and takes notes from peer/ adult. Student works on related work while teacher is lecturing

Class is reading out loud

1) Peer/ adult takes notes on who, what, where, and other important key words or concepts from the passage.

2) Student practices ahead of time a particular sentence to read in class or

3) Adult identifies 1-2 key words and creates 1-2 questions with pictures.

Student will follow along in book. Student will find 3-4 key words. Student reviews key words and concepts after reading is completed. Identify 1-2 pictures in the classroom text and answer questions created by staff.

Writing (in journal or on their laptops):

Provide sentence shell. Example: The story takes place in _________ (Chicago, Africa), have him choose the correct response to write in the blank.

Write correct response in blank and then recpy the sentence when complete. Uses pictures to add to his writing.

Responding to reading or class topic:

Collaborate with teacher to prepare a statement or response ahead of time related to reading.

Student will raise his hand and respond to a question when asked by the teacher.

Math assignments

Provide math and word problems that are simplified, but still related to curriculum. Use coins, cubes, or other manipulatives to demonstrate concepts. Have him match numbers with actual number of objects

Have him calculate problems using calculator and/ or manipulatives, then turn in adapted assignment to teacher when complete.

Answering questions related to passage

Shorten and provide 2-choice questions to student. Use sentence shell and have student fill answers. Provide written or verbal choices to fill in blanks

Have him answer simplified and/or multiple choice questions orally and then recopy or rewrite the answer. Have student use pictures to demonstrate knowledge of subject matter.

Receiving instruction on laptops

Have peer help him follow along with lecture. Ask him for topics to look up. If no answer, then give him a choice (age-appropriate)

He will listen to lecture and press buttons that peer directs him to. He will look up on the internet by copying address from paper on his laptop.

Participation Plan

Jordan 4th grader- Case Example• Strong receptive language skills understands most words spoken

to him.

• Limited verbal expressive language– Uses low-tech communication board (PODD)– http://www.youtube.com/watch?v=YDjVFXu9MZk

• Identifies all letters of alphabet• Recognizes 40 high frequency words• Uses pictures with text and modified text to understand reading content • Passages are read aloud to him to provide access to content• Poor phonemic awareness (IEP goal to blend sounds)• Poor gross & fine motor skills (IEP goal to use adapted keyboard to write)• Uses wheel chair for mobility

Infused Skills GridSchool Name

Student Name: Class Schedule: Room:

Age:

Grade:

Parent/ Guardian: Phone:

Advocate Teacher: Phone:

Family

Check here if the Student

inf used skill has Peers

been identifi ed by: School

Activities/ Subjects/ Environments

I nfused Skills Grid

I nf used Skills

• Focus on Goals.

• Increase Participation

IEP Objectives

Blend sounds to read CVC words

ID content related words

Answer comprehens-ion questions using communica-tion board or adapted keyboard

Compose simple content related phrases and sentences using an adapted keyboard

Assist in wheelchair transfers to alternative seating

Prepare XReading modified informational passage

X Using picture symbols w/ text

X X X Sit in alternate chair to work with partner

Organize X X X X

Write x X X X XTransfer to stander to use computer

Edit X X X

Revise X X X X Use stander

POWER Example

Practice Activity

• On the back of your entry activity there is a step in the POWER writing process.

• Get together with at least 2 other people that have the same step in the process – (e.g. “EDIT”).

• Identify a learner OR you can use Jordan from today’s lesson.

• Complete the barriers AND supports sections for this learner.

TEACHING HANDWRITING

For Students with Physical or Intellectual Disabilities

Adaptive Positioning and Equipment

• Evaluate child and prescribe positions and equipment

• Adjust equipment for growth over time

• Train school team on body mechanics and proper use of equipment

Role of Therapist Role of teacher

• Implement use of adaptive equipment and positioning throughout ACTIVE learning

• Monitor child’s function and status

• Monitor for growth• Consult with therapist(s)

regularly

What is “Good” Positioning?• Child can see activity/people• Child is supported but can move freely• Hips at approx. 90˚ angle (sitting) or slightly less

(forward)• Feet supported flat on a surface (sitting and standing)• Tray or work surface at elbow height or slightly higher• For more info…consult with a therapist

Positioning Devices

• Shoulder straps• Lateral trunk

supports• Chest harness/vest• Adjustable table• Lap tray• Slant board• Grasp bar or dowel

• Dycem or other non-skid material

• Seat cushion/wedge• Footrests• Headrests• Armrests• Seatbelt

When a student is positioned properly…..

• the affects of abnormal tone and reflexes are minimized

• visual ability is optimal• range of motion and functional hand skills are

increased• student feels secure and stable

HANDWRITING WITHOUT TEARS http://www.youtube.com/watch?v=7QHo

p5ihZUE&feature=related Classroom downloads: http://www.hwtears.com/hwt/educators/t

eachers/classroomextras

HANDWRITING ASSISTIVE TECHNOLOGY Links http://www.youtube.com/watch?v=IhFYufexyV4

http://www.youtube.com/watch?v=CJCnyGX6uyM

Adaptive Keyboards e.g., BigKeys, Intellikeys http://atto.buffalo.edu/registered/Tutorials/intellikey

s/index.php

Dictation Software e.g., Dragon Naturally Speaking

Adaptive Keyboards

http://www.youtube.com/watch?v=h9hdMJmAZ5Q&feature=related

http://www.youtube.com/watch?v=h9hdMJmAZ5Q&feature=related

http://www.youtube.com/watch?v=5Ni5UnVQp-k

http://www.youtube.com/watch?v=AiJR5rHsO58&feature=rellist&playnext=1&list=PL374266B6117454A6

VIDEO MODELING & COMPUTER ASSISTED INSTRUCTION

Kinney, Vedora, & Stromer (2003); Bellini, Akullian, & Hopf (2007) Links- http://www.youtube.com/watch?v=CvRE

tr8_Tlk

TV Teacher http://www.youtube.com/watch?v=RlPe

waLmMnM&feature=related

http://tvteachervideos.com/