Student Support ServicesAdapted from: Disability Awareness and Universal Design by Dr. Ellen Stoltz, Chief Academic Officer

Director: Dr. Deirdre J. OsypukAssistant Director: Beth M. Goldsnider

Who do we Supervise? Special Education Teachers School Psychologists Social Workers Guidance Counselors Speech Pathologists Nurses Occupational Therapist Physical Therapist Behavior Analyst Special Education Instructional Assistants Special Education Tutors Applied Behavior Analyst Assistants

What District Wide Student Populations do we Serve?

Special Education 504 Homeless English Language Learners B-3 Transitions Child Find

What is our Department’s Mission?

To provide the supports necessary for all students to be successful in the academic, social, emotional, and behavioral realms.

To educate all students in the Least Restrictive Environment (LRE) to the maximum extent that is appropriate.

Why do we Promote Inclusion?

Develops tolerance for individual differences

Positive academic and behavior role models

Students with disabilities achieve at higher levels when educated with their non-disabled peers.

Evidence to Support Inclusion

Role of General Education Teacher

Review and implement 504 Plans and Individual Education Plans (IEP)

Actively participate in Planning and Placement Team (PPT) and 504 meetings

Differentiate your instruction to meet the needs of all learners

Modify lesson plans, tests/quizzes per IEP, 504 Plan Collaborate with special education teacher, related

service staff Refer students to Special Education or 504 if they

have not made progress during the 3rd tier of SRBI.

Criteria for Special Education

1 of 14 educational disabilities Adverse impact on educational

performance AND Disability requires specialized

instruction

Criteria for 504

Mental or physical impairment AND Impairment substantially impacts a

major life activity

Characteristics of Students with Learning Disabilities

Achievement is above average in some areas and deficient in others despite average to above average cognitive ability

Disorganized Short-term + Long-term

memory deficits

Instructional Strategies: -pair verbal w/written

directions -manipulatives -check-in/check-out -opportunities for independent practice

Characteristics of Students with Intellectual Disabilities

Deficient intellect (IQ < 70) AND adaptive skills (< 78) Significant deficit in adaptive functioning (communication,

social, self-help skills) across settings Socially: naïve; follower; easy target Flat profile academically with exception of rote skills

Instructional Strategies: -direct instruction

-repetition -concrete examples -relate to prior knowledge

-manipulatives

Characteristics of Students with Speech and Language Impairments Impaired articulation,

expressive language, receptive language

Limited vocabulary, simple grammar and sentences, unusual word order, slow speech, word retrieval difficulties; circumlocutions

Instructional Strategies:- ask students to para- phrase directions- pair with peer language role

Characteristics of Students with Other Health Impairments limited strength, vitality or

alertness, including a heightened alertness with respect to the educational environment

attention deficit with/without hyperactivity disorder, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes

Strategy: Specific to impairment

Characteristics of Students with ADD or ADHD

ADD/ADHD -Not a skills deficit, but aperformance deficit-Average to aboveaverage cognitive ability-Task dependentADD-inattentive, lacksfollow-through, difficultyfollowing multi-stepverbal directions, lacksorganizationADHD-interrupts, blurts outanswers, finishes assign-ments quickly but incompletelyimpulsive, hyperactive

Instructional Strategies:-visual timer-preferential seating-step by step directions written out-frequent feedback-token reinforcement system-response cost-Differential Reinforcement of Incompatible-movement breaks

Characteristics of Students with Autism

Impaired pragmatic/functional language

Restricted repertoire of activity and interests

Impaired joint focus of attention

Difficulty holding reciprocal social exchanges

Difficulty understanding others emotions

Instructional Strategies:- picture schedules- posted routines- advanced notice of change- social stories- Picture Exchange Communication Systems- Applied Behavior Analysis- Discrete Trial Instruction

Characteristics of Students with Emotional Disturbance Typically average to above

average cognitive ability Difficulty managing

emotions, mood swings Anxious, depressed,

fearful Difficulty building

relationships with adults and peers

Pervasive across settings and persons

Instructional Strategies:-consistency-non-emotional response-present choices-extended time; -pair w/positive social, emotional peer models

Characteristics of Oppositional Defiant Disorder

Non-compliant Argumentative Weighs costs of

behavior

Instructional Strategies:-Precision Requests-do not negotiate-lay out consequences if chooses to behave vs misbehave-find carrot-Behavior Intervention Plans

Precision Requests

Variables that Affect Compliance