Welcome to 8P03....

COGNITION AND THE EXCEPTIONAL LEARNER (P/J/I)

Dr. Tiffany L. Gallagher

Agenda1. Introductions, Background, Research

Study2. Past Foundations: Educational and

Cognitive Psychology, Special Education and your Experiences

3. Present Context: Programs, Our Students, Categories, Issues, Current Research on Effective Teachers

4. Future Practice: Theories of Learning; Your Impact; Your Questions; Syllabus

Introductions

Background Information Sheet: Valuing What Brings YOU Here

National Research Study: Survey of YOUR Beliefs

Let’s take a step back into the Past

Foundations… Educational and Cognitive

Psychology Special Education Your Experiences as a Student

WHAT are the FOUNDATIONS of EDUCATIONAL and COGNITIVE

PSYCHOLOGY?Educational Psychology is devoted to

understanding teaching and learning in educational settings. Knowledge gained from psychology is applied to the activities of the

classroom.

Cognitive psychology is the study of mind and mental function, including learning, memory, attention, perception, reasoning, language,

conceptual development, and decision making. Practical applications for cognitive research include structuring educational curricula to

enhance learning.

This body of knowledge can be converted into practices you can use in your classrooms.

This is the science of educational and cognitive psychology.

One theory will not explain all situations. Educational and cognitive psychologists

disagree on many issues. As teachers you will need to make

decisions and consider what theories are most relevant to practices in individual

situations. This is the art of educational and

cognitive psychology.

WHAT are the FOUNDATIONS of SPECIAL EDUCATION? Mid to late-1800s: Canada’s early history of social responsibility in education for persons who were deaf, blind, and developmentally disabled.Early to mid-1900s: Gaps in education for students with learning and behaviour challenges. Segregation and medical model of education services. 1960-1970s: Human rights movements and expansion of special education programs. Ecological model of educating the whole child.

Bill 82, Education Amendment Act (1980)

• All students with special needs accepted into Ontario schools and provided programming and services

• Every School Board must have: Special Education Advisory Committee (SEAC); Special Education Plan; Procedures for identification of students’ needs

• Establish Identification, Placement and Review Committees (IPRC) and follow Reg. 181/98

• Parent involvement and Appeal Process (3-member Appeal Board agrees/disagrees and recommends; school board considers and decides; implementation OR Special Education Tribunal)

• Procedures for Individual Education Plan (IEPs)

The last few decades…Self-contained Classrooms > Mainstreaming > Integration > InclusionSpecial Education Transformation (2006)“the first consideration regarding placement would continue to be the regular classroom. A range of options would continue to be available for students whose needs could not be met within the regular classroom. These placements would be duration-specific, intervention-focused and subject to regular reviews (p. 8).” Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs (K-6) (2005) emphasizes Universal Design for Learning (UDL) and Differentiated Instruction (DI) further revised with Learning for All: K-12 (2013) emphasizes assessment to instructional programming. Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2013) memorandum to introduce equity and inclusion policiesEquity and Inclusive Education in Ontario Schools guidelines and policy for inclusion

YOUR EXPERIENCESThink about a time you were an

“effective” student. Describe this event. What were the factors that contributed to

your success?

Think about a time you were “not an

effective” student. Describe this event. What factors contributed to your lack of

success?

Characteristics of…Effective Students

Think about a teacher that you considered to be an “effective” teacher. What made this individual a great teacher?

Think about a teacher that you considered to be an “ineffective” teacher. What made this individual a poor teacher?

Characteristics of…Effective Teachers

Characteristics of…Effective Students Effective Teachers

What do you see in this reflection?

Let’s look at the Present Context…

Programs & Services, IPRC, and IEP Our Students Categories and Subcategories Issues and Concepts in Special

Education Current Research on Effective

Teachers

Students Receiving Special Education Programs & Services

18

In 2012-13 school boards reported that 16.32% of the total student population, or 331,532 students were receiving special education programs and/or services.

Approximately 83% of all students (86% secondary) receiving special education programs and/or services are placed in regular classrooms for more than half of the instructional day.

At least 22,000 students reported to be receiving special education programs and/or services do not have an Individual Education Plan (IEP). No student is to be denied any special education programs pending an IPRC meeting or decision.

PRINCIPALPARENT

ADVOCATE?RESOURCETEACHER?

Referral

Information

Consideration

Decision

Placement& IEP

What are IEPs?

Roadmap

Written Plan of Action

Legal and flexible working document

Accessible and Available

A ‘Tim Horton’s Ring’

Gather Information

Set the Direction

Develop

Implement

Review& Update

IEPs

Our Students Labels for students are somewhat

inexact and controversial, yet in Ontario, 5 categories exist (behaviour; communication, intellectual, physical, and multiple) * see Appendix I in text

The debate about labels and categories of exceptionality is not as contested by those who work with students daily

Categories are necessary for resource allocation

Let’s do an Open Word SortCategories & Subcategories

of Exceptionality

Arrange the category and subcategory cards according

the Ontario Ministry of Education’s conditions that

effect student learning

Categories of Exceptionality

29

The broad categories of exceptionalities set out in the Education Act and as elaborated upon in Special Education: A Guide for Educators (October 2001) address the wide range of conditions that may affect a student's ability to learn. All students with demonstrable learning needs are entitled to appropriate accommodations in the form of special education programs and services.

