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Low incidence 2010
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Transcript of Low incidence 2010
![Page 1: Low incidence 2010](https://reader031.fdocuments.us/reader031/viewer/2022020123/559c35ca1a28ab3d1a8b4633/html5/thumbnails/1.jpg)
Low Incidence Disabilities
• Significant Disabilities (LAA1)
• Autism• Deaf/Hard of Hearing• Blind/Visually Impaired
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6 Big Ideas
• Local leadership• Certification• Professional Development• Literacy• Aim• IEP highlights
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Cultivate Local Leadership• Who will wear this hat in your
LEA?– Assign point person(s)– Advertise– Link with LDE supervisors &
leadership work groups• Culture of continuous
improvement– establish internal leadership group– partner with regional LEAs– action plan (long and short term)
Support and retain personnel in low incidence disability areas!
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Certification
• Majority Rules– ID teachers who don’t meet certification requirements
for all students in their class– Establish structure of ongoing t.a./support– Link with HR and certification counselor
• Teachers provided timely access to coursework– LALIDC (http://www.lalidc.org)– IDEA funds– Incentives
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Professional Development
OPTIONS• Coursewhere• Access Guide (calendar)• Louisiana Low Incidence
Disabilities Consortium• LASARD• Study/work groups• Low Incidence Disabilities
supervisors• National/State/Local
Organizations
SUPPORT• Incentives (e.g. stipends)• Release time• Encourage partnerships
with other low incidence personnel (both internal and external)
• Facilitate participation in general education initiatives (e.g. school improvement)
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Literacy
• All students must be actively included in literacy initiative– Assessments– Instruction– Materials
• Literacy tool bar on Access Guide (significant disabilities) http://sda.doe.louisiana.gov
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Accessible Instructional Materials(AIM)
• Is your LEA prepared to provide AIM to students with low incidence disabilities in a timely manner?– significant cognitive impairments– physical impairments– sensory impairments
• Are procedures clear and is everyone on board?– Competent Authority– teachers– pupil appraisal– related service personnel– families– text book personnel– principals– reading coaches
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Using a Talking Switch Plate to read a repetitive story line
Using a Talking Switch Plate to Read a Repetitive Story Line
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Reading electronic (computer) content area book, using a switch
to turn the pages
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Reading with an electronic reader.
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Using Braille in the Classroom
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IEP “Musts”
• AIM• Deaf/HH - Communication plan, document
interpreting as related services• Blind/VI – Special Factors, Services, and
Related Services based on and substantiated by data/assessments
• Assistive technology assessments• Health care plans
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Are your systems in place to support these outcomes?
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PoliciesProceduresPractices
State District
School Classroom
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Who is assigned the “What about students with low incidence disabilities?” role across all of these levels?
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Leading for change is not for sissies.
http://www.spike.com/video/2800082