Week Three_sped 23000

8/7/2019 Week Three_sped 23000

http://slidepdf.com/reader/full/week-threesped-23000 1/17

I N T R O D U C T I O N T O E X C E P T I O N A L I T I E S

S P E D 2 3 0 0 0

I N S T R U C T O R : B R I A N F R I E D T

Week three:Society, inclusion, outcomes



This week

y Supplemental reading

R ead this at some point.

If you are writing a reflection this week, read what you need to.

y V olunteer experience project Start thinking.



A n acknowledgement

y There is a ton of material in chapter two

We will examine it some of it closely.

We will gloss over some of it.

Some of the material in chapter two overlaps with stuff wediscussed last week. (This is good.)

There will be things that we look at briefly this week anddiscuss at much greater length later.

Much of this material lays the foundation for the course.



Normalization and institutionalization

y Social validity

Significance of goals

Social appropriateness of procedures

Importance of effects (Wolf, 1978)

y Unintended consequences

y R ational examination of educationally relevant

variables.y Continuum of services/placements



Labels

y Labels drive service provision.

y Labels can be misused.

y Labels are (probably) unavoidable.



Universal design for learning

y R epresentation

y Expression

y Engagement

y We will talk about this all semester.



Differentiated instruction

y Kids are different, right?

y Practical?

y Effective?

y Standards?



Technology

y Cochlear implants

y D ynavox

y Kurzweil

y Dragonspeak

y A nd so on«




Inclusion

y Full inclusion

Full anything?

y Evidence

y Ethics

y Educationally relevant variable R ace (not relevant)

Disability (situationally relevant)



Inclusion

y Continuum of placement

A ppropriateness

V ariety

y Collaboration

Co-teaching

Consulting

Teams




A ccommodation and modification

y A ccommodation

Changes that don¶t affect content or instructional goals

A ssessments read aloud, scribe, Braille, large text, reduced

assignments (maybe)«y Modification

Changes that do affect content or instructional goals

A lternate materials, variable difficulty, reduced assignments(maybe), modified assessments




Identification

y Pre-referral teams (child study teams, evaluationteams«)

y RTI

y MFE




Early intervention

y It works (see the article this week).

y It can take a bunch of forms.

y It looks different from school age special education.

y Developmental delay/IFSP




Transition

y Huge focus on post-secondary world.

y In general, students with disabilities do worse in the

post-secondary world than their typically developingpeers.

Graduation rates (for some disability categories)

Standardized test scores

Employment rates




Transition

y Education

y Independent living

y Employment

y Community involvement



Discipline

y Manifestation determination

A word.

y Behavior modification


Week Three_sped 23000

Documents

Transcript of Week Three_sped 23000