There are 5 Categories and 12 Definitions of Exceptionalities:

BEHAVIOUR INTELLECTUAL MULTIPLE (co-occurring disabilities)

Behaviour Giftedness Multiple Exceptionalities Mild Intellectual DisabilityDevelopmental Disability

COMMUNICATION PHYSICALAutism Physical DisabilityDeaf and Hard-of-Hearing Blind and Low VisionLanguage Impairment Speech Impairment Learning Disability

Demographics by Exceptionality

30

In the 2012-13 school year, 186,545 students (97,492 secondary) were identified as “exceptional” by school board Identification, Placement and Review Committees (IPRCs).

Note: This chart represents only Identified students. That is 56% of all students reported as receiving special education programs and services

8.6%

4.9%

0.4% 1.1%

5.0%

15.3%

5.4%

42.8%

9.2%

5.6%

1.5% 0.2% 0.2%1.4%

5.7%

8.8%

42.2%

5.5%

9.4%

4.8%

0.4% 1.2%

5.0%

15.5%

0

10,000

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10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,0002011-12 2012-13

Issues in Special Education

Over 80% of students with exceptionalities in Ontario are in regular classrooms, but, just over 50% of students with developmental disabilities are

Alternative/specialized settings still exist, “when a special class placement is made, it should be duration-specific and intervention-focused” (Special Education Transformation, 2006)

Profile of learning disabilities and autism spectrum disorder is commonly accepted but only subcategorized

Additional funds over per-pupil funding; Special Incident Portion (SIP); Special Equipment Amount (SEA)

Intersection of Psychology and Special Education: Essential

Concepts• Universal Design for Learning (UDL) is improved

access for persons with disabilities is improved access for all – teachers plan with the academic, social, physical, intellectual needs of all students in mind

• Differentiated Instruction (DI) is a teacher’s response to learner’s needs guided by general principles of differentiation. Teachers can differentiate content, process and product according to student’s readiness, interests, and learning profile through a range of instructional and management strategies.

Intersection of Psychology and Special Education: Essential

Concepts• Modifications are changes made in the age appropriate grade-level expectations for a subject in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade-level curriculum expectations.

• Accommodations refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade.

Current Research on Effective Teachers

According to research with students (age 13-17 years), what are the characteristics of effective teachers?(a) a good sense of humour(b) make class interesting(c) in-depth knowledge of subjectAccording to research over the past two decades, what are the characteristics of effective teachers? (1) professional knowledge and skills; (2) commitment and motivation;(3) professional growth

Brainstorm aspects of “Professional Knowledge & Skills”

in padlet.comGroup 1 Group 2

http://padlet.com/tiffanyg1/kdajstec76us

http://padlet.com/tiffanyg1/eruhgex5c0be

Brainstorm aspects of “Commitment & Motivation” in

padlet.comGroup 3 Group 4

http://padlet.com/tiffanyg1/yjvo6v9h3c34

http://padlet.com/tiffanyg1/k3649uwbvyv2

Brainstorm aspects of “Professional Growth” in

padlet.comGroup 5 Group 6

http://padlet.com/tiffanyg1/76i0e6kgs03x

http://padlet.com/tiffanyg1/p99zw410nw41

“Professional Knowledge & Skills”

knowledge of their subject matter instructional strategies assessment strategies goal setting and instructional planning skills classroom-management skills motivational skills communication skills working with diversity learning environments technology skills

Commitment and Motivation

engage students in learning investment of time and effort confidence in their self-efficacy positive attitude and enthusiasm in the classroom caring concern for their students

Professional Growth develop a positive identity seek advice from competent experienced teachers life-long learning repertoire of effective resources and supports reflective: learn from experience active members of learning communities

These lists are exhausting &

daunting.It is unrealistic to expect that

your pre-service teacher education experiences will

provide you with all of these components.

There are three critical factors.

Can you guess what they are?

Knowledge,

Experience

and

Practice

Let’s think about your Future Practice…

Theories of Learning > Your Teaching Philosophy

Your Impact as a Teacher Questions that you have Syllabus

Five Major Theories of Learningto inform your Future Practice

It was on fire when I lay down on it.by

Robert Fulghum

Your Impact: You are teaching academic, social & life skills

Your classroom is your cathedral !

The DREADED Course Outline …

It’s your turn…

What questions would you like answered during Cognition and the

Exceptional Learner?

Share your questions and rationale

ADDITIONAL RESOURCES A Brief History of Special Education Ontario

Ministry of Education Special Education Documents

Special Education Update (June 2015)

A teacher affects eternity;he can never tell where

his influence stops.

Henry Brooks Adams1838-1918