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/