1. 1. +King Public High School:Special Education ServicesKara Howe Cesar LopezAugusto Lopez Sarah Sweet
2. 2. King High School:Demographics and InformationBlack/AfricanAmerican 45%Hispanic/Latino51%AmericanIndian 1%White 2%Two or MoreRaces 1%12-1311-12ILTotal # ofStudents636 664 N/ALowIncome93% 96% 50%EnglishLearners9% 9% 10%WithDisability23% 23% 14%Homeless 4% - 2%2012-2013 2011-2012 IllinoisStudent Mobility- %transfer in or out31% 35% 13%Chronic Truancy- absent5% or more82% 89% 10%Student Attendance Rate 80% 81% 94%Average Class Size 19 N/A 21
3. 3. King High School: Student Standards on PSAE &Funds per Student2012-2013 2011-2012 IL AverageInstructionalSpending$ 8,376 $ 8,235 $ 6,974OperationalSpending$ 13,433 $ 13,616 $ 11,842% of Studentswho meet orexceed statestandards onPSAE2012-2013 2011-2012 IL AveragePSAE Overall 15% 12% 53%Mathematics 14% 13% 52%Reading 16% 12% 55%Science 6% 8% 49%
4. 4. +Special Education The Meaning of "Special Education" This refers to education which is designed specially for the needs of a particular child. Theneeds of the child must be identified before the appropriate program can be designed. The term special education means instruction and services that are specially designed tomeet the needs of a particular child with a disability. It can include: Instruction conducted in the classroom, in the home, in hospitals and institutions, and inother settings and Instruction in physical education and Vocational education The concept of special education is very broad. It covers not only traditional academicskills, but also basic functional skills. For children with severe disabilities, it may include themore elementary life skills, such as eating, walking and talking.
5. 5. +Special Education Individuals with Disabilities Education Act (IDEA) Part A: Sets out Congresss intent and national policy to provide appropriatepublic education to all students with disabilities from birth to age 21. Part B: Benefits students from ages 3 to 21. IDEA combines a categoricalapproach with a functional approach. Part C: Benefits children from birth to age 3. Early intervention services in oneor more areas of cognitive development, and adaptive development, ordiagnosed physical or mental conditions that has resulting in developmentaldelay. IDEA: SIX PRINCIPLES 1) Zero Rejection 2) Nondiscriminatory Evaluation 3) Appropriate Education4)Least Restrictive Environment (LRE) 5) Procedural Due Process 6) Parentaland Student Participation
6. 6. Inclusion in Schools What is Inclusion?: Students with and without disabilitiesparticipate and learn together in the same classes Phases of Inclusion Mainstreaming Regular Education Initiative Inclusion through accommodations Inclusion through restructuring Misconceptions of Inclusion Benefits of Inclusion
7. 7. Exclusion Separation- Integration-Inclusion
8. 8. Examples of Inclusion at our SchoolWhat you MaySeeWhat you MayWant to DoAlternativeResponsesWays toInclude Peersin the ProcessBehavior Student shows poorattitude toward otherstudents and doesnteasily cooperate withthem during classDiscipline student,separate studentfrom classUse advancedorganizers to guidelearning onindependentassignmentsAsk student toidentify peerstudent may askfor help. Come upwith signal for helpof teacherSocialInteractionsHas few friends,doesnt appear to wantanyEncourage studentto take initiativetowards others butallow student tochoose to be aloneCollaborate withschool socialworker on socialskillsWork withidentified peers topractice socialskills in classroomEducationalPerformanceWork is acceptable butneeds constantsupervisionAssign an aide towork with student,allowed to takework homeWork with SPEDteacher to createstep-by-stepassignment.Reward systemEncourage studentto work with peers,work with peers toencourage studentClassroomAttitudesNever volunteers,reluctant to participatein class activitiesCarefully chooseactivities that allowstudent to workaloneWork with SPEDteacher andstudent ahead oftime on content toPlan with peerspositivecontributions thateach can make in
9. 9. General Recommendation I:Family Outreach Open house for students in special education Meet teachers, walk through classes Meet with families individually Review IEP plan before school year
10. 10. +General Recommendation II Importance of Partnership Program Modifications or Supports for School Staff Curriculum modifications allow a student to: Learn different material (such as continuing to work on multiplication whileclassmates move on to fractions) Get graded or assessed using a different standard than the one forclassmates Be excused from particular projects
11. 11. General Recommendation IIISchool-Wide Inclusion StrategiesBest Buddies Program Educators leading byexample
12. 12. +Specific Learning DisabilityGeneral information about disability IDEA definition Disorder of language processing Listening, Thinking, Speaking, Writing, Spelling, andMathematical Abilities may be affected Inclusionary Standard Perceptual Disability Brain Injury Minimal Brain Dysfunction Dyslexia Developmental Aphasia
13. 13. +Specific Learning DisabilityGeneral Information Average or above average intelligence Low academic achievement in one or more areas Difficulty storing information for later use Long-term memory Difficulty with the process of turning input to output Working memory
14. 14. +Specific Learning DisabilityStatistics 200-400% morelikely to be male4-8% Readingdisorder6-11% Dyscalcula Minority students areoverrepresentedTHERE IS NO TYPICAL STUDENT
15. 15. +Specific Learning DisabilityStatisticsInstruction EnvironmentRegular Class 80-100% of the timeRegular Class 40-79% of the timeRegular Class 0-39% of the timeSeparate Setting Our goal is to increaseinclusion for students of allabilities
16. 16. +Specific Learning DisabilityAcademic Recommendations Differentiated instruction: To differentiate means to make something different by altering the content of the lesson ormodify it. Assist the student in finding effective peer note-takers from the class. (Alternatively, youcould provide the student with a copy of your lecture notes or outline.) Allow the student to tape record lectures. Allow the student additional time to complete in-class assignments (particularly writingassignments.) Provide feedback and assist the student in planning the workflow of assignments. (This isespecially important with large writing assignments. It may be helpful to break the largerassignment into smaller components with opportunities for draft feedback.) Provide assistance with proofreading written work.
17. 17. Specific Learning Disability: Social & Emotional Characteristics High-quality friends, higher likelihood of friends who also have SLD Majority of students experience NO mental health problems of students with SLD experience higher level of anxiety Reading D/O higher incidence of behavioral and emotionalproblems, linked to problems with inattention and to increased levelof anxiety Recommendations Strength-based perspective Person first language Consultation with school social worker
18. 18. +Autism Spectrum DisorderDr. Temple Grandin named one of Times 100 most influentialpeople, she is a person with autism.
19. 19. +Autism Spectrum DisorderGeneral Information 6 Identifying Characteristics Atypical language development Non-verbal -> complex communication 1/3-1/2 -> inadequate everyday language usage Atypical social development Lack of peer relationships Not generally or especially spontaneous Lack of reciprocity Require external encouragement to increase motivation for socialbehaviors
20. 20. +Autism Spectrum DisorderGeneral Information Repetitive behaviors Hand flapping Phrase repetition Unusual close attention to objects Adherence to routines; aversion to changes Problematic behaviors May cue others to the students needs Sensory and movement disorders Under- or overresponsiveness to stimuli Abnormal posture Atypical body movements Awkward gait
21. 21. +Autism Spectrum DisorderAcademic Recommendations Keyword Strategies Letter Strategies Allowing extra time to complete assigned work Breaking long assignments into smaller parts; shortenassignments or work periods Pairing written instructions with oral instructions
22. 22. +Autism Spectrum DisorderGeneral Information Differences in intellectual functioning 75% have an intellectual disability IQ is inversely related to severity of the disorder Savant syndromeDaniel Tammet is aperson with savantsyndrome. HelearnedconversationalIcelandic,considered the mostdistinct and difficultlanguage in theworld, in 7 days!
23. 23. Autism Spectrum Disorder: Social & Emotional Characteristics Atypical language development Atypical social development Repetitive behavior Problem behavior Recommendations Strength-based perspective Person first language PBIS- positive behavior interventions and supports Pair student with peer who understands preferred communicationmethod
24. 24. +Physical DisabilityGeneral Information IDEA orthopedic impairments Large number of students 1.1% of students receiving supports or special education services Mobility Impairment Examples Spina Bifida Cerebral Palsy Paralysis
25. 25. +Physical Disability AcademicRecommendations Assist the student in finding a note taker. Accept tape recording of written assignments/exams. Give exams orally when necessary or allow extra time for studentswho are able to write but who have diminished speed. Encouragestudents to use a scribe or computer for exams. When selecting a grading criteria, consider the total competencieslearned rather than the speed with which the student complete atask. Allow a tape recorder for lectures and discussions. Allow students to alternate activities in sitting, standing, andwalking.
26. 26. Physical Disability: Social & Emotional Characteristics Will vary depending on physical disability and need of particularstudent Recommendations Strength-based perspective Person first language Recognize that all students deal with self-esteem issues and involveclass in self-awareness instruction Hold peace circles with entire class to address feelings, needs,wants, questions to encourage open communication betweenstudents
27. 27. Physical Disability: Social & Emotional Characteristics Will vary depending on physical disability and need of particularstudent Recommendations Strength-based perspective Person first language Recognize that all students deal with self-esteem issues and involveclass in self-awareness instruction Hold peace circles with entire class to address feelings, needs,wants, questions to encourage open communication betweenstudents
28. 28. + ReferencesHigh School Report Card, Retrieved from Lecture Notes Online Web site:https://uic.blackboard.com/webapps/blackboard/execute/displayLearningUnit?course_id=_81040_1&content_id=_3823660_1.PBS parents, (2003-2014). Inclusive Education. Retrieved from:http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/.Building The Legacy of IDEA 2004. U.S. Department of Education, Statute: TITLE I/B/612/a/5. Retrieved from:http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5,.PBS parents, (2003-2014). The Benefits of Inclusive Education. Retrieved from:http://www.pbs.org/parents/ education/learning-disabilities/inclusive- education/the- benefits-of-inclusive-education/.PBS parents, (2003-2014). Common Misconception about Inclusive Education. Retrieved from:http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/common-misconceptions-about-inclusive-education/.Turnbull, A., Turnbull, R., Wehmeyer, M., & Shogren, K. (2009). Exceptional Lives: Special Education in TodaysSchools. Boston: Pearson.
29. 29. +References:Picture Retrieved from:http://www.dreamstime.com/royalty-free-stock-image-integration-inclusion-exclusion-separation-schema-image31511896Picture retrieved from: http://www.bcsc.k12.in.us/domain/24.Walcott, D,M., (2013) Guidelines for Implementation of the Special Education Reform: NYC Department ofEducation. Retrieved from: http://schools.nyc.gov/NR/rdonlyres/5F80AEEE-3B78-453E-BDF332983722CC25/0/ReformImplementation GuidanceforPrincipals070312 FINAL2.pdfThe Florida State University. Student Disability Resource Center.Retrieved from: https://disabilitycenter.fsu.edu/fac_guide.htmlBob Seay. 20+ Classroom Accommodations for ADHD Children. Retrieved from:http://www.additudemag.com/adhd/article/5901.htmlErich Strom. Common Modifications and Accommodations. Retrieved from:https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodationsCenter For Parent Information and Resources. Supports, modifications, and accommodations for students.Retrieved from: http://www.parentcenterhub.org/repository/accommodations/